Theses and dissertations

This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students. 

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Child-friendly cities and neighborhoods: an evaluation framework for planners

Description
The increasing isolation and segregation of children in American cities and suburbs is of special significance. This has meant a loss of freedom for children to explore their neighborhood and city as they get older, their exclusion from varied contacts with diverse adults in a variety of settings, and their…

The increasing isolation and segregation of children in American cities and suburbs is of special significance. This has meant a loss of freedom for children to explore their neighborhood and city as they get older, their exclusion from varied contacts with diverse adults in a variety of settings, and their consequent inability to learn from personal experience and observation, so essential to social and emotional development. The purpose of this study is to measure the differences in child-friendliness between neighborhoods with different income levels by developing an indicator framework that can be used by planning departments and other local authorities based on available data. The research also focus on what other factor (besides income) influences child-friendliness in a city at the neighborhood level. If a relationship does exist, how big is the difference in terms of child-friendliness between low-income and high-income neighborhoods, and what indicators play the most important role in creating the difference? Neighborhoods in the city of Glendale, Arizona serve as case studies to aid in refining the assessment method, and show the potential for how cities can become more child-friendly. The neighborhoods were selected based on income, same size and different location.
ContributorsRakhimova, Nelya (Author) / Stein, Jay (Thesis advisor) / Pijawka, David (Committee member) / Crewe, Katherine (Committee member) / Arizona State University (Publisher)
Created2011
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School-oriented development: a new paradigm for neighborhood planning

Description
Many school facility-planning theories have proposed an integrated role for schools within their surrounding neighborhood, advocating analogous approaches to creating "community schools" that involve social and community services at school sites that support both students and local residents. Despite the popularity of this concept in the education community, the idea…

Many school facility-planning theories have proposed an integrated role for schools within their surrounding neighborhood, advocating analogous approaches to creating "community schools" that involve social and community services at school sites that support both students and local residents. Despite the popularity of this concept in the education community, the idea of schools as community centers has not entered the mainstream of urban planning thought or practice. As the community schools movement continues to grow, planners should be engaged to support and leverage community school developments using their unique role as mediators of public and private interests. Furthermore, planners tend to have a broad perspective of communities that can facilitate synergistic partnerships and development patterns beyond the immediate school site. The aim of this research was to reframe the existing literature on community schools into a unified School-Oriented Development (SOD) neighborhood planning paradigm that 1) proposes a typology based on the relationships between schools and their surrounding communities, and 2) suggests urban form guidelines that will support these relationships in a child-friendly environment. These outcomes were achieved through the creation of a prototype SOD SmartCode Module that incorporates an SOD typology.
ContributorsReid, Carolyn (Author) / Talen, Emily (Thesis advisor) / Dornfeld, Leslie (Committee member) / Stein, Jay (Committee member) / Arizona State University (Publisher)
Created2011