See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/303446266

Impact of outdoor landscape on students’ social and Environmental behaviour

Conference Paper · May 2016

CITATIONS READS

0 8,100

2 authors:

Radwa Elmaghraby Inji Kenawy

The British University in Egypt University of Salford
1 PUBLICATION   0 CITATIONS    39 PUBLICATIONS   74 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Arkitekturax Visión FUA View project

Monitoring Object and Visitor Environments View project

All content following this page was uploaded by Inji Kenawy on 13 June 2017.

The user has requested enhancement of the downloaded file.

 Impact of outdoor landscape on students’ social
and Environmental behaviour
A methodology conceptualisation
[RADWA MEDHAT, INJI KENAWY]
Abstract— Students in schools are subjected to a great
level of stress due to the schoolwork and the pressure of
assignments. The huge stress that students feel leads to
decrease in the academic performance and increasing
the inappropriate behaviour between students and
teachers. Simultaneously, a large number of researches
related the stress reduction to the natural views and
landscape design. (Nancy M. Wells, 2003). The landscape
is the design of outdoor spaces with vegetation, water
features or any other landscape elements, as well as
landmarks and structures that help achieving better and
healthy sustainable environment to surround the human
and provide the best quality for life.
The purpose of this study is to ensure that the presence
of landscape in schools is important for helping in
reduction the stress and tension which affect the students
through their day at school and increasing the academic
performance moreover students benefit behaviourally
and environmental from school grounds. Moreover, the
study aims to show the impact of outdoor physical
environment in schools on the students.
This research will go through theoretical studies and
practical studies; first part is the literature review while
the second part is the case studies, as quantitative and
qualitative analysis using questionnaire and
observations
The results will show the impact of the outdoor physical
environment on the students’ academic performance and
social behavior as well as the interacting with the nature.
Keywords: landscape, high school, stress, nature window
view, students’ performance, benefits of nature,
attention restoration.
I. Introduction
Students spend most of their time in schools under stress
that decreases their academic performance and increase
level of immoral behaviour especially in high schools. High
school students are subjected to attention fatigue as they
force themselves to concentrate to a certain things and it
cause mental effort. Mental fatigue causes interruption,
decrease student performance, tension, negative emotions
and violence in the behaviour (45).
Natural landscape can be a solution for high school students
to overcome and recover from stress and mental fatigue. In
addition, it reflects positively on the social behaviour and
environmental performance of the students moreover it
increases the academic achievement.
1
Landscape defined as the design of outdoor areas,
landmarks, and structures to achieve better environmental
and social-behaviour, so the absence of landscape in schools
is a big fault, which affect the social and environmental
behaviour of the students.
School landscape can play a significant role in delivering
these outcomes, providing safe, stimulating environments
where students can study, explore, regardless of their
educational needs. From researches, we identify that
students are having less opportunities for safe, challenging,
dynamic and collaborative environment. Absence of these
opportunities can cause health issues, social and behavioural
issues. School landscape can help increase achievement and
confidence, improve behaviour and health, in addition it
helps students to develop an extensive range of skills.
Studies now suggest that the effect of green areas in schools
become more important than pervious. The impact of
outdoor environment on students ‘social and environmental
behaviour a number of researches carried out to illustrate the
connection between nature and natural features on social
behaviour. With the importance of interaction bond with
green environment positively influence on psychological
health, decrease stress and promote physical activity (4).
Research will illustrate the benefits of the nature view on the
mental and physical Performance of the students. And the
indication of health effects related to the observing these
landscape. (28) The best view from classrooms and cafeteria
windows or outdoor area positively related to the students’
behaviour, beside that it will discuss the effect of outdoor
landscape on the interaction of students to the environment
around them. (28)
Radwa Medhat El- Maghraby
The British University in Egypt
Egypt
radwa115154@bue.edu.eg
DR. Inji Kenawy
Lecturer
Architectural Engineering Department, Faculty of
Engineering,
The British University in Egypt
Egypt
Inji. Kenawy @bue.edu.eg

