The Development of Performance Evaluation for Green Schools in Taiwan

Green schools in Taiwan – Effects on student sustainability consciousness

“…Lee, Wang, and Yang (2014) have reported that ~3,700 schools are participating in the GPPT as green schools. Wang (2009a;b) identified criteria and defined indicators for a successful green school in Taiwan. These are described in terms of the three operational dimensions: (1) participation and partnership; (2) reflection and learning; and (3) ecological considerations (Wang, 2009a, b).…”

Green Perspective for a Hopeful Future: Explaining Green Schools’ Contribution to Environmental Subjective Well-Being

“…Green schools (also known as eco-schools or enviroschools) are unique educational institutions that provide positive environments for turning "eco thinking" into an active way of life (Krnel & Naglic, 2009). Green schools implement a "whole-school approach" to environmental education, which differs from the more prevalent sporadic approach that largely depends on the initiative of an individual teacher rather than the execution of an overall institutional green program (Wang, 2009). During the past two decades, extensive green school initiatives have been developed around the globe by international organizations and national programs, with numerous schools participating (Henderson & Til-bury, 2004).…”

“…Sustainability education is "a process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities" (Scott, 2013, p. 181). Green schools espouse a holistic approach to sustainability education and teach students how to take active responsibility for improving the environment in their school, home, and community (Henderson & Tilbury, 2004;Tilbury & Wortman, 2005;Wang, 2009). Providing students with sustainability education while they are still in the formal education system has the potential to prevent later antienvironmental behaviors in adulthood-maladaptive human actions like resource depletion, pollution, and materialistic consumerism that may cause severe environmental problems (Boeve-de Pauw & Van Petegem, 2013;Scott, 2013;Tilbury & Wortman, 2005;Wang, 2009).…”

Environmental Literacy Assessment: Exploring the Potential for the Assessment of Environmental Education/Programs in Ontario Schools

“…The first category are studies assessing the effectiveness of EE programs for fostering EL or assessment of EL as an outcome of EE programs and initiatives [7], [34], [35], [44]. These studies measure the change in EL components (knowledge, attitudes, behaviour, skills or awareness) that occurred following a short period of exposure to an EE course or program.…”

“…Assessing EL can be a complex event since EL can include several components [44]. The Tbilisi declaration stated the objectives of EE as: awareness, knowledge, attitudes, skills and participation [40].…”