Green and not heard: the relationship between sustainably designed primary schools and children’s environmental attitudes and behaviours

 This study addressed the possibility that the physical learning spaces of sustainably designed schools can act as pedagogic tools that influence children’s environmental attitudes and behaviours. The results suggest that sustainable school design informs a meaningful understanding in children of the symbiotic relationship between the built environment and the wider ecological context.

Sustainable schools as pedagogical tools for environmental education

There has been extensive research about the association between school physical environment and children’s educational performance. However, the relationship between the sustainability of school physical environments and children’s environmental awareness via education has been rarely addressed in the literature. This paper evaluates the possible differences between the environmental attitudes and behaviours of children in schools designed for sustainability and conventional schools in Victoria, Australia. The New Environmental Paradigm (NEP) and General Ecological Behaviours (GEB) scales were employed to measure the environmental awareness of 275 grade 4-6 children in seven primary schools. Quantitative analysis was conducted to look for significant differences between the environmental attitudes and behaviours of two groups: children attending conventional schools and children attending schools assessed as being designed or refurbished with sustainability in mind. The results of the analysis indicated that there was a statistically significant difference between the two groups. Factor analysis revealed the NEP and GEB to be multidimensional scales. Considering the relationship between school design and the identified behaviour and attitude factors showed the presence of sustainability features had the greatest impact on the factor Children’s Attitudes via ESD (Environmentally Sustainable Design) at School. This result invites professionals in the built environment design disciplines to re-think the pedagogic importance of environmentally sustainable design in schools.

Process makes perfect: High-performance design creates healthy environments for high-performance learning

Considering the staggering benefits of high-performance schools, it seems an obvious choice to “go green.” High-performance schools offer an exceptionally cost-effective means to enhance student learning, using on average 33 percent less energy than conventionally designed schools, and provide substantial health gains, including reduced respiratory problems and absenteeism. According to the 2006 study, Greening America's Schools, Costs and Benefits, co-sponsored by the American Institute of Architects (AIA) and Capital E, a green building consulting firm, high-performance lighting is a key element of healthy learning environments, contributing to improved test scores, reduced off-task behavior, and higher achievement among students. Few argue this point more convincingly than architect Heinz Rudolf, of Portland-Oregon-based Boora Architects, who has designed sustainable schools for more than 80 school districts in Oregon, Washington, Colorado, and Wyoming, and has pioneered the high-performance school movement. Boora's recently completed project, the Baker Prairie Middle School in Canby, Oregon is one of the most sustainable K-12 facilities in the state, and illustrates Rudolf's progressive and research-intensive approach to school design.

Sustainable Environments and Pro-Environmental Behavior

This thesis examines the ability of the sustainably designed building to alter occupant behaviors using LEED for New Construction and Major Renovation, Green Building Rating System™ as a standard of measure. A cross sectional survey compares the pro-environmental behaviors, intentions, environmental knowledge, and pro-environmental orientation of occupants working in a traditionally designed building and occupants working in a LEED-NC certified building located on the University of Nebraska - Lincoln Campus. While there is a visible increase in the pro-environmental variables for occupants working in the sustainable environment, data analysis indicates that these differences are not statistically significant for any of the measured variables. Significant correlations were discovered between an individual's environmental knowledge and pro-environmental behaviors as well as between an individual's pro-environmental orientation and pro-environmental intentions. These correlations support past findings of multiple research studies completed in the field of environmental psychology. Due to limitations of this research these findings must be clarified through continued study in the area of behavior influencing design.

Elementary School Principals in Low-Socioeconomic-Status Schools: A University-Based Research Program Designed to Support Mandated Reform

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with universities concerning one or more of the strategies they are charged with helping schools implement or the functioning of the SMSP more generally. The present research programme is part of the team’s ongoing reflection on a component of Strategy 4: professional development of school administrators and the school team. In this paper, we detail results from this initial and subsequent studies on the work of principals in low-performing schools. We also describe our collaborative relationship with the SMSP team, discuss the effectiveness of the SMSP in promoting the implementation of the seven governmentmandated strategies and critique the utility of our partnership with the SMSP and our use of that programme as a vehicle for linking research to practice.

A dictionary of Sanscrit and English, designed for the use of private students and of Indian colleges and schools.

Mode of access: Internet.

A system of physical culture, designed as a manual of instruction for the use of schools.

book 1. Free gymnastics. 1887.--book 2. Gymnastic tactics. 1887.--book 3. Light gymnastics. 1887.--book 4. Popular gymnastics. Athletics and sports of the play-ground. 1893.

An abridgment of Ainsworth's dictionary, English and Latin, designed for the use of schools.

Mode of access: Internet.

An abridgement of Ainsworth's dictionary, English and Latin, designed for the use of schools.

Mode of access: Internet.

A comprehensive system of grammatical and rhetorical punctuation; designed for the use of schools.

At head of title: Butterfield's punctuation.

A grammar of the English language; explained according to the principles of truth and common sense, and adapted to the capacities of all who think. Designed for the use of schools, academies, and private learners.

Mode of access: Internet.

English grammar and how to teach it : designed as a textbook for common schools, and for the primary, intermediate, and grammar departments of graded schools /

Includes index.

The common school grammar ... being a practical introduction to English grammar, with illustrative engravings; designed for preparatory schools,

Mode of access: Internet.

An English grammar: in which the principles of the language are methodically arranged, and practically illustrated; with examples for parsing, and questions for examination. Designed for schools, academies, and private learners,

Mode of access: Internet.

A sequel to the Common school grammar; containing, in addition to other materials and illustrations, notes and critical remarks on the philosophy of the English language; and explaining some of its most difficult idiomatic phrases. Designed for the use of the first class in common schools.

Mode of access: Internet.