Examines how architecture, engineering, landscaping, and educational systems are combined to make school buildings the instruments through which students learn how to lessen human impact on the environment. Through tours, interviews, archival data, and surveys with data from England, the Netherlands, Germany, Denmark, and Japan, the thesis investigates factors involved in eco-school development, and documents four eco-schools' design, activities, and students' environmental attitudes. Interviews with principals, architects, and government officials revealed that eco-schools develop quickly with enthusiastic principals who excite their students, faculty, and school board members with occasions to think and act in ecologically responsible ways.
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