This article discusses the benefits of green school design and LEED certification. It outlines how traditional school design focused primarily on cost and failed to consider the impact on the learning environment. Green school design aims to create healthy, sustainable buildings that incorporate natural elements and conserve resources. The article reviews how green design features like natural lighting and proper ventilation improve student and teacher health, comfort, behavior and academic performance. It argues that the upfront costs of green design are outweighed by health, productivity and financial benefits over the long term. In conclusion, the article advocates for school administrators to incorporate green design principles when building or renovating schools.
Johnson, priscilla greener schools, greater learning, and the leed value doct...William Kritsonis
This document discusses the benefits of green, or LEED-certified, schools. It outlines how green schools provide healthier learning environments through features like natural lighting, better ventilation, and non-toxic materials. The document summarizes research showing green schools improve student and teacher health, attendance, and performance. It also describes how green schools conserve resources and provide cost-savings over time through techniques like water recycling and energy efficiency. The document advocates for more widespread adoption of green school design and certification through programs like LEED.
Creating and Maintaining High Quality, Sustainable Healthy Learning Environments for Students and Teachers in Global Schools
The research reports on relationships between ecological and health conditions in learning environments involving 1) teacher effectiveness, 2) student achievement, and 3) health of teachers and students. We argue these conditions present implications for transforming learning environments into healthy, safe places for teachers and learners. Findings on ecological conditions in schools show there could be health risks. Methodology is shared to gather evidence on potential adverse effects of ecological conditions on teachers and students in schools. Conclusions suggest that failure to acknowledge problems involving infrastructure, environmental conditions and impact on health could result in adverse affects for teaching and learning.
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
This document provides an overview of key concepts for establishing a community of learners in the early childhood classroom. It discusses the benefits of forming a community of learners, including making all people feel valued and respected. It also examines Urie Bronfenbrenner's ecological systems theory and the importance of relationships between those in a child's microsystem. The document emphasizes creating a learning environment that reflects the teacher's core values and beliefs, and one that considers children's interests, strengths, and learning styles.
The Role of School Environment in Teacher Dissatisfaction Among U.S. Public S...Alvera Kisil
This document summarizes a research article that examines the relationship between school environment factors and teacher dissatisfaction in the United States. The article uses data from the 2007-2008 School and Staffing Survey to analyze how factors like teacher autonomy, principal leadership, student problems, and community problems affect teacher dissatisfaction. The study finds that teacher autonomy and principal leadership are associated with decreased odds of teacher dissatisfaction, while student and community problems are associated with increased odds of teacher dissatisfaction. The school environment plays a statistically significant role in teacher dissatisfaction.
Environmental management's values and ethics among jadara university students...Alexander Decker
This document summarizes a study that examined environmental values and ethics among students at Jadara University in Jordan. A test was administered to 100 students (44 male, 56 female) to assess their level of environmental awareness and values related to environmental management. The results found that students displayed a good overall level of awareness at 70.4%, though it did not meet the desired criteria of 80%. There were also statistical differences found based on residence, with rural students scoring higher, but no differences between male and female students. The study recommends increasing environmental education to further develop students' environmental values and ethics.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
Johnson, priscilla greener schools, greater learning, and the leed value doct...William Kritsonis
This document discusses the benefits of green, or LEED-certified, schools. It outlines how green schools provide healthier learning environments through features like natural lighting, better ventilation, and non-toxic materials. The document summarizes research showing green schools improve student and teacher health, attendance, and performance. It also describes how green schools conserve resources and provide cost-savings over time through techniques like water recycling and energy efficiency. The document advocates for more widespread adoption of green school design and certification through programs like LEED.
Creating and Maintaining High Quality, Sustainable Healthy Learning Environments for Students and Teachers in Global Schools
The research reports on relationships between ecological and health conditions in learning environments involving 1) teacher effectiveness, 2) student achievement, and 3) health of teachers and students. We argue these conditions present implications for transforming learning environments into healthy, safe places for teachers and learners. Findings on ecological conditions in schools show there could be health risks. Methodology is shared to gather evidence on potential adverse effects of ecological conditions on teachers and students in schools. Conclusions suggest that failure to acknowledge problems involving infrastructure, environmental conditions and impact on health could result in adverse affects for teaching and learning.
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
This document provides an overview of key concepts for establishing a community of learners in the early childhood classroom. It discusses the benefits of forming a community of learners, including making all people feel valued and respected. It also examines Urie Bronfenbrenner's ecological systems theory and the importance of relationships between those in a child's microsystem. The document emphasizes creating a learning environment that reflects the teacher's core values and beliefs, and one that considers children's interests, strengths, and learning styles.
