Abstract
The purpose of the study was examining and exploring ecological issues that emerge from disasters or high poverty schools and UNESCO’S mandate for health conditions in learning environments and 1) teacher and staff effectiveness, 2) student achievement, and 3) health of teachers, staff, and students. A systematic narrative literature method was used to review the effects that technological innovation and ecological conditions have on schools show there is a health risk. Results of preliminary research focused on USA schools revealed a high-quality teaching environment is expected to demonstrate five key conditions and five helping brain-based behaviors in teaching 1) lesson clarity, 2) instructional variety to address diversity, 3) healthy and safe learning environment, 4) engagement in the learning process, and 5) student success. Five helping behaviors included: 1) using student ideas and contributions, 2) structuring, 3) questioning, 4) probing, and 5) teacher competence. Methodology is introduced to gather evidence of the possible relationships between these variables and potential adverse effects of technological and ecological conditions teachers and students. The discussion shares findings on the potential implications for conditions in schools and communities that result from natural disasters. Such conditions include the impact of dampness and mold on individuals in schools or similar settings. This information could advance future research direction to investigate this problem of maintaining safe and healthy environments globally. The argument is that such conditions present thought-provoking implications for transforming learning environments into healthy and safe places for teachers and learners to be active and productive. Preliminary conclusions suggest that while technological and ecological innovations offer necessary advances to education, failure to acknowledge problems involving infrastructure, environmental conditions and the impact on individual’s health could result in adverse effects on teaching and learning.
Highlights
The importance of this topic is published widely by UNESCO learning projects on the relevance of healthy environments to achieve high quality education
The discussion moves to research on quality learning environments, teacher effectiveness and student achievement variables that can be affected by physical conditions in the school or classroom
A systematic literature review and professional observations contributed to the following analysis that describes the importance of studying the problem of creating and maintaining high quality, sustainable healthy learning environments for students and teachers in global schools, especially in areas where natural disasters and poverty are most prevalent
Summary
The importance of this topic is published widely by UNESCO learning projects on the relevance of healthy environments to achieve high quality education. Global problems affiliated with economic development, education, environment and health are closely related. Schools must be centers for academic learning, and supportive venues for the provision of essential health education and services [1]. This following sections report previous important work in the field and begins a limited yet, comprehensive discussion on the general background on how to engage an ecological study of repairing aged infrastructures, damaged or destroyed school environments to understand potential impact on individuals’ health, teaching and learning. The discussion moves to research on quality learning environments, teacher effectiveness and student Macrosystem
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