II. Literature Review
This part is reviewing the literature related to the schools
outdoor physical environment as many researches have
spotting the light on the indoor features of school buildings
and classrooms. Most of the related studies concentrated on
the indoor characteristics including ventilation, lighting,
temperature, acoustic features, building age and the
maintenance of all these characteristics; however, very few
studies tackled the influence of outdoor area on the students'
behaviour. Well-designed outdoor environment rich of green
areas and other landscape elements help reducing the stress
that surrounds the students and by its turn, enhance their
academic performance and their social behaviour. It is
accordingly crucial to start with designing of the outdoor
campus, going through the design principles that are
important for creating a suitable learning environment,
knowing the guidelines for the different categories that
occupy the school. The second part of the literature is
determining the factors that have a huge influence on the
students’ performance and how these factors affect
negatively the pupils’ academic and social performance.
After that, this literature shows the benefits of contact with
the nature on the students’ performance and their health,
contacting with the nature helps in reducing the stress and
cure the mental fatigue that affects negatively on the
students achievement. Moreover, the outdoor physical
environment affect positively on the student’s social
behaviour and increasing the academic performance whether
there is a direct interaction with the nature or through the
classroom window view.
A. Outdoor campus design
Designing outdoor landscape in schools campus is very
important for the students’ health to face many of health
problems nowadays, including the behaviour and attention
fatigue. (8).The nature affects the student’s mental and
physical health beside that it affects the students’ academic
performance as it helps in stress reduction and calming the
mind to be able to understand and concentrate again in the
academic learning. (30)
Most of Studies focused on the interior spaces and buildings
characteristics, a few researches discussed the impact of the
natural environment on the student’s behaviour. Another
studies conversed alternative outdoor settings such as
playgrounds in schools. However, these researches are not
wide as the indoor places researches. (46) (28)
The group of Heschong Mahone discussed a study that
concentrated on the effect of the view from a classroom
window on the performance of the students. They conducted
this study on 500 fundamental school classrooms in thirty-
six schools. Sufficient numbers of windows have the view of
primarily trees or a playground, parking area could
positively affect the performance of the students. (28) (8).
Other than this study, there are studies that investigate that
there are guiding principles that are important for schools'
2
ground landscape design. From these principles are
inclusiveness, context and character. (24) (35)
Factors affect the students’
B.
performance
The students' academic performance may be subjected to
various external factors other than their personal physical
characteristics. For the progress of a society, it becomes
essential to provide quality education to its people. (1) Most
studies investigating the effect of school factors on school
student performance have looked at matters other than those
concerning a school’s physical environment (28).
Factors that have the most influence on student
performance contain the following:
 Student background and socio-economic
 School size
 Class size
 Teachers quality
1) Student background and socio-
economic
Student background and socio-economic is one of the
strongest factors that affect the student performance, social
an academic performance. Studies have settled that student
socioeconomic status and family background are the
strongest interpret of student performance including
educational achievement (38) (39) (43) grades and student
misconduct. Some researchers resist that school resources
and expenses on students have minor effects on their
achievement after paid the fees. Socio-economic status and
family background have been measured by student
participation in the activities.
2) School size:
Most studies noted that small schools are advantageous for
student academic achievement, grades, attendance, social
behaviour, positive attitudes toward school in general, self-
confidence and sense of belonging. (28)
3) Class size:
Linking class size to student performance is much less
decisive as compared to school size (15) (16) Researches
has found that very small classes are useful for younger
students from kindergarten through third grade (5)
specifically those have special needs. These benefits include
higher test scores, decreased class disciplinary problems,
and improved student confidence. (23) (34) (28)
4) Teacher quality
Researchers have exposed that teacher quality has a major
impact on student academic accomplishment. Students