The Role of School Environment in Teacher Dissatisfaction Among U.S. Public S...Alvera Kisil
This document summarizes a research article that examines the relationship between school environment factors and teacher dissatisfaction in the United States. The article uses data from the 2007-2008 School and Staffing Survey to analyze how factors like teacher autonomy, principal leadership, student problems, and community problems affect teacher dissatisfaction. The study finds that teacher autonomy and principal leadership are associated with decreased odds of teacher dissatisfaction, while student and community problems are associated with increased odds of teacher dissatisfaction. The school environment plays a statistically significant role in teacher dissatisfaction.
Environmental management's values and ethics among jadara university students...Alexander Decker
This document summarizes a study that examined environmental values and ethics among students at Jadara University in Jordan. A test was administered to 100 students (44 male, 56 female) to assess their level of environmental awareness and values related to environmental management. The results found that students displayed a good overall level of awareness at 70.4%, though it did not meet the desired criteria of 80%. There were also statistical differences found based on residence, with rural students scoring higher, but no differences between male and female students. The study recommends increasing environmental education to further develop students' environmental values and ethics.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
Shanahan Ackley-Holbrook Hall Stewart Walkington 2015Jenny Shanahan
This document reviews literature on mentoring practices for undergraduate research. It identifies 10 salient practices of effective undergraduate research mentors based on over 100 peer-reviewed sources. The first salient practice is for mentors to engage in strategic pre-planning to be prepared for students' varying abilities and needs throughout the research process. This involves careful consideration of project selection and planning to match students' skills and allow progression. Effective mentoring is key to students gaining benefits from undergraduate research experiences.
Greening School Grounds for Social Transformation
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses strategies for making introductory Earth science courses more aligned with current standards and guidance documents. It notes that standards emphasize human interactions with Earth and engaging in scientific practices. However, textbooks and courses often focus more on causes than consequences of Earth processes and their connections to people. The document presents three strategies: 1) shift focus from causes to consequences, 2) connect Earth processes to societal issues, and 3) practice decision-making. Resources from InTeGrate that use these strategies are described. Participants discuss topics from their own courses that could be adapted to address sustainability concepts using these strategies.
This document summarizes a study that examined secondary school students' perceptions of science and its importance in life. Researchers conducted online surveys and interviews with 51 students from two schools in England. The students identified four main categories related to the usefulness of science in life: health, living, career, and technology. The interviews found that girls and inner city students discussed health-related issues more. While some students' answers could be analyzed using ethical frameworks, most responses were too short. Teachers discussed how science enriches lives but did not mention issues teaching controversial topics like evolution. The researchers concluded that a larger study is needed to better understand students' and teachers' perspectives on these issues.
Rethinking Physics Service Courses:The challenge of cross-disciplinary STEM...Joe Redish
Cross-disciplinary instruction is common in STEM programs. Physicists teach engineers; chemists teach biologists; and mathematicians teach everybody. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss how what has been learned in decades of Physics Education Research can help us better understand these challenges. And to use that understanding to figure out how to help our non-physics students get more authentic value from our classes — and to value what they have learned.
The document discusses higher education in India. It notes that while India has the third largest higher education system, it only provides access to 12% of the eligible age group. It emphasizes that the main purpose of universities should be to work for the benefit of society. Research, teaching, and extension are identified as the three key dimensions of higher education. Research and development are described as the backbone that brings transformation. However, no Indian university is ranked among the top 200 globally according to recent reports. The document advocates for improving research capacity in India through better infrastructure, funding, administrative support, and international collaboration.
Rethinking physics for life-science students: Teaching using math in physicsJoe Redish
Cross-disciplinary instruction is common in STEM programs. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss what we learned through creating NEXUS/Physics: a deep redesign of introductory physics for life science students. Life science students show particularly strong resistance to reasoning with symbolic math. Our research helped us understand that learning to use math in physics involved skills those students had not learned in math classes and that we were not teaching to them in physics. I'll discuss one approach to remedy the situation and to help our students overcome a resistance to thinking with math.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Learning attitude and awareness against students in cultured environmental su...Alexander Decker
1) The document discusses a study on students' learning attitudes and awareness of success in a cultured environmental school in Probolinggo, Indonesia.
2) The study found that environmental education at school significantly affects students' knowledge, but does not significantly affect attitudes and awareness. Environmental education at home significantly affects knowledge but not attitudes and awareness, while education in the community significantly affects knowledge but not attitudes and awareness.
3) Students' knowledge was found to significantly affect their attitudes and awareness, and attitudes and awareness were found to significantly affect success in a cultured school environment.
Environmental education aims to teach people about the natural environment and how to live sustainably. It draws from multiple disciplines and is taught both inside and outside of formal schooling. While environmental education has existed for centuries, the modern movement began in the 1960s-70s in response to environmental issues. It is considered important for developing an environmentally-conscious society and is supported by international organizations like UNESCO. Environmental education policies help fund school curriculum, outdoor activities, green facilities, and teacher training to promote environmental literacy.
