To achieve this aim, it was firstly necessary to understand the social construct that is teaching excellence. The primary aim was to determine if a relationship exists between teaching excellence and the reward and recognition of teaching excellence. The topics of this study are ‘reward and recognition’ and ‘teaching excellence’. Of ‘safe’ schools, then research within our design schools must begin now. If architects are expected to act as arbiters of best practices to guide and educate society on the design Research appears to be being conducted in our design schools offering the validity necessary to make prudentĭecisions. On school safety outside academia sharing ideas, opinions, and case studies of design practices, no rigorous The results indicate that the topic of school safety is absent inĪrchitecture academia, and most prevalent in the fields of psychology and education. Safety”, “school security”, and “school shootings”. To understand where academia is on the issue of school safety research, this paper explores, throughĪ contemporary literature review, the areas of peer-reviewed research on four key terms: “safe schools”, “school However, there currently appears to be a lack of safety or security research within our architecture Research would be theįoundation for decision-making by local school districts and would encourage the development of new technologies School design, this clearinghouse encourages experimental research by design schools.
Conceived as a repository of best practices for ‘safe’ US government to establish a “Safe Schools Clearinghouse”. The American Institute of Architects has lobbied the Solving and where research is being conducted on the issue. It also allows us to empirically know varying approaches to problem How each party frames the issue of ‘safe’ or ‘secure’ schools’ aids in finding solutions to impasses where logicsĬonflict through more holistic definitions. Another is understanding how practices and customs differ between stakeholders. One issue is findingĬommon ground defining the problem and finding a common language with which stakeholders can communicateĪnd work together. These logics can be complementary or competing. Institutional logics represent frameworks for how people in society can frame an issueĪnd help guide them to solve problems. Each party approaches the concept of ‘safe’ from varying institutional logics defined by their professionalĬulture or place in society.
#Taskpaper sort by alphabetical order code
These are students and parents, law enforcement officials, school administrators and teachers, code officials, andĪrchitects. Multiple stakeholders have an interest in making our schools ‘safe’ places to learn and work.
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