|
NKU:
[
EE
Needs Assessment of K-12 Teachers - Spring
2000 ]
[Aquatic Ecology for
Teachers 2002] [Aquatic
Ecology for Teachers 2005 MANOVA and ANOVA results ] | [Delayed-Post
Course Questionnaire Analysis Summary] | [Reading
the River 2001
Program] [ Reading
the River 2002-2003
Program
: Powerpoint
Slides
Means,
F-test, and t-values for Pre-Post, and Long-Term
Post Program Questionnaire
Items]
[
Reading the River 2003 -
2004 Program :
Program Questionnaire Measures of the Pre, Post, and Long-term
Post Likert Responses ;
Strengths of
Program ]
[
Reading the River 2004 - 2005 Program: Program Questionnaire
Measures of the Pre, Post, and Long-term Post Likert
Responses ;
Mean
Likert Responses ;
Open
Ended Evaluation Items ,
Participant Interviews | Reading the River 2006 -
2007 Program:
Classroom Practices - Program Questionnaire Measures of the
Pre and Long-Term Post Likert Response |
Confidence Level of Teachers - Program Questionnaire
Measures of the Pre and Long-Term Post Likert Response ]
Other:
The 2004 Survey of Kentuckian's Environmental Knowledge,
Attitudes & Behaviors
(132 PDF)
Australian Research Institute in Education for
Sustainability (ARIES)
http://www.pr.mq.edu.au/events/index.asp?ItemID=1566
ARIES is the first national institute devoted to the
research of education for sustainability and will
undertake a range of research projects aimed at better
understanding methods of motivating and engaging
organizations, governments, communities, and individuals
into making changes for environmental sustainability.
Children's Health Issues:
http://www.eqc.ky.gov
Children's Environmental Health in Kentucky, October
2004 Report (PDF 4.22 MB)
Birth Defects and the Environment
(PDF 753 KB)
Effects of Environment-Based Education on Students'
Achievement Motivation
Athman J. and Monroe, M. (2004). The effects of
environment-based education students' achievement
motivation. Journal of Interpretation Research, 9(1),
9-25.
Effects of Environment-Based Education On Student's
Critical Thinking Skills and Disposition Toward Critical
Thinking
Ernst, J. and Monroe, M. (2004). The effects of
environment-based education on students' critical thinking
skills and disposition toward critical thinking.
Environmental Education Research, 10(4), 507-522.
Environmental Education Training and Partnership (EETAP)
Study:
Environmental
Education Liaison with State Capacity Building (PDF 327
KB)
Environmental Education Works:
http://www.TheEEWorks.org
Data, studies, and case examples of how environmental
education has a measurable impact on environmental
protection and improved student learning include better
results on standard tests. The EE-Works is a
service of the National Environmental Education and
Training Foundation (NEETF).
Gallup Poll on the Environment (2005):
http://www.pollingreport.com/enviro.htm
Incorporating Environmental Content:
An Online Survey of K-12 Teachers in Kentucky Concerning
Current Education Practices and Preferences for Education
Resources, Findings and Descriptive Statistics (PDF
131KB)
Landscape and Human Health Laboratory, The:
http://www.lhhl.uiuc.edu
A multidisciplinary research laboratory dedicated to
studying the connection between greenery and human health,
University of Illinois at Urbana-Champaign.
National Foundation for Educational Research (NFER).
Research and publications on environmental education can be
found at
http://www.nfer.ac.uk/research/env.asp.
-
National Foundation for Educational Research (NFER)
A Review of Research
on Outdoor Learning (PDF 76.5 KB)
-
Grounds
for Improvement: Secondary Action Research
Programme. Final Report.
Learning through
Landscapes (PDF 1.44 MB)
The findings of a 3-year NFER/LTL research project
into: (1) How can secondary schools engage their
students in school grounds improvement? (2) What
are the impacts of school ground projects on students
and schools?
[http://www.responsivemanagement.com]
A website addressing attitudes and opinions related to
natural resources. Responsive Management is an
internationally recognized public opinion and attitude survey
research firm specializing in natural resource and outdoor
recreation issues. Their mission is to help natural
resource and outdoor recreation agencies and organizations
better understand and work with their constituents, customers,
and the public.
[
Human-Environment Research Laboratory - University of Illinois
at Urbana-Champaign ]
A multidisciplinary research laboratory dedicated to
studying the relationships between people and the environments
they inhabit.
[
KEQC
2002 Online Public Opinion Poll on the
Environment ]
[
State
Education & Environmental
Roundtable
]
The EIC ModelTM using the
Environment as an Integrating Context for improving
student learning.
The EIC ModelTM interconnects "best
practices" in education into an instructional
tapestry that improves student achievement by using
local natural and community surroundings as a
context for learning.
New National Environmental Education & Training Foundation (NEETF)
Environmental Literacy Research Draft Available:
http://www.neetf.org/roper/ELR.pdf
Kevin Coyle of NEETF has developed a (draft) research
paper on the state of environmental knowledge in America.
It recaps ten years of NEETF/Roper data and examines how
environmental education increases environmental stewardship.
More than 300 studies were used in find that EE helps to clean
up the environment while providing excellence learning
experiences for young and old alike.
K-12 Teachers
Environmental Education Needs Assessment
[
What
Teachers Are Currently Doing
]
| [ Type
of Training Desired
]
[ Level
of Need for EE Services and
Opportunities
] | [ Level
of Need for EE
Training
]
[
Focus
Group Methods and
Results
] | [ Entire
Document
(.pdf) ]
What
Teachers Are Currently Doing The
results presented in TABLE 1 indicate that an
overwhelming majority of teachers are teaching
about the environment and environmental
issues. There are, however, some who are
not. Almost half of the teachers reported
having guest speakers, taking field trips, and
involving students in action projects.
Thirty-one percent of the teachers teach in an
outdoor setting, and 22% have student environmental
clubs.
TABLE I: Percentage of Teachers
Presently Doing Various EE Activities
|
91%
|
|
Teach
about environmental
issues
|
|
89%
|
|
Teach
about the environment
|
|
47%
|
|
Have
guest
speakers/programs
|
|
44%
|
|
Take
environmental field
trips
|
|
42%
|
|
Involve
students in action
projects
|
|
31%
|
|
Teach
in an outdoor setting
|
|
22%
|
|
Have
student environmental
clubs
|
|
Type of
Training Desired As shown in
Table II, the greatest percentage of teachers
indicated they would like to see training offered
as in-services during the school year. While
49% of the teachers reported wanting summer
workshops, only 24% indicated they would like
training offered through university courses for
credit. Taking weekend workshops was the
least popular choice, with only 20% selecting this
type of offering.
TABLE II: Training Teachers Would
Like to See Offered
|
60%
|
|
Teacher
in-service during school
year
|
|
49%
|
|
Summer
workshops
|
|
24%
|
|
University
courses for credit
|
|
20%
|
|
Weekend
workshops
|
|
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