Designing for learning presented by ronald yaroseraiRonald YAROSERAI
This document summarizes a study on using online social media as a learning environment for students ages 13-16. It discusses how a social network called Ning was used as the main platform and outlines some of the findings. These included students becoming competent using the collaborative tools after two weeks, a range of informal learning occurring, and projects where students taught each other. It also notes some challenges like students preferring to "lurk" rather than participate and using the platform to self-promote. Overall, it found that online interactions can encourage student participation and that teachers need to allow some disorder and flow with chaos in this environment.
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
This document discusses environmental education, which is defined as a process that equips people with awareness, knowledge, skills, attitudes, and commitment to improve the environment. Environmental education aims to develop an understanding of the interdependence between living and non-living things in nature as well as the ability to identify environmental issues and explore solutions. It also aims to incorporate environmental topics into school curriculums to foster environmental awareness, attitudes, and skills for addressing environmental problems.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Johnson, priscilla greener schools, greater learning, and the leed value doct...William Kritsonis
This document discusses the benefits of green, LEED-certified schools. It outlines how traditional school design failed to consider environmental impacts and student health. Green schools use sustainable materials and techniques like daylighting to create healthier, more comfortable learning environments. They are also more cost-effective due to reduced energy and water usage. Research shows green schools improve student and teacher performance as well as air quality. The LEED certification provides guidelines for green school construction across categories like energy efficiency and indoor environment quality.
An ecological model of school counseling.pdfShannon Green
This document discusses the evolution of professional school counseling toward an ecological approach. It begins by describing the traditional "industrial model" of education, which views students as products moving through an assembly line. It argues this model is no longer relevant and does not meet the needs of a diverse, changing world. The document then provides an overview of ecological thought, which views systems as interconnected across multiple levels. It discusses how ecological models have been applied in other fields like counseling, social work, and public health. Finally, it proposes developing an intentional model of ecological school counseling, with the goal of understanding students in context and promoting their academic success and fit within their environments.
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...William Kritsonis
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue: Whether the Teacher Turnover Effects Students' Academic Performance? Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, (5) 1, 2008.
Dr. William Allan Kritsonis is Professor (Tenured) at PVAMU/Member of the Texas A&M University System.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
The document discusses Washington State's specialty endorsement in environmental and sustainability education (ESE). It outlines the endorsement's competencies across content, instructional methodology, and professional areas. The endorsement is designed to enhance teacher preparation and provide opportunities for interdisciplinary, place-based, and project-based learning centered on environmental and sustainability themes. It also explores connections between ESE, Next Generation Science Standards, and student learning.
Overpopulation in schools can negatively impact student learning in several ways. Schools in urban areas where funding for expansion is limited are most affected. Overpopulation is defined as enrollment exceeding the school's capacity. It can hinder instructional planning and lower morale as it makes it difficult for students to learn and teachers to teach effectively.
This document discusses transforming physical school environments into "3-D textbooks" for environmental education. It reviews literature on using buildings and landscapes as pedagogical tools. However, research is limited on designing effective 3-D textbook models and understanding student perspectives. The authors address these gaps by analyzing a green school in Bali from student interviews and observations. They develop themes to inform a design model to help practitioners transform spaces into educational tools based on what engages students.
Shanahan Ackley-Holbrook Hall Stewart Walkington 2015Jenny Shanahan
This document reviews literature on mentoring practices for undergraduate research. It identifies 10 salient practices of effective undergraduate research mentors based on over 100 peer-reviewed sources. The first salient practice is for mentors to engage in strategic pre-planning to be prepared for students' varying abilities and needs throughout the research process. This involves careful consideration of project selection and planning to match students' skills and allow progression. Effective mentoring is key to students gaining benefits from undergraduate research experiences.
Greening School Grounds for Social Transformation
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses strategies for making introductory Earth science courses more aligned with current standards and guidance documents. It notes that standards emphasize human interactions with Earth and engaging in scientific practices. However, textbooks and courses often focus more on causes than consequences of Earth processes and their connections to people. The document presents three strategies: 1) shift focus from causes to consequences, 2) connect Earth processes to societal issues, and 3) practice decision-making. Resources from InTeGrate that use these strategies are described. Participants discuss topics from their own courses that could be adapted to address sustainability concepts using these strategies.
This document summarizes a study that examined secondary school students' perceptions of science and its importance in life. Researchers conducted online surveys and interviews with 51 students from two schools in England. The students identified four main categories related to the usefulness of science in life: health, living, career, and technology. The interviews found that girls and inner city students discussed health-related issues more. While some students' answers could be analyzed using ethical frameworks, most responses were too short. Teachers discussed how science enriches lives but did not mention issues teaching controversial topics like evolution. The researchers concluded that a larger study is needed to better understand students' and teachers' perspectives on these issues.
Rethinking Physics Service Courses:The challenge of cross-disciplinary STEM...Joe Redish
Cross-disciplinary instruction is common in STEM programs. Physicists teach engineers; chemists teach biologists; and mathematicians teach everybody. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss how what has been learned in decades of Physics Education Research can help us better understand these challenges. And to use that understanding to figure out how to help our non-physics students get more authentic value from our classes — and to value what they have learned.
