An assessment of attitudes towards the architectural design of Eastwood Elementary School in Hillsboro, Oregon, was conducted in the spring of 1992. The results characterized feelings concerning the absence of walls between classes and the later installation of walls. These feelings were defined in terms of attitudes regarding distractibility, sociability, and general learning enhancement. Respondents were teachers of grades first through sixth; the sixth grade students, who were present before the walls were erected; and their parents. The results indicated that students and parents felt that the addition of walls was a good step for Eastwood. Teachers feel even stronger that their attitudes toward coming to work is more favorable, and that their teaching effectiveness is improved with the addition of walls. Information about the effects of different architectural and philosophical learning environments was obtained from journal articles, past papers, and informal conversations. The recommendation was made that careful attention to teacher, student, and community attitudes towards the architectural design of Eastwood Elementary and other 21st century schools is an important consideration for promotion of positive working and learning environments.
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