absorb more from teachers with more than limited years of
experience, high academic abilities, and precise training in
the field in which they clarify (2) (6) (29) (32). Moreover,
teacher quality has been found to differ in reliable forms. (2)
(6) (28)
Researchers have also observed that students spend hours in
classrooms; therefore, classrooms are the most important
physical feature in schools (14). In addition, other factors
may affect the performance.
The categories that may affect the performance are the
following:
 Lighting
 Noise
 Indoor air quality and thermal comfort
 Building age and condition
1) Lighting
There are many studies that confirm about the quality of
lighting in the classroom more than any other building
features, (Earthman, 2004)lighting is important for student
performance and it is necessary to know the amount of light
that be suitable for the student without any negative effects
on the vision (Evans, 2006) (NationalResearchcouncil,
2006)
2) Noise
The noise that surround the learning environment could vary
from road traffic, aircrafts, elevated trains and playgrounds
all of these factors of noise could affect the students’
performance and the quality of teaching the lessons through
the education day. So the classrooms acoustics should be
studied well during the design phase. (Evans, 2006)
(Krueger, 2000) (Wells, 2003) (Earthman, 2004) (Borman,
2005) (Matsouka, 2008)
3) Temperature and air quality
Poor indoor air quality, and short and high humidity levels
and temperature have been related to increase student non-
attendance and reduced educational achievement.
(Earthman, 2004) (Evans, 2006) (NationalResearchcouncil,
2006) (Agency, 2000) (Mendell, 2005)
4) Building age
Buildings have been related to the student academic
behaviour as the newer, modern, well maintained buildings
with attractive façade are useful for students educational
achievement, health in addition it increases attention and
the motivation and sense of belonging also it affects the
interaction between the teachers and students. (Matsouka,
2008) (NationalResearchcouncil, 2006) (Kumar, 2008)
(Schneider, 2002) (Uline, 2000).
A large number of research outside the environment of the
school setting has revealed that contact with nature can
deliver many emotional, mental, and health benefits for
persons while at work, home. While research in the
framework of the school environment has been few, it looks
sensible to suppose that contact with nature would also
benefit school students.
C. The benefits of contact with nature
3
Researchers have found that natural views are related to the
productivity of the employees within workplaces as these
views reduced the stress and tension levels and increase the
sense of belonging and ability to work. (19) (20) A large
number of researchers found that the ability to look over
natural views id desired by the employees and an important
factor that affect their workability. (12) (29).workers with a
window view is more productive than others who are
remoted far from windows. Moreover, there are studies that
founds that workers prefer daylight as the main source of
lighting as daylight has positive influence on the employee’s
attitude giving sense of relaxation. (7) (29) (19) (25).
There are studies on the residential areas that have shown
that to be near and exposed to natural views have a positive
influence on residents’ cognitive skills and sense of
belonging increased. (20) (7) Moreover Evans and Wells
have discovered that being surrounded by natural views
decreases the stress on children and increases social
interaction between neighbours, decreases the violent
behaviour, (Wells, 2003) in addition natural views having
positive impact on human physical health. (28) (45)
1) Behaviour Benefits
Researchers have always focused on the school buildings
and interior spaces when designing schools, only few
researches have discussed the schools' physical elements and
the natural environment of the campus landscape. These
few studies proved how that landscape could influence the
student behaviour and performance (28). They focused on
plays capes in kindergarten and found that it has impact on
the children social interaction and creative thinking also it
affects the emotions and help in self-development (33) (18)
(17) (28).
The contact with nature affects the social interactions,
academic performance, mental and physical health, students’
satisfaction and environment behaviour by providing
students’ attention to green spaces, which help them to have
a clear thinking and reduce life stress (31). Contact with
nature has a positive influence on students' health as plants
reduce blood pressure and lower the tension related to the
stress as well as reduces the anger and fear beside that
researchers set up that A.D.D (Attention Deficit Disorder)
symptoms in children are reduced after contact with green
areas. (1) (28) (3) (10)
Chen Chen recommends that there are three stages of
contact with nature. The first stage is viewing nature from a
window or seeing pictures. The second level is being in