The document discusses higher education in India. It notes that while India has the third largest higher education system, it only provides access to 12% of the eligible age group. It emphasizes that the main purpose of universities should be to work for the benefit of society. Research, teaching, and extension are identified as the three key dimensions of higher education. Research and development are described as the backbone that brings transformation. However, no Indian university is ranked among the top 200 globally according to recent reports. The document advocates for improving research capacity in India through better infrastructure, funding, administrative support, and international collaboration.
Rethinking physics for life-science students: Teaching using math in physicsJoe Redish
Cross-disciplinary instruction is common in STEM programs. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss what we learned through creating NEXUS/Physics: a deep redesign of introductory physics for life science students. Life science students show particularly strong resistance to reasoning with symbolic math. Our research helped us understand that learning to use math in physics involved skills those students had not learned in math classes and that we were not teaching to them in physics. I'll discuss one approach to remedy the situation and to help our students overcome a resistance to thinking with math.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
Learning attitude and awareness against students in cultured environmental su...Alexander Decker
1) The document discusses a study on students' learning attitudes and awareness of success in a cultured environmental school in Probolinggo, Indonesia.
2) The study found that environmental education at school significantly affects students' knowledge, but does not significantly affect attitudes and awareness. Environmental education at home significantly affects knowledge but not attitudes and awareness, while education in the community significantly affects knowledge but not attitudes and awareness.
3) Students' knowledge was found to significantly affect their attitudes and awareness, and attitudes and awareness were found to significantly affect success in a cultured school environment.
Environmental education aims to teach people about the natural environment and how to live sustainably. It draws from multiple disciplines and is taught both inside and outside of formal schooling. While environmental education has existed for centuries, the modern movement began in the 1960s-70s in response to environmental issues. It is considered important for developing an environmentally-conscious society and is supported by international organizations like UNESCO. Environmental education policies help fund school curriculum, outdoor activities, green facilities, and teacher training to promote environmental literacy.
Designing for learning presented by ronald yaroseraiRonald YAROSERAI
This document summarizes a study on using online social media as a learning environment for students ages 13-16. It discusses how a social network called Ning was used as the main platform and outlines some of the findings. These included students becoming competent using the collaborative tools after two weeks, a range of informal learning occurring, and projects where students taught each other. It also notes some challenges like students preferring to "lurk" rather than participate and using the platform to self-promote. Overall, it found that online interactions can encourage student participation and that teachers need to allow some disorder and flow with chaos in this environment.
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
This document discusses environmental education, which is defined as a process that equips people with awareness, knowledge, skills, attitudes, and commitment to improve the environment. Environmental education aims to develop an understanding of the interdependence between living and non-living things in nature as well as the ability to identify environmental issues and explore solutions. It also aims to incorporate environmental topics into school curriculums to foster environmental awareness, attitudes, and skills for addressing environmental problems.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Johnson, priscilla greener schools, greater learning, and the leed value doct...William Kritsonis
This document discusses the benefits of green, LEED-certified schools. It outlines how traditional school design failed to consider environmental impacts and student health. Green schools use sustainable materials and techniques like daylighting to create healthier, more comfortable learning environments. They are also more cost-effective due to reduced energy and water usage. Research shows green schools improve student and teacher performance as well as air quality. The LEED certification provides guidelines for green school construction across categories like energy efficiency and indoor environment quality.
An ecological model of school counseling.pdfShannon Green
This document discusses the evolution of professional school counseling toward an ecological approach. It begins by describing the traditional "industrial model" of education, which views students as products moving through an assembly line. It argues this model is no longer relevant and does not meet the needs of a diverse, changing world. The document then provides an overview of ecological thought, which views systems as interconnected across multiple levels. It discusses how ecological models have been applied in other fields like counseling, social work, and public health. Finally, it proposes developing an intentional model of ecological school counseling, with the goal of understanding students in context and promoting their academic success and fit within their environments.
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...William Kritsonis
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue: Whether the Teacher Turnover Effects Students' Academic Performance? Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, (5) 1, 2008.
Dr. William Allan Kritsonis is Professor (Tenured) at PVAMU/Member of the Texas A&M University System.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
The document discusses Washington State's specialty endorsement in environmental and sustainability education (ESE). It outlines the endorsement's competencies across content, instructional methodology, and professional areas. The endorsement is designed to enhance teacher preparation and provide opportunities for interdisciplinary, place-based, and project-based learning centered on environmental and sustainability themes. It also explores connections between ESE, Next Generation Science Standards, and student learning.
Overpopulation in schools can negatively impact student learning in several ways. Schools in urban areas where funding for expansion is limited are most affected. Overpopulation is defined as enrollment exceeding the school's capacity. It can hinder instructional planning and lower morale as it makes it difficult for students to learn and teachers to teach effectively.
