Green Schools Movement Research Articles

The Shaping of the Student Character Caring for the School Environment through the Green School Movement in SMP Negeri 2 Adiluwih

The scope of the school environment includes the physical, mental, and social environment. These three scopes are related to one another in shaping the character of students. A healthy, good, and friendly school environment is an ideal condition for students' learning process in school. Education should be used as an effective means of forming attitudes and concerns for the environment, through intensive education. It is possible to improve the quality of students’ positive attitudes and behaviours towards the environment. The problem in this study is how to shape the character and attitudes of students' concern for the school environment and how to overcome existing obstacles. This study aims to understand and apply the green school movement to the formation of environmental care characters from an early age and inspire principals as school managers to create an environmentally and friendly school as school culture in SMP Negeri (State Junior High School) 2 Adiluwih. This research is a descriptive qualitative study using document study and observation to collect the data. The results of this study are the school has efforts in implementing go green school program activities and integrating environmental materials in all subjects and have been included in each lesson plan and syllabus, self-development in daily activities. After implementing these program activities, students can care more about their environment. These program activities have contributed to making the SMP Negeri 2 Adiluwih win a national Adiwiyata (Green School) Award.

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

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.

An Examination of the Burgeoning Green Schools Movement in the United States Part Two: Threats to Success

An Examination of the Burgeoning Green Schools Movement in the United States Part Two: Threats to Success

An Examination of the Burgeoning Green Schools Movement in the United States: Part One: Historical and Contemporary Relevance

An Examination of the Burgeoning Green Schools Movement in the United States: Part One: Historical and Contemporary Relevance

Learning curve: putting healthy school principles into practice.

The H-shape design planned for New York City’s new Public School 109, as described by The New York Times, allowed for large courtyards shielded from neighbors’ noise for play and recreation, windows that open onto the courtyards to provide light and air, and thoroughly ventilated wardrobes to dry clothing and maintain circulation. That was a few years ago—in 1901, to be exact. But those long-ago improvements—attention to indoor air quality, ventilation, lighting, and acoustics—now distinguish “high-performance” schools, which are specifically designed to promote better attendance, achievement, and behavior. Throw in energy and water conservation features—which are traditional “green” elements—along with a recycling program, an environmentally preferable purchasing program, nontoxic cleaning products, integrated pest management, a school garden to augment other healthful cafeteria food, and a sustainably developed site, and you have the new ideal for today’s healthy schools and child care centers. But many children attend schools that bear no resemblance to this picture. Numerous studies have demonstrated that schools can be places where kids too often are exposed to toxic chemicals, mold, lead, asbestos, and other harmful agents. Moreover, some schools are located in areas where the outdoor air is so polluted that teachers wouldn’t want to open the windows even if they could. With children spending about one-third of their day at school, healthy school facilities could, if given the support, provide children with the most pollution-free part of their day, experts say.