Barrett, PS, Zhang, Y, Davies, F and Barrett, LC 2015, Clever classrooms : Summary report of the HEAD project , Project Report, University of Salford, Salford.
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Based on the results of the HEAD Project (Holistic Evidence and Design), funded by the Engineering and Physical Sciences Research Council, clear evidence has been found that well-designed primary schools boost children’s academic performance in reading, writing and maths. Differences in the physical characteristics of classrooms explain 16% of the variation in learning progress over a year for the 3766 pupils included in the study. Or to make this more tangible, it is estimated that the impact of moving an ‘average’ child from the least effective to the most effective space would be around 1.3 sub-levels, a big impact when pupils typically make 2 sub-levels progress a year. This report summarises and illustrates the design and practice implications for architects and designers.
|Item Type:||Monograph (Project Report)|
|Uncontrolled Keywords:||School design, impacts on learning, illustrated guidance, teachers, designers, architects|
|Themes:||Built and Human Environment
Health and Wellbeing
|Schools:||Schools > School of the Built Environment > Centre for Built Environment Sustainability and Transformation (BEST)|
|Publisher:||University of Salford|
|Funders:||Engineering and Physical Sciences Research Council (EPSRC), Nightingale Associates|
|Depositing User:||PS Barrett|
|Date Deposited:||16 Jun 2015 15:31|
|Last Modified:||29 Oct 2015 01:12|
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