[ EE Needs Assessment of K-12 Teachers - Spring 2000 ]
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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) ]
 

Focus Group Methods and Results      A 90-minute focus group discussion was conducted to gain more in-depth information about the environmental education needs of teachers that had been assessed by the survey.  The seven teachers who participated consisted of two elementary teachers, two middle school teachers, and three high school teachers.  Each of these teachers had participated in the survey and had received a written summary of the survey results that had been mailed to all respondents.

The focus group meeting consisted of three parts: (1) Introductions of participants and facilitators followed by a brief overview of the focus group process, (2) Focus group discussions on several questions, and (3) Reconvening of the entire group to share results and prioritize needs.  There were three focus groups which were designated as elementary, middle school, and high school.  Following is a list of the small group discussion questions and a summary of the results:

1. In what specific ways would funding be helpful to the environmental education efforts of teachers?
Teachers remarked that no school funding has been earmarked for environmental education because it is not a Core Content area on which K-12 students are tested as a part of the state standards assessment program.  Instead, interested teachers have had to seek funding from various small grants and have received supplies from businesses such as nurseries and agricultural supply retailers.  The teachers reported that a clearinghouse for information on potential funding sources would be a very helpful service.

2. (A)  In what specific ways would field trips be helpful to the EE efforts of teachers?
Low-cost, nearby field trips are especially desirable; summary information them through a website or a newsletter would be a useful service, according to the teachers.  The teachers strongly advocated sponsoring field trips to different sites on campus led by NKU science education students.

   (B) What are the obstacles to taking field trips?
The obstacles reported by teachers centered on transportation issues, time constraints, scheduling within schools, and coordination with other classes.

3.  How would you envision an outdoor site being used at your school for EE?
The teachers believed environmental education sites should provide hands-on learning opportunities to be integrated across all disciplines.  They acknowledged that some teachers would probably never use the site, but think most would, if they understood how.  It was noted that some volunteer help might be needed to maintain outdoor classrooms.

4.  (A) What are the best ways to recruit teachers to participate in EE opportunities?
The teachers indicated that teachers in general respond to personal invitations from other teachers or from an institution or organization they respect such as NKU or a county Conservation District.  Incentives such as stipends and credit are desirable.  They also reported that free curriculum materials and lesson ideas they can readily use in their classrooms also make new learning opportunities more attractive to teachers.

    (B) Describe the nature of professional development that is most useful to teachers.  Hands-on, interdisciplinary workshops were considered to be most useful by teachers.  Professional development that encourages networking with other teachers was also reported to be very desirable.

5.  What are some ways you envision a Regional EE Center housed at NKU being most useful to teachers?
Teachers ranked a Regional Center very high on their list of environmental education needs.  They indicated that, ideally, such a Center would house nature guides, curricular materials, videos, and other materials that could be loaned to teachers.  The loaning of field supplies (e.g., hip waders and nets) for special studies was also a service considered useful by teachers.  The Center would ideally have a frequently updated website with information on field trips, an environmental calendar, and ways for teachers to share ideas.  The teachers all felt it would be ideal to have outdoor learning sites on NKU's campus that could serve as field trip sites for K-12 teachers, and for teacher professional development opportunities.  Using these sites as a lab-school concept, where children and university students learn together was an idea greeted with much enthusiasm.

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