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Building Research & Information Volume 43, 2015 - Issue 4: Closing the policy gaps: from formulation to outcomes

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Policies and outcomes for UK sustainable schools

A.M. MoncasterInterdisciplinary Design for the Built Environment, Department of Engineering, University of Cambridge, CambridgeCB2 1PX, UKCorrespondence[email protected]

P. SimmonsSchool of Environmental Sciences, University of East Anglia, NorwichNR4 7TJ, UK

Pages 452-464 | Published online: 11 Feb 2015

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https://doi.org/10.1080/09613218.2015.1005518
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Articles from other publishers (6)

William Finnegan. (2023) Beyond whole-school approaches to sustainability: Social practices and practice architectures at secondary schools in England. Energy Research & Social Science 102, pages 103186.
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Johanna Brismark, Tove Malmqvist & Sara Borgström. (2022) Climate Mitigation in the Swedish Single-Family Homes Industry and Potentials for LCA as Decision Support. Buildings 12:5, pages 588.
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Catherine Willan, Kathryn B. Janda & David Kenington. (2021) Seeking the Pressure Points: Catalysing Low Carbon Changes from the Middle-Out in Offices and Schools. Energies 14:23, pages 8087.
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Catherine Willan, Russell Hitchings, Paul Ruyssevelt & Michelle Shipworth. (2020) Talking about targets: How construction discourses of theory and reality represent the energy performance gap in the United Kingdom. Energy Research & Social Science 64, pages 101330.
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Kim Maund, Thayaparan Gajendran & Graham Brewer. (2018) Key Issues for Implementation of Environmental Planning Policy: Construction Management Practice. Sustainability 10:7, pages 2156.
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Andrea Wheeler, Hina Illahe & Rucha Newalka. 2018. Handbook of Sustainability Science and Research. Handbook of Sustainability Science and Research 955 968 .

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