Table of Contents

Table of Contents

	Forward
1.	Introduction and Historical Context
2.	An Overview of School in Germany and Environmental Education
2.1.	Institutionalization of environmental education in schools in Germany
2.1.1.	Definition of environmental education
2.1.2.	Recommendations for environmental education in German schools
2.2.	The German school system and environmental education
2.2.1.	School organization
2.2.2.	Curricula for environmental education
3.	Theory
3.1.	School as role model for environmental behavior
3.2.	School environment and education
3.3.	Ecological culture at school
3.4.	Design and use of school grounds
4.	Current Research
4.1.	Outcomes in environmental education research
4.2.	Environmentally action - What prompts it?
4.2.1.	The integrated model for environmental action motivation
4.2.2.	Environmental motivation and a model for environmental education at school
4.3.	The parent study and survey design
4.4.	Statistical measures
4.4.1.	Latent Class Analysis and Mixed Rasch Models
4.5.	Major results on student motivation, environmental activity and knowledge
4.5.1.	Student environmental motivation: four profiles
4.5.2.	Student environmental activity
4.5.3.	Student conservation knowledge
4.6.	Major results on school conservation profiles
4.6.1.	Conservation features and modifications at school
4.6.2.	Conservation activity "opportunities" at school
4.7.	Results on the relationship among student variables
4.7.1.	Effects of conservation activity at school on motivation
4.7.2.	Effects of conservation knowledge on motivation,
4.8.	Relationships between school and student variables
4.9.	Methodological problems
5	Follow-up Study on Partial Sample of 12 Schools
5.1	Criteria for the sample
5.2	Investigative instruments for the 12 schools
5.2.1	Assessment survey
5.2.1.1	"main task"
5.2.1.2	theoretical structure of the school landscape
5.2.1.3	"carrier" elements and assessment criteria
5.2.2	Assessment interview
5.3	Design
5.4	Results
5.4.1	Assessment survey variables
5.4.2	Assessment interview variables
5.4.3	Comparison of student mean scores for extreme groups
5.4.4	Dimensions of ecological culture and students effects
5.4.4.1	Student activity
5.4.4.2	Student conservation knowledge
5.4.4.3	Student environmental motivation
5.4.5	Four empirically derived ecological cultures and test of the original hypothesis
6	Reflections
6.1	Student effects
6.1.1	Student knowledge of conservation at their school
6.1.2	Student motivation to act environmentally
6.1.3	Student opportunities in conservation activity at school
6.2	Ecological culture and the schools
6.3	Methodology/ research
6.4	Implications for education
7	Appendix
7.1	Questionnaire on conservation features and modifications at school 1997
7.2	Questionnaire for students 1997
7.3	Assessment survey 1998
7.3.1	Translation of the assessment survey with categorial answer format
7.3.2	Original assessment survey
7.4	Assessment interview 1998
7.4.1	Translation of the assessment interview with categorial answer format
7.4.2	Original assessment interview 1998
7.5	Table of Comparisons for the ecological culture extreme groups "1" and "3"
7.6	Dimensions of Ecological Culture at School: Comparison of Student Effects for the Extreme Groups "HIGH" and "LOW"
7.7	A summary of the effects of physical design and school practices in conservation on students
8.	Glossary
9.	References
	One page German Summary (Abstract)