Green School Characteristics, Sustainability, and Student Learning

2015 ◽  
pp. 25-37
Author(s):  
C. Kenneth Tanner
Keyword(s):  
Learning Environments ◽  
Design Research ◽  
Sustainable Design ◽  
Alternative Pathway ◽  
School Characteristics ◽  
School Design ◽  
Green Schools ◽  
General Theme ◽  
Research Findings ◽  
Green School

An exploration of learning environments within and around green schools provides the basis for this chapter. One of its most important goals is to encourage research on where students learn and the quantity of information that students learn, with parallel emphasis on sustainability, school design, and green schools. A general theme is to encourage the study of green schools within the broader context of the total physical environment, while viewing learning experiences and achievement of students through social, economic, efficacy, and sustainability perspectives. Several sustainable design perspectives are included in this chapter, and findings in five areas of school design research are associated with selected green school concepts. As a rather unique component akin to the affective dimension of explaining research findings, acknowledgement of the biophilia hypothesis is suggested as an alternative pathway to view context and enhance depth in research methods, procedures, and interpretation.

Legal Issues for Green Schools

2015 ◽  
pp. 267-280
Author(s):  
Robert Waller ◽  
Elaine M. Artman
Keyword(s):  
Cognitive Functioning ◽  
Legal Issues ◽  
School Design ◽  
School Systems ◽  
School Construction ◽  
Green Schools ◽  
Green School ◽  
Legal Guidelines

School systems will need to stay abreast of the various levels of legal changes as global green sustainability programs expand during the 21th century. This chapter explains the legal guidelines and legislation that direct green school design, green operations, connection between environment and cognitive functioning, and equity. The final topic in this chapter is supportive legislative currently in place to support green schools and suggestions for future legislation needed for future green school construction.

Green School Financing

2015 ◽  
pp. 282-290
Author(s):  
Kenneth E. Lane ◽  
Suzanne Harris ◽  
Evan G. Mense
Keyword(s):  
State Government ◽  
School Design ◽  
Federal State ◽  
Concept Design ◽  
Green Schools ◽  
Non Profit ◽  
New School ◽  
School Financing ◽  
Green School ◽  
State And Local

The authors advocate that understanding the relationship between culture, policy, and funding can help the school leader interested in pursuing funds for a new school building or building retrofitting. Integral to this process is the development of school design policy that encourages and supports the concept of the green school as well as securing funding from federal, state, and local sources to sustain the green school in both design and operation. To facilitate the development of policies regarding green schools, agencies, governments, and countries are identified who have developed and implemented policies regarding the construction of green schools. Finally, funding efforts are identified including federal government, state government, non-profit, and business sources. It is imperative throughout the process of developing and constructing green schools that there is a consistent focus on the ability to sustain the green school in concept, design, and funding.

Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong

2018 ◽  
Vol 12 (2) ◽  
pp. 140-159 ◽  
Author(s):  
Ailin Iwan ◽  
Nirmala Rao ◽  
Kenneth K. Y. Poon
Keyword(s):  
Hong Kong ◽  
Rating Scale ◽  
National Study ◽  
Green Schools ◽  
Award Winning ◽  
Study Results ◽  
Green School ◽  
Cross National Study ◽  
School Movement ◽  
Cross National

Award-winning Green Preschools in Bali, Berkeley and Hong Kong were selected to explore the characteristics of Green Schools using measures developed by educators (Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC)) and architects (simplified Leadership in Energy and Environmental Design (LEED) development). Classrooms for 4- to 5-year-olds were systematically assessed over a 10-month period. A 35 years’ timeline of the Green School movement was produced. The Bronfenbrenner Ecological Theory has been used to frame and analyse this cross-national study. Results indicated striking similarities from both scales that the Green Preschool in Bali received the highest rating followed by Green Preschool in Berkeley and Hong Kong. Three distinct Green School characteristics were found to be: (a) holistic, (b) building and (c) curriculum. The schools’ green characteristics appeared to be influenced by cultures, city regulations and the external institutions that established the green awards.

scholarly journals Design for Difference: Cognitive Enhancement Toys for Children with Developmental Delays

2021 ◽  
Vol 11 (4) ◽  
pp. 5203-5217
Author(s):  
Aditi Deshpande
Keyword(s):  
Design Research ◽  
Developmental Delays ◽  
Cognitive Enhancement ◽  
Learning Difficulties ◽  
Fine Motor ◽  
Early Age ◽  
Second Phase ◽  
Special Schools ◽  
Gross Motor ◽  
Research Findings

Childhood is a phase where children explore, learn and enjoy. For some children, this phase is full of difficulties. These children suffer from either developmental delays or learning difficulties. According to sources, there is a iniquitousness of 1.5-2.5% of advancing delay in kids below 2 years of age in India. Development is described into five different domains - gross motor, fine motor, speech, and language, cognitive and socio-emotional. These children need help at an early age to overcome developmental delays and for cognitive enhancement. Both parents and teachers are involved with children right from an early age, and they can devise ways to help these children. Many schools adopt 'Play' as an important activity to help these children overcome developmental delays and "toys" are mostly central to the design of such activities. The paper describes the design research for designing toys for cognitive enhancement of children with developmental delays between 2 and 5 years. In the first phase of research, the interview method was used to understand what kind of learning difficulties children face and what kind of methods are employed to teach them and understand what types of toys they are using. The sample size of 20 comprising of teachers, therapists, and pediatricians from Special schools and departments for special need children in mainstream schools was used for the interview purpose. Observational studies with children (5 different classrooms with children between 3-5 years age) were carried out to understand how children learn and use the toys. At the end of the first phase, the qualitative analysis led to the shift from learning difficulties to developmental delays. In the second phase, a survey of available products in the market was conducted to understand what types of toys are used to address these children's developmental activity. Mapping the play methods employed by the teachers and therapists to the toys' activities led to finding the Design gap. The design process incorporated the research findings. The product is designed in the form of a Toy Box with a multi-utility set of toys for cognitive enhancement in children with developmental delays. The design (three sets of toys) addresses children's communication, spatial, cognitive, gross motor & fine motor skills with developmental delays. The designed product was put through user testing twice to incorporate the findings from the testing to make the design more user-friendly for the children and the teachers, therapists, and parents.

