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dc.contributor.authorShumacher, Stephanie
dc.date.accessioned2014-03-04T19:00:20Z
dc.date.available2014-03-04T19:00:20Z
dc.date.issued2010-12
dc.identifier.othershumacher_stephanie_201012_mal
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/shumacher_stephanie_201012_mal
dc.identifier.urihttp://hdl.handle.net/10724/27010
dc.description.abstractThe 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectenvironmental education, culture, organization change, Community-based Social Marketing
dc.titleThe influence of school culture on Environmental Education integration
dc.title.alternativea case study of Trinity School in Atlanta, Georgia
dc.typeThesis
dc.description.degreeMAL
dc.description.departmentAgricultural Leadership, Education and Comm
dc.description.majorAgricultural Leadership
dc.description.advisorNick Fuhrman
dc.description.committeeNick Fuhrman
dc.description.committeeDennis Duncan
dc.description.committeeCory Buxton


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