Dissertation
A phenomenological study of space and environment on the teaching and leading processes in green schools
Doctor of Education (Ed.D.), Drexel University
Sep 2020
DOI:
https://doi.org/10.17918/00000142
Abstract
Despite the little evidence that links student learning outcomes to spatial designs (Byers, Mahat, Liu, Knowck, & Imms, 2018), the spaces and environments within Green Schools are designed to foster 21st Century Skills and Education for Sustainability within the teaching and leading process (Kensler & Uline, 2017). However, there is a gap in understanding the impact that the spaces and environments in Green Schools have on the teaching and leading processes for both teachers and administrators relative to their prospective leaderships. The purpose of this study is to understand the experiences of the teachers and the administrators regarding the spaces and environments within LEED Certified, Green Schools relative to the teaching and leading processes. The study is grounded in phenomenological methodology (Vagle, 2014; Moustakes, 1994). Results showed culture is collaborative, the building reflects the culture, reinforcing mission with clear vision, and leadership directly impacts the lived experience. The lived experience in Green Schools begins to define "sustainability". In Green Schools, sustainability is uniquely defined yet meaningful and intentional by design. The design of space creates a feeling of place. This feeling of place is rooted in identity. Identity takes-to collaboration and forms culture and community. Culture and community are the lived experiences of Vision. Vision is the way of the Mission.
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Details
- Title
- A phenomenological study of space and environment on the teaching and leading processes in green schools
- Creators
- Thomas Jeremy Mosca
- Contributors
- John M. Gould (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 207 unnumbered pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695546904721