contact with nature, possibly while joining in another
activity, sitting on a seat in a gardens while reading a book,
talking to friends in an outdoor space or biking along a
green bike path on the way to work. The third level
contribution is more active in its involvement with nature,
such as gardening, farming, running or other physical
exercising (36). Stimulatingly, researchers have set up that
all of the levels of interaction with nature can have
psychological benefits.
Chen found that no evidence that support understanding the
relationship between natural window views and students’
stress recovery. Because of the study loads, high school
students spend most of their time in classrooms, not in the
outdoor green space. Therefore, it is even more important to
consider the benefits of visual contact with nature through
the window of the classroom than direct interacting with
outdoor green environment. (9)
2) Health Benefits
Nowadays the society is in front of many challenges that
cause stress, which leads to many diseases; increasing the
knowledge about the effect of landscape on health can help
in decreasing or mitigating the stress level and increasing
the brain capabilities in restoration. The relations between
health and landscape have been spotted for a long time in
more than a culture or society. The fact is being in contact
with vegetation, water features and other many natural
elements can reduce the stress and tension. (26). This
relationship increased and become in the field of research
for the last 25 years, a lot of researches and studies
discussed the impact of landscape on human health. Stress
recovery theory explained by Ulrich (37) states that natural
view could help reducing the stress while setting all the time
in the built environment delay the stress recovery.
Moreover, there is another theory carried to explain the
effect of contact with green landscape on pupil’s
performance; this theory is ART (Attention restoration
theory) (Kaplan&Stephen, 1995) (22) landscape theories
explains the advantages of natural views as it satisfy the
human biological and psychological needs. (26) (11).
The theory of attention restoration confirms that interacting
with nature helps in restoration the brain attention
capabilities. As attention fatigue happened when the brain
became fully occupied so the level of concentration and
focusing reduced and this happened when the students
exposed to a huge stress (28) (45). This affects negatively
the social behaviour as students may act in a violence way
being impolite with their teachers beside that this mental
fatigue reduces the ability of concentration in classes, which
affect the academic performance (28) (20). This fatigue
could be heeled by surrounding the students by a suitable
environment where the one is trying to relax and calm his
brain down (21) (28) (45).
D. Outdoor landscape in schools
affects the social behaviour and
academic performance.
Schools as learning organization should generate
encouraging learning environment for students to achieve
academic behaviour and social skills. The school is a place
where it forms a framework to teach, educate and bring up
children (14). To establish a successful learning
environment the interior spaces as well as exterior
environment should be well designed to raise the academic
performance, social behaviour, increases self-confidence,
creating healthier environment and enhance sense of
belonging for students. Shuhana Shamsuddin, Hanim
Bahauddin and Norsiah Abd Aziz in their research focused
on creating a relationship between the outdoor physical
environment and the social behaviour for the students in the
4
urban secondary schools, this research is to the most ideal
interactive settings in the outdoor environment that affect
the students social behaviour as well as academic
performance (42). This research is limited to identify the
effectiveness of the outdoor environment in lifting a positive
impact on the social behaviour through well-planned design
to the site location and the landscape settings. Social
behaviour is represented in the interaction between students
as well as teachers, response to the school rules, place sense
of belonging and privacy. (42) In this research, two
governmental secondary schools in Shah Alam, Selangor
were selected for case studies. The main reason behind
selecting these two case studies was the difference of the
layout design. School one layout is cluster and enclosed as
the buildings are looking to the centre where the services
placed, the design of the second school layout is uniform
buildings.
Figure 1 School 1 layout
Figure 2 School 2 layout
In addition, there is another reason for selecting these two
schools as they have similar socio-economic status and the
academic performance in the public examination (42). In
this research the quantitative and qualitative analysis pass
through 3 stages the first is a questionnaire survey, the
second is field observation and focus group interview. The
result goes under three headlines starting with the preferred
