000			04075cam a22004815i 4500
001			211378
003			US-djbf
005			20210811114524.0
006			m d
007			cr cn|||||||||
008			020129s2009 dcu o i00 0 eng
020			_c35.00 USD
020			_z9781464813788
035			_a(The World Bank)211378
040			_aDJBF _beng _cDJBF _erda
100	1		_aBarrett, Peter. _928059
245	1	4	_aThe Impact of School Infrastructure on Learning : _bA Synthesis of the Evidence / _cPeter Barrett.
264		1	_aWashington, D.C. : _bThe World Bank, _c2019.
300			_a1 online resource (68 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aInternational Development in Focus
520	3		_a'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for "accessible, well-built, child-centered, synergetic and fully realized learning environments. - Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders.--Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and SkillsThis is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome.--Harry Daniels, Professor of Education, Department of Education, Oxford University, UKThis report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakerswill be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility.--David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, MarylandMany planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality!--David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
588			_aDescription based on print version record.
650		4	_aArchitecure _928060
650		4	_aEducation Facilities _928061
650		4	_aEffectiveness _928062
650		4	_aHolistic _928063
650		4	_aInclusion _928064
650		4	_aLearning Environment _928065
650		4	_aLearning Impact _928066
650		4	_aLearning Outcomes _928067
650		4	_aOptimal Classrooms _928068
650		4	_aResilience _928069
650		4	_aSchool Building _928070
650		4	_aSchool Design _928071
700	1		_aBarrett, Peter. _928059
776	0	8	_aPrint Version: _z9781464813788
830		0	_aWorld Bank e-Library. _928072
856	4	0	_uhttp://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-1378-8
999			_c5330 _d5330