Caton, E., Brewer, C., & Brown, F. (2000). Building teacher-scientist partnerships: Teaching about energy through

            inquiry. School Science & Mathematics, 100(1), 7-15.
            This study assessed the influence of the Teaching About Energy Through Inquiry Institutes on middle and high

            school teachers and energy scientists and addressed participants’ use of inquiry-based methods, attitudes about

            science and science education, and students’ opinions about their classroom environments.  Teacher-scientist

            partnerships were assessed, and results from the study suggest that similar collaborations between teachers and

            scientists may positively impact the learning environment.

 

Cavallo, A. M. L., Gerber, B. L., Marek, E. A., & Chiodo, J. J. (1998). Research on teachers' attitudes and

            understandings of interrelationships among energy, environment, and public policy. Education, 119(1), 67-77.

            This article examines the influence on social studies and science teachers’ attitudes toward and understanding of

            interrelationships among economics, environment, energy, and politics during an experimental program which

            emphasized these interrelationships.

 

Cunningham, C. (2002). Buildings that teach. American School & University, 74(12), 164-67.

This article explains how the learning process can be enhanced by incorporating the environment into basic school design.  Characteristics of the design, energy efficiency, educational benefits, and advice to overcome resistance are included in the discussion.

 

Energy design guidelines for high performance schools: Cool and dry climates. (2002). National Renewable Energy

            Lab. (DOE), Golden, CO.; Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable

            Energy.; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service No. ED467389)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the cool and dry climates of the United States. Various case studies of successful school projects in cool and dry climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Cool and humid climates. (2002). National Renewable

            Energy Lab. (DOE), Golden, CO.; Department of Energy, Washington, DC. Office of Energy Efficiency and

            Renewable Energy; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service No.

            ED467391)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the cool and humid climates of the United States. Various case studies of successful school projects in cool and humid climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Cold and humid climates. (2002). National Renewable

            Energy Lab. (DOE), Golden, CO.; Department of Energy, Washington, DC. Office of Energy Efficiency and

            Renewable Energy.; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service No.

            ED467392)

EnergySmart Schools is compiled but the U.S. Department of Energy and is

meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the cold and humid climates of the United States. Various case studies of successful school projects in cold and humid climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Hot and dry climates. (2002). National Renewable Energy

            Lab (DOE), Golden, CO.; Department of Energy, Washington, DC.; Office of Energy Efficiency and Renewable

            Energy; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service No. ED462823)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the hot and dry climates of the United States. Various case studies of successful school projects in hot and dry climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Hot and humid climates. (2002). National Renewable

            Energy Lab. (DOE), Golden, CO.; Department of Energy, Washington, DC. Office of Energy Efficiency and

            Renewable Energy; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service No.

            ED467390)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the hot and humid climates of the United States. Various case studies of successful school projects in hot and humid climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Temperate and humid climates. (2002). National

            Renewable Energy Lab. (DOE), Golden, CO.; Department of Energy, Washington, DC. Office of Energy

            Efficiency and Renewable Energy; Innovative Design, Inc., Raleigh, NC., 2002 (ERIC Document Reproduction

            Service No. ED467388)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the temperate and humid climates of the United States. Various case studies of successful school projects in temperate and humid climates are included, and ten sections highlight the key design elements of high performance schools.

 

Energy design guidelines for high performance schools: Temperate and mixed climates. (2002). National

            Renewable Energy Lab (DOE), Golden, CO.; Department of Energy, Washington, DC.; Office of Energy

            Efficiency and Renewable Energy; Innovative Design, Inc., Raleigh, NC. (ERIC Document Reproduction Service

            No. ED467393)

EnergySmart Schools is compiled but the U.S. Department of Energy and is meant to provide guidance about environmental and energy issues to administrators, school boards, design staff, and the community.  This guide consists of suggestions for designing energy efficient, high performance schools geographically located in the temperate and mixed climates of the United States. Various case studies of successful school projects in temperate and mixed climates are included, and ten sections highlight the key design elements of high performance schools.

 

Note: Funding through the Alabama Department of Economic and community Affairs, Science, Technology and Energy Division, Bob Riley, Governor. “This publication was prepared with the support of the U.S. Department of Energy Grant No. DE-FG44-05R410960. However, any opinions, finding, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of DOE”.