behavioural settings based on the questionnaire survey and
the focused interview and the field observation, the second
headline is determining the reason behind the impact of the
outdoor physical environment on the students’ behaviour,
ending with how the outdoor environment affect the students
social behaviour (42).
School ground charity learning through landscape conducted
a survey on 10 of June 2003 indicated that better
surroundings improved the student
Self-esteem having a positive influences on the students
educational performance and enhance their attitude towards
learning. Moreover, gardening has many benefits from this
benefits communicating and contribution of knowledge,
improving life skills, social behaviour, beside that instilling
the respect of nature and increase the interaction between
students and the environment (25).
Blair conducted research in the U.S. on school gardening
and its relationship to children’s academic performance and
behaviour. She starts her research by expressing the motives
of existing school gardens, which contain children
experiences with natural ecosystems, improving children’s
understanding of food systems, helping children improve
environmental attitudes and behaviour (4) (8). Moreover,
Blair then held quantitative and qualitative analysis on the
effect of school gardening on children’s academic
performance and behaviour. The quantitative analysis was
12 studies and she found that nine of the twelve studies
initiate positive influences of gardening regarding to
assessment procedures, which involved children’s academic
achievement and food consumption behaviour. Blair found a
number of similarities among studies' conclusions in which
the students were appreciating and extremely encouraged by
gardening; as it improved their connection, teamwork skills,
and education opportunities (4). Furthermore, she went
through studies that assessed principals’ and teachers’
opinions around school gardens., and specified that, existing
research shows that gardening can have a positive influence
on student achievement and behaviour based on her review
of the literature (4) (8).
Matsouka in his research observed the relationship between
the academic and social behaviour of high school students
and the natural views. To ensure this relationship, he studies
the features of landscape in hundred and one high school
campuses in the south of Michigan, beside that he measures
the access of the students to these features through the
building characteristics and the policies of schools.
Matsuoka also collected information about all school
academic performance. While analysing the results he found
that landscape were strongly associated with the academic
performance and social behaviour of the students. For
example he founds that the bigger the windows have more
views of nature the grade rate gets higher and a great
number of students aiming to apply for college and fewer
number of students that act in impolite way. Moreover, he
found that when students are allowed to eat outside had
higher grades than others did while examining the features
of landscape Matsouka found that trees and shrubs need to
be close to the students to create environment interaction.
(8) (28).
Akshatha Venkatesha research mainly focused on the type
of landscape that the students preferred. The research was
based on a photo-questionnaire done by high school
students. The results of the analysis found that the high
school students prefer school campus with best management
landscape to traditional or barren landscape; the students
prefer also higher density of green areas in school campus
landscape (45).
III. Methodology
The research process is a systematic process representing
guidelines for what the research includes. It involves
accomplishing findings, data collection, analysis and
development of data and obtaining a conclusion. This
process aims to increase the human knowledge through the
collection of data. The research process requires clarification
of the research topic, literature review, data collection, and
5
analysis of the collected data (40). Those stages were used
to formulate the research to conduct this dissertation.
Owing to the nature and characteristics of the research, that
aims to draw the attention to the impact of landscape on
human behaviour specially school students, in addition to its
effect on the their social, academic and environmental
behaviour. The descriptive approach of this research aims to
deliver a deep background about the research topic,
considering the previous researches conducted in the same
area. It precisely describes the topic in depth through a
critical literature review that involved related ideas in the
topic concerned. It concentrates on one main question and
three sub questions and adopts the quantitative and
qualitative techniques.
The aim of the research is to investigate the role of
landscape in schools towards improving the students’ social
and environmental behaviour through delivering suitable
sustainable environmental campus designs.
IV. Case Study
