學(xué)?；A(chǔ)設(shè)施對學(xué)習(xí)成績的影 響（英文）

1、The Impact of School Infrastructure on LearningA Synthesis of the Evidence,INTERNATIONAL DEVELOPMENT IN FOCUS,,,Peter Barrett, Alberto Treves,Tigran Shmis, Diego Ambasz, and Maria Ustinova,© 2019 International Ba

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9、ution—Please cite the work as follows: Barrett, Peter, Alberto Treves, Tigran Shmis, Diego Ambasz, and Maria Ustinova. 2019. The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International D

10、evelopment in Focus. Washington, DC: World Bank. doi:10.1596/978-1-4648-1378-8 License: Creative Commons Attribution CC BY 3.0 IGOTranslations—If you create a translation of this work, please add the following disclaim

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16、tain permission from the copyright owner. Examples of components can include, but are not limited to, tables, figures, or images.All queries on rights and licenses should be addressed to World Bank Publications, The Wo

17、rld Bank Group, 1818 H Street NW, Washington, DC 20433, USA; e-mail: pubrights@worldbank.org.ISBN: 978-1-4648-1378-8DOI: 10.1596/978-1-4648-1378-8Cover photo: @Tigran Shmis, Central Space of Aurora School, Espoo, Fin

18、land. Used with the permission of Tigran Shmis. Permission required for reuse.Cover design: Debra Naylor / Naylor Design Inc.,iii,Contents,Prefacev Acknowledgmentsvii About the Authorsix Executive Summaryxi Ab

19、breviationsxvCHAPTER 1: Introduction1Context1Methodology2References3CHAPTER 2: Access to Education Infrastructure5Introduction5Optimal size of schools5 Class size and density6Learning spaces and e

20、ducational technology8 Implications for equity9Summary10Notes11References11CHAPTER 3: Safe and Healthy School Buildings13Introduction13 Impact on pupils13,CHAPTER 4: Baseline Conditions for Learning2

21、1Introduction21,Evidence for the impact of particular factors on learning Evidence of holistic impact of school spaces on learning,2223,Summary28Notes29References29,iv | THE IMPACT OF SCHOOL INFRASTRUCTURE ON LE

22、ARNING,CHAPTER 5: Links between School Design and Pedagogy and Community33Introduction33 Pedagogy and space33Improving schools and increasing community wellbeing36 Summary38Notes39References39CHAPTER 6: T

23、he Process of Effective Planning and Implementation41The need for dialogue41 The need for ambition42 The need for inspiration43The need for a long-term, holistic perspective43 Summary44Notes45References4

24、5CHAPTER 7: Summary and Conclusions47Summary47Implications for future practice 49 Implications for future research 50 Conclusions 51Reference51Box3.1OECD earthquake seismic safety recommendations14Figu

25、res1.1Learning environments for better educational outcomes24.1Contribution of each classroom measure265.1Learning interactions: Teacher, spaces, and pedagogy35TablesSummary of literature reviews on the impa

26、ct of school buildings on learning22Classroom characteristics that increase pupils’ ability to learn28,v,,Governments and societies around the world strive to improve their education systems and ensure that all chil

27、dren and youths have the opportunity to go to school and acquire the knowledge and skills they need to lead healthy and pro- ductive lives. Key inputs to the education system, such as curricula, teachers, and educatio

28、n infrastructure, help to improve the quality of education.The quality of education infrastructure, specifically its appropriate educa- tional planning and design with a focus on child development, has been widelydisc

29、ussed in recent years. The Sustainable Development Goals1, which are defined by the United Nations and scope the development agenda for all coun- tries in the world, require countries to “build and upgrade education fa

30、cilities that are child, disability and gender sensitive, and provide safe, non-violent, inclusive, and effective learning environments for all.” Many stakeholders around the world are seeking evidence on how various

31、learning settings may positively or negatively affect child development. The Inter-American Development Bank (IDB), Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific

