The purpose of the study was to secure selected information regarding custodial management practices followed in public school systems of the United States. A revision of the questionnaire used by Gland in the 1971 Indiana study was used to collect data.

There is little empirical evidence in the literature to support industry claims about how green schools tend to have better indoor environmental quality (IEQ) than conventional ones and how teachers in green schools tend to feel better about their schools’ IEQ than those in conventional ones. There is also little empirical evidence in the literature about the impact of improved IEQ in literature about the impact of improved IEQ in schools on teachers’ well-being and their levels of satisfaction with their indoor environments. This research is based on a collaborative partnership with the Government of Manitoba Public Schools Finance Board, and three different public school divisions in Manitoba. It aims to develop and validate a comprehensive methodology to evaluate schools’ IEQ, teachers’ well-being and satisfaction with it, and the relationship between these two aspects. The research evaluated these specific aspects within a sample of three rural schools in Southern Manitoba, Canada: one middle-aged, conventional school; one new, non-green school; and one new, green school certified using the Leadership in Energy and Environmental Design (LEED) Rating System. The methodology developed in this thesis employs three main data collection techniques: 1) field measurements using an existing mobile instrument cart to capture environmental indicators of thermal comfort, indoor air quality, lighting quality and acoustics quality in classrooms, 2) a field observation form to record the physical conditions of the evaluated classrooms, and 3) an occupant survey to evaluate teachers’ satisfaction with their classrooms’ IEQ.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Conitributions to education, no. 409. Bibliography: p. 160-163.

Thesis (M.Arch.)--University of Detroit Mercy, 2006. / "1 May 2006". Includes bibliographical references (p. 200-204).

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers college, Columbia university, Conitributions to education, no. 409. Bibliography: p. 160-163.

Thesis (Ph. D.)--Columbia University, 1924. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 153. eContent provider-neutral record in process. Description based on print version record. Foot-note references: p. 103-118.

Thesis (Ph. D.)--Columbia University, 1934. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 593. Bibliography: p. 110-116.

Thesis (Ph. D.)--University of Pennsylvania, 1934. / On cover: University of Pennsylvania. "Citation summary": p. 330-339.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 68-73).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 95-100). Also available via the Internet.