Rodney Matsuoka, (2008) in his research studied 101
schools that are public located in the southeast of the state of
Michigan they were selected from different six countries.
These schools were selected according to the similarity in
the school campus layout, building design, policies, climate
conditions, and culture and socio economic status. (28)
Rodney collected all the data regarding to the academic
achievement according to three variables, that are Michigan
Merit Award and it, is standardized test was taken by all the
students in the state of Michigan. (Education, 2006) (28)The
second variable is the graduation rate of each school; the last
variable is the percentages of seniors of each school tend to
continue a four-year college (28). He also measured the
student behaviour through two variables the first was the
disorder conduct of the student as each school is required to
make a report on eleven student that have a discipline
problem at the school campus and bus. The second variable
is the student criminal action where each school has to
prepare a report on twenty-two student and the type of
criminal action they could be made. (15) (28)
From these measurements, he concluded the strong
relationship between the students’ academic performance a
social behaviour with the landscape design in the school and
its positive effect that enhance the educational achievement
and social behaviour to the student’s teachers and with their
parents at home.
V. Summary of Findings
This paper highlighted the effect of landscape on human
specially on the students and emphasise on the importance
of landscape existing in schools and its impact on the
academic, social and environmental behaviour beside that it
shows its benefits on health and interacting with nature.
 VI. Conclusion and
Recommendation
This paper has demonstrated why landscape should be
integrated in schools and the relationship between the
outdoor physical environment and the performance of the
students whether academic performance or social behaviour.
The architects must put into their consideration the design of
the outdoor environment as well as the school buildings or
the interior of the classroom, creating a suitable environment
that help the students to relax and concentrate on the
educational curriculum and having a clear mind with
brilliant thoughts to help their society to be developed in the
future. Also, instil the respect of the environment and the
nature generating a sustainable context, which helps in
creating healthier life.
Acknowledgment
I would like to express my appreciation to Dr. Inji
Kenawy for her supervision and support throughout the
study.
References
[1] Anon., 2000. The Impact of School Grounds, s.l.: s.n.
[2] Barton, P. E., 2003. Parsing the achievement gap: Baselines
for tracking progress., s.l.: Princeton: Educational Testing
Service..
[3] Berto, R., 2005. Exposure to restorative environments helps
restore attentional capacity. Journal of Environmental
Psychology, .
[4] Blair, D., 2009. The child in the garden: an evaluative review
of the benefits of school gardening. Environmental Education.
[5] Blatchford, P. B. P. G. H. &. M. C., 2003. Are class size
differences related to pupils' educational progress and
classroom processes? Findings from the institute of education
class size study of children aged 5-7 years.. British
Educational Research Journal, pp. 709-730.
[6] Borman, G. D. &. K. S. M. (., 2005. Teacher quality and
educational equality: Do teachers with higher standards-based
evaluation ratings close student achievement gaps?.
Elementary School Journal, , pp. 3-20.
[7] Brill, M., 1984. Using office design to increase productivity.
Workplace Design and Productivity,. New York: s.n.
[8] Charles, C., 2010. children contact with the outdoor nature.
s.l., s.n., p. 23.
[9] CHEN, C., 2014. IMPACT OF NATURE WINDOW VIEW
ON, s.l.: University of Illinois at Urbana-Champaign,.
[10] Cimprich, B. &. R. D. L., 2003. An environmental
intervention to restore attention in women with newly
diagnosed breast cancer, s.l.: Cancer Nursing.
[11] Clare Hickman, 2005. Therapatic Gardens: An Overview
Of The History Of Hospitals Gardens In England From 1800.
UK, Bristol University , p. 8.
[12] Collins, B. L. (., 1975. Windows and people , Washington:
s.n.
[13] Demaray, M. K. &. J. L. N., 2011. Relations among academic
enablers and academic achievement in children with and
without high levels of parentrated. Psychology in the schools,
pp. 573-586.
[14] Dudek, M., 2000. Architecture of schools : the new learning
environment. Oxford ; Boston: Architectural Press.
[15] Ecalle, J. M., 2006. Class size effects on literacy skills and
literacy interest in first grade.. Journal of School Psychology..
6
[16] Evans, G. W., 2006. Child development and the physical
environment. Annual Review of Psychology, , pp. 423-451.
[17] Fjortoft& Sageie, J., 2000. The natural environment as a
playground for children, s.l.: s.n.
[18] Fjortoft, 2004. Landscape as playscape, s.l.: s.n.
[19] Heerwagen, J. H. &. W. J. A., 1998. Green building benefits:
