AbstractIn the last twenty-five years, school architects have had to respond to numerous educational innovations that have had both direct and indirect implications on the spatial needs of the teacher and student alike. These innovations include upgrading of the curriculum to include new courses, new methods of instruction such as team teaching, and new patterns of student advancement in non-graded or continuous progress programs. These innovations have made obsolete the traditional "egg-crate" form of schoolhouse consisting of a number of like-sized permanent classrooms placed on either side of a corridor.
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