Perceptions of Public High School Design Changes in Virginia Since the Implementation of a Profile of a Virginia Graduate

The design of school buildings has shifted over the past several decades in response to social and political trends, as well as shifts in educational philosophy. Despite the educational system's efforts to adapt teaching and learning to prepare students for the 21st-century workforce, the design of school buildings has not kept pace with these changes. In the Commonwealth of Virginia alone, many schools are over 50 years old, and their infrastructures are failing, necessitating billions of dollars in repair, renovation, or new builds. This study was designed to add to the existing literature on school design, emphasizing the importance of fostering collaboration, creativity, critical thinking, communication, and citizenship skills—the 5 C's—as essential components of 21st-century learning skills. The findings obtained from interviewees (four architects and four public school facilities directors) in this study were analyzed for common themes. Among the predominant themes found from the qualitative data were that architects and school facilities leaders indicated that high school building designs have evolved to better support 21st-century pedagogy and the 5 C's through the use of variety and flexible school spaces. Collaboration with stakeholders to communicate the influence of building design on academic achievement, coupled with the role of 21st-century skills in preparing students for the global workforce, is essential in gaining community buy-in and advocating for adequate funding. The alignment between 21st-century pedagogy, building design, and funding will ultimately create learning environments that support all students as future members of a global society. Additionally, educators are working hard to meet the diverse learning needs of students, while also fulfilling federal, state, and local curricular expectations to prepare students for the future workforce. However, due to significant funding deficits across the country, many schools are over 40 years old, with failing infrastructure—overcrowded spaces, poor air quality, and limited technology access—which adversely impacts student achievement. Local school divisions cannot continue to "do more with less;" they need a shift in mindset and advocacy for increased funding at the state and federal levels.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Accetta, Robin Eva Gene

Chair dc:contributor.committeechair

• Alexander, Michael D.

Committee members dc:contributor.committeemember

• Brinkmann, Jodie Lynn
• Cash, Carol S.
• Snyder, Gary Raymond

• 21st-century school design
• school architecture
• 21st-century skills in education

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:41961

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/123763