Differences in perceptions and experiences across
manufacturing shifts.. s.l.:s.n.
[20] Heschong Mahone Group, 2003. Windows and offices: A
study of office worker performance and the indoor
environment. Calfornia: California Energy Commission.
[21] Kaplan&Stephen, 1995. THE RESTORATIVE BENEFITS
OF NATURE. enviromental psycology, p. 14.
[22] Kaplan, R. K. S. &. R. R., 1998. With people in mind: Design
and management, Washintogn: island press.
[23] Krueger, A. B. &. W. D. M., 2000. The effect of attending a
small class in the early grades on college-test taking and
middle school test results, s.l.: s.n.
[24] Landscape Design Requirments, 2014. Landscape Design
Requirments, s.l.: s.n.
[25] Lowis, C., 2003. School environment 'can affect behaviour'.
[Online]
Available at:
http://www.theguardian.com/education/2003/jun/10/schools.u
k10
[26] M.D. Velarde, G. F. M. T., 2007. Health effects of viewing
landscapes – Landscape types in environmental psychology.
In: Urban Forestry & Urban Greening. Norway: Department
of Landscape Architecture and Spatial Planning, Norwegian
University of Life Sciences, p. 199–212.
[27] Manning, 1965. Office design: A study of environment. ,
Liverpool, England: University of Liverpool..
[28] Matsouka, R., 2008. High school landscape and student
performance. The University of Michigan..
[29] Mayer, D. P., 2000. Monitoring school quality, washington:
indicators report department of education ..
[30] Meade, A., 2006. Education Facilities for Young Children,
New Zealand: Victoria University of Wellington College of
Education.
[31] Nancy M. Wells, G. W. E., 2003. Environment and behavior ,
s.l.: s.n.
[32] Nye, B. K., 2004. How large are teacher effects?. Educational
Evaluation and Policy Analysis,, pp. 237-257..
[33] Owens, P. E., 1997. Adolescence and the cultural landscape,
s.l.: s.n.
[34] Pedder, D., 2006. Are small classes better? Understanding
relationships between class size, classroom processes and
pupils' learning. , s.l.: Oxford Review of Education,. .
[35] Planning and Designing, 2009. Planning and Designing, s.l.:
s.n.
[36] Pretty, J., 2004. How nature contributes to mental and
physical health., s.l.: Spirituality and Health.
[37] Roger S. Ulrich, 2002. Health Benefits of Gardens in
Hospitals. Florida, Colleges of Architecture and Medicine, p.
10.
[38] Rouse, C. E. &. B. L., 2006. U.S. elementary and secondary
schools, s.l.: s.n.
[39] Rumberger, R. W. &. P. G. J., 2005. Test scores, dropout
rates, and transfer rates as alternative indicators of high school
performance.. American Educational Research Journal,.
[40] Saunders, M. L. P. &. T., 2003. Research Methods for
Business Students. 3rd edition ed ed. Edinburghgate, Harlow,
England: Pitman Bublishing 1997, Pearson Education
Limited..
[41] Schuttle, A. R. T. J. C. &. B. H. L., 2015. Impact of urban
nature on executive functioning in early and middle
childhood. Environment and Behavior. [Online]
Available at: http://dx.doi.org/10.1177/0013916515603095
[Accessed 2 september 2015].
[42] Shuhana Shamsuddin, H. B. &. N. A. A., 2012. Relationship
between the Outdoor Physical Environment and. Bangkok,
Thailand,, s.n., p. 148 – 160.
[43] Sirin, S. R., 2005. Socioeconomic status and academic
achievement: A meta-analytic review of research. , s.l.: s.n.
[44] Venkatesha, A., 2014. HIGH SCHOOL LANDSCAPES, U.S:
University of Illinois at Urbana-Champaign.
[45] Vnkatesha, A., 2014. High school Landscape. America:
University of Illinois at Urbana Champaign, s.l.: s.n.
[46] Weinstein, C. S., 2004. The physical environment of the
school.
[47] Wells, N. M. &. E. G. W., 2003. Nearby nature . Environment
and Behavior. , s.l.: s.n.

About Authors:

Studying Architecture Engineering in the

British university, Egypt
Interested in landscape, human behavior,
interior designs, and environmental
aspects.

Dr. Kenawy is a lecturer in the

Architectural Engineering Department, the
British University in Egypt. She obtained
her B.Sc. and M.Sc. in Architectural
Engineering from Cairo University,
Egypt; and was awarded her Ph.D. from
the school of Architecture and Built
Environment, Deakin University,
Australia. During her studies at Deakin
University in Australia, she was lecturing
for Masters Students, held the position of
the research support officer for Higher
Degree by Research (HDR) students and
the International Student Support
Coordinator. In 2012, she was also
awarded the Graham Treloar prize for the
best higher degree by research student
with a published paper on sustainability
and a finalist in the Faculty of Science,
Engineering and Built Environment’s
three minutes thesis competition. Inji had
participated in several conferences,
attended workshops and training courses
and had widely published in different
national and international conferences as
well as academic journals. She was also
part of the organising committee of the
Association of Architectural Schools of
Australia 2011 Conference, Deakin
University and the First International
Conference on Sustainability and the
Future 2010, the British University in
Egypt.

View publication stats