scholarly journals A Review of Green School Design Guidelines

2018 ◽  
Vol 3 (8) ◽  
pp. 1
Author(s):  
Nur Hidayahtuljamilah Ramli ◽  
Mawar Masri ◽  
Mohd. Zafrullah Mohd. Taib ◽  
Norhazarina Abd Hamid
Keyword(s):  
Comparative Study ◽  
School Environment ◽  
Publishing House ◽  
Secondary Data ◽  
Design Guidelines ◽  
School Design ◽  
Design Guideline ◽  
Sustainable Building ◽  
Design Elements ◽  
Green School

The purpose of this paper is to execute a comparative study of green school guidelines with the review of the current literature. The method of this study is to use secondary data regarding green school design elements in foreign countries’ school. The data assembled from various countries will be discussed with regards to the applications of its elements into Malaysian green school design. The result of the comparative study will be used to identify the design elements of Malaysian school designs towards a green and sustainable building. Therefore, finding from this research is expected to encourage the Malaysian government to develop and create a guideline for green school design in Malaysia. Keywords: School Environment; Green Design Components; Green School Design Guideline; Students’ Outcome eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. https://doi.org/10.21834/jabs.v3i8.272   

Green Schools: Strengthening Our Economy by Investing in Our Children

2009 ◽  
Vol 19 (2) ◽  
pp. 255-257
Author(s):  
John M. Weekes
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
Energy Use ◽  
The United States ◽  
School Design ◽  
Percent Reduction ◽  
Green Schools ◽  
History Of ◽  
American Schools ◽  
Student Absenteeism

An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30–50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.

Integrating Sustainability into School Practices

2015 ◽  
pp. 330-341
Author(s):  
Ting Wang
Keyword(s):  
General Public ◽  
School Leaders ◽  
Social Pressure ◽  
Education For Sustainability ◽  
Human Knowledge ◽  
Green Schools ◽  
School Practices ◽  
General Overview ◽  
Proposed Model ◽  
Green School

Education for sustainability remains fragmented because human knowledge of green schools and sustainability is not enough. This chapter develops a model to help school leaders and the general public to understand the importance of building green schools and implementing sustainable practices. This model provides a general overview of how to integrate sustainability into school practices. Student awareness is the key of the model, which indicates that sustainability can be realized at school if students have stronger environmental awareness. School leaders' attitudes are very decisive at the beginning of a new program. Meanwhile, school leaders have to face social pressure, which would ease the program or make it difficult to be implemented. Last but not least, some potential impacts, such as funding issues, could impact the implementation of green school practices. The chapter ends in presenting recommendations for implementing green school practices based on the proposed model.

Green Schools as Teaching Tools

2015 ◽  
pp. 155-170
Author(s):  
Charles F. Carrick ◽  
Douglas B. Caywood
Keyword(s):  
Background Information ◽  
Discrete Elements ◽  
Green Schools ◽  
Teaching Activities ◽  
Working Definition ◽  
School Programs ◽  
Subject Areas ◽  
Green School ◽  
Definition Of ◽  
K 12

This chapter is meant to serve as both a resource and as an aid for K-12 teachers who are interested in incorporating the philosophy and various aspects of the green school into their day-to-day teaching activities. A working definition of green schools and a summary of their benefits are presented as background information for teachers unfamiliar with the movement. Suggested steps for greening schools and classrooms are provided for those who may be interested in advancing the concept in their particular situations. Throughout the chapter, the school is highlighted as a laboratory for practicing conservation. To that end, discrete elements of green design are presented as suggested subject areas. Successful green school programs are identified as an additional resource. Finally, suggested green activities for the classroom are provided for interested instructors.

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2012 ◽  
pp. 210-243
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

Culturally Significant Signs, Symbols, and Philosophical Belief Systems within E-Learning Environments

2011 ◽  
pp. 44-72
Author(s):  
Caroline M. Crawford ◽  
Ruth Gannon Cook
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Cultural Values ◽  
Learning Environments ◽  
Design Research ◽  
Belief Systems ◽  
E Learning ◽  
Shed Light

The contextual backdrop of the problem and goal of the study are based within the framework that the researchers wanted to be sure that the courses were unique in their appropriateness to their respective cultures; but they also wanted to see if the course adaptations provided cultural values and perspectives that were fairly consistent and appropriate across cultures and nations. The methodology is qualitative in nature, specifically focused upon development design research and narrative inquiry. The findings suggest that there were several levels of concern: learner concerns; instructional design or teaching concerns; management and organizational concerns; and, technology concerns. This study has addressed the question “what lessons could be learned from semiotic and philosophical instructional imperatives inclusion within e-learning environments?” As such, the interpretation of the findings of the study shed light on the importance of simple mediation tools, such as signs, symbols, and stories. The implications of the findings indicate that more research could shed light on how to help students feel comfortable enough to follow through and complete their e-learning courses. In viewing best practices for e-learning, students’ existent knowledge can be bridged with what they need to know by using a variety of the semiotic tools discussed in this study.

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