This document discusses transforming physical school environments into "3-D textbooks" for environmental education. It reviews literature on using buildings and landscapes as pedagogical tools. However, research is limited on designing effective 3-D textbook models and understanding student perspectives. The authors address these gaps by analyzing a green school in Bali from student interviews and observations. They develop themes to inform a design model to help practitioners transform spaces into educational tools based on what engages students.
The document discusses the importance of environmental education for children. It states that educating youth about environmental issues like climate change, deforestation, and pollution is crucial so they can help solve problems and protect the future of the Earth. Environmental education aims to develop awareness, knowledge, positive attitudes, skills, and participation regarding environmental protection. It is an important topic that should be integrated into curriculums at all grade levels to nurture appreciation for the environment.
Cristal Galindo conducted a study to determine if Environmental Studies majors have a narrower "value-action gap" than other majors at San Jose State University. The value-action gap measures the difference between one's environmental values and their pro-environmental behaviors. A survey of 168 students found that Environmental Studies majors scored higher on pro-environmental action, indicating they apply more effort daily to conserve resources and preserve the environment because their education narrowed this gap. While extensive education provides deeper environmental knowledge, it may not necessarily increase pro-environmental behavior according to some research.
This document provides an agenda and overview for an Oklahoma Green Schools program event. It discusses the goals of the program, which are to educate students about environmental issues and promote stewardship. It outlines three participation tracks for schools, including student-led investigations, Energy Star certification, and LEED certification. Requirements for the student investigations track are described, including forming a green team, conducting a carbon footprint analysis, implementing a service learning project, and reporting results. Benefits of green schools are listed.
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
This document discusses ways that Purdue University and other universities are becoming more sustainable and environmentally friendly. It notes that universities can save 16% of their energy costs on average by implementing energy saving opportunities. Purdue University aims to be a leader in sustainability by becoming LEED certified in existing buildings. The document provides background on the history of green building in the U.S. and LEED certification. It also discusses strategies universities can use to increase water efficiency, such as replacing toilets and installing urinals.
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
This document discusses how academic environmental programs need to evolve to address a new environmental agenda. It outlines the origins of the old environmental agenda in the 1960s-70s based on legislation and issues around pollution. However, a new agenda has emerged considering humanity's growing impact on global systems through climate change, sustainability, and biodiversity loss. The document argues interdisciplinary environmental programs must integrate themes like energy, health, and enterprise to prepare students for careers across many fields and help rebuild economies. Updating programs requires understanding both the old agenda, humanity's now profound role in environmental change, and trends reflecting needs to explore complex new issues.
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This article discusses the issues and challenges faced by English Language Learners (ELLs) in public schools, particularly in Texas. It analyzes how standardized testing required by the No Child Left Behind Act has both positive and negative consequences, or "washback effects", for ELLs. While high-stakes testing is meant to improve outcomes for at-risk students like ELLs, it can also increase dropout rates, referrals to special education, and fail to account for the impact of student demographics on school performance rankings. The article calls for more data on both the intended and unintended consequences of standardized testing on ELLs and schools with large ELL populations.
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Johnson, priscilla greener schools, greater learning, and the leed value doctoral v7, n1 2010
1. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 7, NUMBER 1, 2010
Greener Schools, Greater Learning,
and the LEED Value
Priscilla D. Johnson
PhD Student in Educational Leadership
Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Hall of Honor (2008)
William H. Parker Leadership Academy, Graduate School
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford
Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
Ellensberg, Washington
ABSTRACT
Schools certified under the LEED certification support educational programs are the
beacons to sustain our Earth. Green schools are a mechanism for learning and their
existence is pure example for the future of school facility planning. The purpose of this
article is to discuss the various approaches used in green school designs and touches on
research that shows the benefits of these techniques that lead to Greener Schools, Greater
Learning and the LEED Value.
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Across our country in almost 15 thousand schools, students, teachers, staff, and
administrators suffer because their air is unhealthy to breathe (Kats, 2006). This
dangerous epidemic appears in forms as headaches, fatigue, and sneezing (Kellum &
Olson, 2003). The “go green” movement has become increasingly favorable and of
concern across areas of our lives. “Going green” is defined by an entity’s sustainability
efforts, the material it uses in infrastructure, and endeavors, which consider the
environment in all facets of operations. For this research, we will discover the meaning
and benefits for “going green” in the k-12 educational setting. Green schools offer a
healthy, relaxed, and secure environment (Evans, 2008). Voluntarily certified under the
Leadership in Energy and Environmental Design (LEED), green schools provide a
variety of benefits, with slightly higher costs to construct, which ultimately under
shadows its payback.
Purpose of the Article
The purpose of this article is to discuss the learning and health benefits of creating
a healthier school environment for all inhabitants. For school facility planners and
administrators, this information should to be incorporated in school policies and
practices, which influence remodeling or building of schools. In addition, this work will
explore historical accounts of the learning environment and enlighten facility planners on
the LEED certification.