32、 and Cultural Organization (UNESCO), Council of Europe Development Bank (CEB), and the World Bank are doing analytical work to answer the question of how to design schools that are efficient, inclusive, and conducive

33、to learning. Moreover, the World Bank and other international financial institutions have large and diverse investment portfolios on school infrastructure in different parts of the world, amounting to billions of Unit

34、ed States dollars. Therefore, there is a need for more evidence on the effectiveness of these educational infrastructure investments. The potential benefits of improving the spaces where education is provided can be s

35、izeable, including energy savings, safer and healthier environments for chil- dren, and better learning outcomes.Recent studies have shown that students’ performance is enhanced in schools with better physical learnin

36、g environments. As this report will show, the empir- ical argument for investing in learning environment is strong. Furthermore, although causal evidence on this topic is scarce, there is a growing number of non-exper

37、imental studies—many of them compiled here—that indicate that investments in quality school infrastructure are strongly associated with,Preface,vi | THE IMPACT OF SCHOOL INFRASTRUCTURE ON LEARNING,improved learning outc

38、omes even after controlling for students’ socioeconomic background and other relevant covariates. New technologies and emerging pedagogical practices have created new requirements for educational buildings. As a resul

39、t, new approaches to building learning environments must be devel- oped that both create better spaces for children and increase the efficiency of investments in educational infrastructure.The planning of good learnin

40、g spaces is a discipline that combines different sciences and that requires the involvement of all users of these spaces—teachers, parents, and children—in the decision-making process for infrastructure devel- opment.

41、 Policymakers could do more to include these groups in the envisioning, coordination, and planning of specific infrastructure projects.The evidence base related to the impact of learning environments on aca- demic out

42、comes is gradually growing across the world. Many studies are cur- rently ongoing or are planned in various countries. We present this report as a contribution to the international dialogue on learning environments and

43、 as an input to the World Bank’s educational infrastructure projects. The report con- sists of a thorough review of various studies of how physical school design affects the health, safety, and learning processes of c

44、hildren. The report’s findings may be a useful input into project preparation in different countries, and we hope that it will stimulate greater collaboration on education topics among the vari- ous expert teams withi

45、n the World Bank Group. However, our most important goal in initiating the preparation of this report was to identify the “unknowns” in terms of maximizing the efficiency of learning environments and to provide a foun

46、dation for a rigorous research program in this promising area.NOTE1. See https://www.un.org/sustainabledevelopment/sustainable-development-goals/ for more information.,vii,The principal authors of this report are P

47、eter Barrett and Alberto Treves. The report involved the conceptualization, review, and editing of the text carried out by a team of World Bank staff that included Diego Ambasz, Senior Education Specialist; Tigran Shm

48、is, Senior Education Specialist; and Maria Ustinova, Education Consultant. The report team expresses their particular thanks to the peer reviewers of this report: Toby Linden, Practice Manager, Education Global Practi

49、ce, East Asia and Pacific Region; and Michael Trucano, Senior Education and Technology Policy Specialist.Guidance and support were provided by Cristian Aedo Inostroza, Practice Manager, Education Global Practice, Sout

50、h Asia Region; and Harry Anthony Patrinos, Practice Manager, Education Global Practice, Europe and Central Asia. The most important role in the conceptual thinking behind this note and in the idea to publish this pape

51、r was played by the clients and partners of the World Bank in Argentina, Belarus, Peru, Romania, the Russian Federation, Serbia, and Uruguay. The commitment to education and the interest in creating better spaces for

52、children demonstrated by our partners in these countries sparked many ideas in the team and eventually led us to sharing this knowledge andexperience with other countries and the global community.Special thanks to the

53、 editor Fiona Mackintosh for copyediting the report. The document also benefitted from discussions with and guidance fromMary Filardo, Executive Director, 21st Century School Fund.Finally, special thanks to the World

54、Bank Publishing Program.,Acknowledgments,ix,Diego Ambasz is a Senior Education Specialist in the Education Global Practice at the World Bank. He leads several education projects in Latin America and in Europe and Centr

