Abstract
Using the Schools Council initiative to construct a Teaching Charter as an example, proposes that the orthodox analysis of the relationships between teachers′ work and student performance is incomplete. To this end, research into climatic conditions that affect human physical, emotional and cognitive performance is reviewed. Argues that Australian educational research and policy have ignored the potential of direct and indirect effects of thermal conditions to influence school outcomes adversely. Concludes that there is a case for educational research and policy to account for climatic factors, especially the interactions between social, psychological, cultural and thermal variables in the formulation of teacher and student performance standards.
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