Green Schools
According to Glenn Earthman (2009), until the late part of the twentieth century,
architects and designers failed to recognize the impact design and construction of schools
have on the physical learning environment. The cost for construction was the greatest
concern. As student population increased, so did the need for educational space.
Together, school boards and school administrators assumed cost effective school
construction meant more resources to erect additional buildings. Those decisions have
created an unprecedented amount of school facilities that are simply unfit for learning. In
addition, Kats (2006) noted, over 60 million students, faculty, and staff across our
country operate in unhealthy environments, which were not built to produce the best
overall value.
Earthman (2009) defined green schools as an energy and water conserving
mechanism, designed from material that is not harsh on the environment. Green schools
support their natural environment. In addition, the outside world is incorporated into the
building design. As one strides through the corridors, they feel as if nature was
responsible for the design. Green schools can also be identified as “sustainable or high
performing schools” (Kellum & Olson, 2003). “The U.S. Green Building Council
(USGBC) defines a green school as a building that creates a healthy environment that is
conductive to learning while saving energy, resources, and money” (Earthman, 2009, p.
260). In essence, a green school becomes elemental to the learning and teaching process.
Schools using green designs become not a place for learning, but a tool for learning.
3. PRISCILLA D. JOHNSON AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________3
Historically, schools built prior to the “go green” evolution wiped out trees, were
composed of harsh material, and lacked the ability to foster a nurturing learning
environment. Yet, during the 1940’s, a man named William Caudell, author of Toward
Better School Design, started researching school designs. His book emphasized the
effectiveness of daylight combining specific window, overhangs, and skylight designs.
His designs did not add burdensome heat or glares on chalkboard or desks. In addition,
Caudell’s book demonstrated how to create natural ventilation in classrooms by locating
vents and windows in the most strategic locations. Ideally, Caudell set the standard in this
era and the future for school facility designs. Interestingly, in the 1960’s, the introduction
of air conditioning and fluorescent lights in the classroom led to the dismissal of creating
an environmentally friendly design for educational settings. The air conditioning and
fluorescent lighting were thought to be an improvement to the classroom. New schools
began to have smaller windows, which were criticized as being distracting to students
(Linn, 2008). The air conditioning and smaller windows led to bigger issues that are
widespread dilemmas in many schools today.
The Environmental Problem with Our Schools
Very few schools are designed to create the healthiest and most effective learning
environment for students and air quality is not consistently regulated or monitored. The
traditional air conditioner allows students to be cooler during hotter months. However, a
shortage of funds in some schools may indicate a lack of resources to service these
systems (Kats, 2006). In turn, inhabitants of the school could suffer from mold
contamination and poor air quality. These factors send many to the doctor each year,
raising out-of-pocket expense and health care costs. With students and teachers spending
nearly 85 to 90 percent of their time indoors, the effects of improper facility design is an
imperative issue. Inadequate school facilities not only have a detrimental effect on the
physical health of individuals, but their emotional health as well. Design features such as
lighting, materials and mechanical systems, and acoustics have behavioral effects on
students and teachers. To explain, insufficient lighting has the ability decrease student
academic performance. Low lighting and glares on a desk interferes with a student’s
ability to concentrate and achieve objectives. Bodies have the ability to adjust to certain
adverse situations and sometimes in the classroom; we find that students have adjusted to
an environment not supportive of learning. Lighting fixture location and the room’s color
affect light quality (brightness, width of spectrum, and glare). Classrooms without
windows leave a lackluster feeling in students and teachers. Until recently, school
administrators thought windowless classrooms would eliminate outside distractions and
save on cooling and heating costs. On the contrary, Dr. Paul Grocoff conducted a study to
determine whether kids behaved best under false lighting or under natural light. He found
that students felt “the worst” or behavior was not at “best” under traditional lighting. In
addition, students felt “at their best” and performed better under natural lighting, which
was found to be more comfortable (PPRC, 2004). Many studies surrounding school
design concentrate on student and teacher production. Kats (2006) emphasis how white-
collar and non-factory worker positions require just as much concentration, mental
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capacity, and physical effort as in academic settings. The health effects for self-controlled
temperature settings and ventilation were studied in 107 “European” buildings housing
over 11,000 workers. This study found that when the individual had the ability to control
the room temperature and direction of airflow, their productivity increased. On the other
hand, workers who had little control over temperature were less productive. Likewise, in
classrooms, teachers and students suffer because they often do not have the ability to
control temperature in the classroom. Conventional (non-green schools) cost more to
operate than green schools. These schools lack the best r-value insulation; structures are
sometimes similar to prisons. These buildings also contain structural components that do
not support learning. In addition, these schools burn more energy, while being a
contributor to the release of fossil fuels and the global warming outcry. “Science
published a review of over 900 scientific studies on global warming…a consensus among
climate scientists that serious human induced global warming is happening…there can no
longer be genuine doubt that human-made gases are the dominant cause of global
warming” (Kats, 2006, p. 7). As schools, industrial plants, and automobiles were built;
few thoughts and action plans were developed to combat the harmful effects of fossil
fuels and energy consumption. The “go green” movement and its current endeavors
across all sectors have proven to be a significant piece of the solution to our global
warming crisis.