55、al Asia. In addition, he contributes with technical assistance for projects in other regions of the world. Prior to joining the World Bank in 2003, he held senior analytical and management positions in Argentina’s publ

56、ic administration. His teaching experience in public policy included professor positions at the Santa Fe Catholic University in Argentina, San Martin National University in Peru, and Rosario National University in Arg

57、entina.Ambasz is a PhD candidate in education at San Andres University in Argentina. He received an MA in economics and public policy from Di Tella University in Argentina. He has published several articles and papers

58、 on education and innovation policy. He is the coauthor of “Technology and Competitiveness in the MERCOSUR: Thoughts on the Development of a Pending Agenda.”Peter Barrett is a past President of the United Nations-es

59、tablished International Council for Research and Innovation in Building and Construction. He is Emeritus Professor of management in property and construction at Salford University in the United Kingdom and honorary Re

60、search Fellow in the Department of Education at Oxford University. Barrett is an International Advisor to the Organisation for Economic Co-operation and Development and the U.S.-based Academy of Neuroscience for Archi

61、tecture and the American Institute of Architects.More recently, Barrett has researched the theme of senses, brain, and spaces with an interest in school design and achieving optimal learning spaces. His findings have

62、, for the first time, isolated the significant scale of the influence of physical classroom design on variations in pupils’ learning.He also provides strategic consultancy on optimizing the impact of school buildings

63、on learning for the Norwegian Education Directorate, the World Bank in Romania, and for the Girls’ Day School Trust and the Haberdashers’ Aske’s Boys’ School in the United Kingdom, among others.,About the Authors,x | T

64、HE IMPACT OF SCHOOL INFRASTRUCTURE ON LEARNING,Tigran Shmis, a Senior Education Specialist, holds an undergraduate degree in computer science and economics education. He completed postgraduate study in information and

65、communications technology and holds a PhD in education from the Russian Academy of Education. He later completed an MEd in educa- tion and educational policy at the Moscow branch of the University of Manchester. Shmis

66、 worked under educational projects in Belarus, Kazakhstan, Peru, Romania, the Russian Federation, and Serbia. Among those projects are the Yakutia Early Childhood Development (ECD) Project, Russian Education Aid for D

67、evelopment, and the Belarus Education Modernization Project. He also contributed technical assistance to the Safer Schools Development Project in Peru. He delivered several cooperation programs to the OECD Centre for

68、Effective Learning Environments and the Early Childhood Education and Care networks, and to United Nations Educational, Scientific and Cultural Organization. Shmis leads work on innovative learning environments, ECD q

69、uality initiatives, and capacity building of the Russian Federation in interna- tional development aid in education.Alberto Treves is a School-Building Specialist with more than 1,000 projects completed in the Americ

70、as, Africa, the Middle East, and Eastern Europe. He spe- cializes in the early steps of the process, having created master plans, written design manuals and specifications, developed school designs, and advised gov- e

71、rnments and private institutions on capital improvement projects. He holds a master’s degree in architecture from the University of Buenos Aires, and a certif- icate in educational facilities planning from the Universi

72、ty of California, and he is a member of the Council of Educational Facility Planners International.Treves has worked in many countries, and current and recent clients include the World Bank, Inter-American Development

73、 Bank, African Development Bank, United States Agency for International Development, Millennium Challenge Corporation, United Nations Educational, Scientific and Cultural Organization, Centro Regional de Construccione

74、s Escolares para América Latina and other pres- tigious organizations.Maria Ustinova is a Consultant at the World Bank office in Moscow, where she supports technical assistance and lending projects in the fields

75、 of education and social protection.She also serves as an Associated Researcher at the Urban Health Games Research Group, which is part of the Architecture Department at the Technical University of Darmstadt, Germany

76、. She contributes to research projects that investigate how urban planning and design influence human health and wellbeing, particularly focusing on school learning environments.Ustinova holds double master’s degrees