The Effect of Public School Site Variables of Selection, Planning and Construction, and Environment Upon the Formation of Educational Policy-Making in the United States from 1900 Through 1970.
Thiel, Frank William
1980
Abstract
The purposes of this study were: (1) to review the st and ards for public school site selection, planning and construction, and environment (school site variables) from 1900 through 1970; (2) to determine the effects of economic, political, and social pressures (educational policy-making variables) upon the development of these st and ards; (3) to develop a concept research base for school site analysis in the domains of economics, environment, and education; and (4) to synthesize a series of exemplar site principles as a basis for public school board policy formation. Procedures for Study. In developing the research criteria for this study, the writer reviewed pertinent literature and field research to the evolution of the school site variables and the educational policy-making variables from 1900 through 1970. These site and policy-making variables were analyzed for cause and effect relationships. Twenty-two pronounced patterns of economic, political, and social influences emerged which formulated the foundation for the development of site planning concepts in the domains of economics, environment, and education. Further synthesis of these site planning concepts yielded 10 public school site principles which can be utilized as the basis for school board policy formation. Conclusions. The study reviews the trends that have occurred in the areas of selection, planning and construction, and environment from 1900 through 1970. It further illustrates the economic, political and social conditions that have influenced the development of quality school site st and ards. The following conclusions of the research are provided as principles of school site planning and can serve as a basis for school officials to establish comprehensive educational site policy. (1) Comprehensive planning reviews the entire school site program before any work is conducted on a site and works toward establishing a master plan for school site development. (2) The cooperative planning of multi-disciplinary community planners removes the school site planning process from under the direct influence of school officials. (3) Pre-purchase of school sites beyond immediate needs produces the possibility of providing a community with valuable open space for balanced environmental growth and development. (4) Acquisition of school sites with topographical variety and interest yields a stimulating environment for all site users and exhibits positive economic value for the tax base. (5) Coordinating school site development produces a blend of the natural and build environment for optimum community use. (6) Planning and developing the school site to insure the safety of its clients requires intensive study in order for effective site design to emerge. (7) Enhancing the microclimate and natural terrain of the school site through l and scape development techniques creates optimum conditions for the preservation of the quality of the neighborhood. (8) Designing and developing school sites with appropriate boundaries and buffered l and protections for adjacent property owners positively influences the quality of neighborhood housing and its respective property tax base. (9) Providing recreational opportunities on school sites for the entire community creates a condition for the public school to becomes a major focal point within each neighborhood. (10) Maximizing the educational impact of the school site requires curriculum change, the re-education of teachers, administrators, board of education members, and community residents with the goal of establishing the public school site as a community l and resource for optimum community growth and development.Types
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