The Benefits of Green Schools
Green schools not only change the way buildings are constructed, designed, and
utilized, they have an impact on the way we view and respect our environment. Green
schools are constructed with the most valuable material whose waste has a lesser chance
of entering landfills. The construction of green schools takes an all around approach to
land and energy conservation. No shortcuts are taken and the idea of creating a product
friendly to our environment is constructed from the ground up. In addition, everyone
involved in the facilities planning process for green schools embrace the goal to create
the best eco-friendly environment possible. Administrators are aware green schools have
certain attributes, as described by the Massachusetts Technology Collaborative’s
definition of a “high-performance green school:”
1. It is less costly to operate than a conventional school building;
2. It is designed to enhance the learning and working environment for students
and teachers;
3. It conserves important resources such as energy and water. (Earthman, 2009, p.
260)
Kats (2006) explains how green schools not only provide the most efficient
learning environment, but also boosts the community’s image, have the ability to recruit
and retain teachers, reduce student absences, and increases student performance. These
benefits stem from the supportive learning environment green schools create. Their
modern designs, which incorporate the natural environment, make the local communities
superior among its constituents. In addition, Washington State reported a 5% decrease in
5. PRISCILLA D. JOHNSON AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________5
teacher turnover in their green schools. Furthermore, constructing green schools help
provide jobs for citizens. For instance, in New York, the City Council passed legislation
in 2005, to build “significant” constructions from green material in order to boost jobs
(Kats, 2006, p. 14). In evaluation of the complex procedures involved with creating green
schools, construction costs are higher than conventional schools. “Waste diversion,” is an
associated, yet beneficial cost in construction of green schools. Waste diversion decreases
the amount of recyclable material in landfills by sending it to recycling plants for
separation and further usage. Furthermore, a study found when the process for every
1,000 pounds of waste is disposed for no future use, only 2.5 jobs were created and 4.7
jobs were created for the same amount of waste being diverted to recycling plants.
Having greener schools is critical to the education of our children; we see the benefits in
the local community as well. To expound, Capital E’s report on Greening America’s
Schools, states that out of 30 green schools studied, 32% reported using less water than
schools built from non-sustainable material (Kats, 2006). This finding alone is an
important step to conserving our natural resources.
Although most of our world is made of water, most is unfit to drink, due to years
of pollution. Approaches that serve to conserve water include, “low-volume toilets, low-
flow faucets, and automatic shutoff valves” (Kennedy, 2007, p. 2). In addition, Kennedy
noted that schools could benefit from plants and vegetables that survive low rainfall
climates. These plants will also benefit from the usage and nourishment of rainwater
being caught in canisters and stored for later use (Kennedy, 2007). The go green
endeavors are seen in products and stores across our country. Many companies are
creating recyclable products in the form of pens, dish-scrubbing brushes, boxes, paper,
and tissue. Comparing, all these products can be used in a school setting, leading to a
holistic approach to a green school.
Green schools can be constructed in various, yet creative ways. Earthman (2009,
pp. 260-261) noted guidelines green designs and engineering criteria should include:
Locating schools near public transportation to reduce pollution and land
development impacts;
Placing a building on a site to minimize its environmental impact and optimize
daylight and solar grain;
Designing irrigation systems and indoor plumbing systems to conserve water;
Designing energy and lighting systems to conserve fossil fuels and maximize the
use of renewable resources;
Selecting materials that are healthy, biodegradable, easily recycled, minimize the
impacts on landfill, and otherwise reduce waste; and
Creating an indoor environmental quality that provides occupants with thermal
comfort, and acoustic, visual, and air quality.
In addition, Kennedy suggested that green school construction should support local
business by purchasing their resources and products. This effort plants money back in the
community while developing its local economy. Furthermore, facility planners and their
architects should research local contractors who specialize in sustainable building
construction. Some states are now offering incentives to build greener schools. For
example, the Massachusetts Technology Collaborative is providing a $15 billion grant to
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schools that incorporate environmentally friendly systems and green designs in
construction of their schools (2007).
Green schools not only provide a comfortable, safe, and economical learning
environment, they also are tools for learning and teaching. Green designs create the
opportunity to teach about “ecology, resource management, and the effects of
construction and design decisions have on the environment” (Kennedy, 2007, p. 2). This
is a unique and self-fulfilling aspect of green schools because it allows students to see the
tangible results of using energy conserving mechanisms such as solar panels and
daylighting. Daylighting is a term to describe the use of natural lighting in designs. This
is accomplished by using windows that have the ability to adjust or dim light and are
placed in strategic locations throughout the building. Daylighting can decrease energy
consumption by thirty to seventy percent over time because this technique does not
depend on electricity (Kennedy, 2007). This energy conserving technique has been used
throughout homes and offices for a substantial time. This technique allows students to
concentrate and see better. According to the U.S. Green Building Council (2009, April),
students who were exposed to daylighting improved 26% faster on math tests than
students who received little or no daylighting. In some instances, students and teachers
can get a “break” from daily routines by a quick glance out the window. Some would also
argue that it accommodates those with disorders such as claustrophobia.
