Using the perspectives, behaviours, and environmental values, beliefs, and norms of a school's staff, we investigated the features of a long-term environmental education program. This case study answers the following questions: How has the Lesser Kestrel environmental education program survived for almost two decades and become institutionalised into the school culture? What are the features of the environmental education program at Falcon School that allowed it to endure despite clear obstacles? We inductively analysed documents, focus group transcriptions, and individual interviews. Our findings indicate the goals of the Lesser Kestrel environmental education program and principles of values-beliefs-norms theory were strongly aligned along five main features: leadership and vision, human and economic resources, nature connectedness and conservation, community engagement, and tradition (which united the first four features). We conclude that these features work collectively to integrate the surrounding community into Falcon School's culture and long-term environmental education program.

中文翻译：

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什么进展顺利？了解以色列长期环境教育小学项目的文化

我们利用学校员工的观点、行为和环境价值观、信仰和规范，调查了长期环境教育计划的特点。本案例研究回答了以下问题：Lesser Kestrel 环境教育计划是如何存活了近 20 年并成为学校文化制度化的？猎鹰学校的环境教育项目有哪些特点使其能够在明显的障碍中持续存在？我们对文件、焦点小组转录和个人访谈进行了归纳分析。我们的研究结果表明，小红隼环境教育计划的目标和价值观-信念-规范理论的原则在五个主要特征上高度一致：领导力和愿景、人力和经济资源、自然连通性和保护、社区参与和传统（结合了前四个特征）。我们得出的结论是，这些特征共同作用，将周围社区融入猎鹰学校的文化和长期环境教育计划。