The influence of school culture on Environmental Education integration

Abstract

The objectives of the study were to understand what characteristics, resources, incentives, and barriers exist and influence the integration of Environmental Education (EE) at Trinity School in Atlanta, Georgia. Qualitative research methods were used to conduct interviews with teachers and administrators at the school. Twenty-two domains were found that influence the integration of EE at the school. Some of the domains include resources, support systems at the school, incentives for teaching, and the decision by stakeholders to make EE important. Community-based Social Marketing theory is suggested as a strategy to be used by other schools who want to integrate EE with current curriculum.