From this research, creating the most valuable educational environment for
students and teachers, while conserving our natural resources, are by products of greener
schools. Yet, not all school districts have adopted resolutions and endeavors to transform
to greener campuses. According to Kats (2006), many executives surveyed discourage
greener buildings due to higher construction costs, lack of awareness of benefits, and
difficulty validating benefits. Research shows high performing schools costs are
somewhat higher than conventional schools, but the benefits appear as better education of
students and improved environment quality. According to USGBC (2009, January),
nearly 10% of commercial construction projects in 2010 have construction goals to
sustain our environment. The Leadership in Energy and Environmental Design (LEED)
certification makes projects as this superior to construction projects built on conventional
school designs.
LEED Certification
This certification was developed but the U.S. Green Building Council with
guidelines for constructing greener schools. This certification classifies schools as green
or high performance. This certification supports a holistic approach to school buildings,
while giving attention to specific areas. The LEED certification has been around for over
a decade and recently developed guidelines for school systems. In 2007, six categories
were created to grade school systems. The categories include “Sustainable Sites, Water
Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environment
Quality, and Innovation and Design Process” (Earthman, 2009, p. 261). The USGBC
rates each school, by information from construction documentation, on a scale from 29-
79. After totaling scores, schools are classified as Platinum (which is the most regarded
rating) with a score if 58 - 79, Gold, Silver, or Certified (Earthman, 2009). This
7. PRISCILLA D. JOHNSON AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________7
certification is highly esteemed because its use worldwide. The recertification system is a
tool for schools to maintain building structures and systems. Most importantly, state
legislators have emerged as leaders in the green school movement. Currently, 32 states
have formed green school caucuses and groups, who will network, provide policy
interpretation, and costs/benefits of green infrastructure in schools (USGBC, 2010,
March). These events are important and open a threshold of possibility because most
monetary and policy decisions for schools are made on state levels.
The LEED certification has taken tremendous strides across our nation. So far,
there are 185 LEED Certified School Projects, 1,521 LEED Registered School Projects,
and 10 states that require green school construction (USGBC, 2009, September).
Concluding Remarks
In conclusion, the green approach to school construction provides remarkable
benefits including ranking as a mechanism for learning, a leader for sustainability, and
accommodating learning and teaching needs. Through time and research, we see the
catastrophic effects harmful emissions, waste, and misuses of natural resources have on
our environment. The LEED certification is a tool for school campuses, both K-12 and
colleges, to not only transform and create greener schools, but sets the stage and way of
thinking for creating a more sustainable future.
References
Earthman, G. (2009). Planning education facilities. USA: Rowman and Littlefield
Education.
Evans, D. (2008). Little green schoolhouses. Architectural Record: Schools of the 21st
Century, 2, 1-2. Retrieved from
http://archrecord.construction.com/schools/0701_greenFeature-2.asp
Kennedy, M. (2007, December). Go green. American School & University, 80(4), 22.
Retrieved from http://asumag.com/green/university_go_green/
Kats, G. (2006, October). Greening America’s schools: Costs and benefits. Capital E
Report. Retrieved from
http://www.cap-e.com/Capital-E/Resources_%26_Publications.htm
Kellum, S., & Olson, S. (2003, November, 24). The impact of sustainable buildings on
educational achievements in K-12. Retrieved from
http://www.leonardoacademy.org/recent-publications/reports/145-the-impact-of-
sustainable-buildings-on-educational-achievements-in-k-12-schools-a-leonardo-
academy-white-paper-.html
Linn, C. (2008). History lesson. Architectural Record: Schools of the 21st Century, 2, 1.
Retrieved from
http://archrecord.construction.com/schools/08_History_Lesson.asp
Pollution Prevention Resource Center (PPRC). (2004). Sustainable design for schools.
Retrieved from http://www.pprc.org/pubs/schools/design.cfm
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U.S. Green Building Council (USGBC). (2009, January). Green building facts. Retrieved
from
http://www.usgbcaz.org/storage/usgbcaz/documents/USGBC_Publications/gbf_gr
een_building_by_the_numbers_2009.pdf
U.S. Green Building Council (USGBC). (2009, April). Green building facts. Retrieved
from www.usgbc.org/ShowFile.aspx?DocumentID=5961
U.S. Green Building Council (USGBC). (2009, September). K-12 schools update.
Retrieved from http://www.usgbc.org/DisplayPage.aspx?CMSPageID=2082
U.S. Green Building Council (USGBC). (2010, March). 50 for 50: State capitals make a
difference. Retrieved from
http://www.greenschoolbuildings.org/action/join/50_for_50.aspx