Download or read book Action Models in Adult Environmental Education written by Elaine Andrews and published by North Amer Assn for Environmental. This book was released on 1994-01-01 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adults are the voters and citizen actors of today yet environmental educators have neglected to consider adult education as an area which requires special educational strategies. In this hands-on workshop participants reviewed adult education theory, practiced various learning strategies, and evaluated model programs that work. Program topics include: (1) Adult Education Program Planning and Design; (2) Preview of Adult Environmental Education; (3) Developing Criteria for Successful Adult Environmental Education Programs; (4) Research about Adult Environmental Education; and (5) Adult Environmental Education Case Studies. The program planning session covers such issues as steps to planning and critical factors conducive to adult learning. In the preview of adult environmental education, workshop participants designed educational solutions to sample environmental education problems based on adult education theory. Adult environmental education case studies include a noncredit environment course for adults, workplace education projects, decision maker leader training, and building collaborative partnerships in community environmental education. Contains a 205-item bibliography arranged by subject. (PVD)
Download or read book Action Models in Adult Environmental Education written by North American Association for Environmental Education and published by . This book was released on 1991 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Nonformal Section Workshop on Action Models in Adult Environmental Education written by North American Association for Environmental Education. Conference$ (1991 : St-Paul, Minn.) and published by . This book was released on 1994 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Tools for Environmental Protection written by National Research Council and published by National Academies Press. This book was released on 2002-07-13 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people believe that environmental regulation has passed a point of diminishing returns: the quick fixes have been achieved and the main sources of pollution are shifting from large "point sources" to more diffuse sources that are more difficult and expensive to regulate. The political climate has also changed in the United States since the 1970s in ways that provide impetus to seek alternatives to regulation. This book examines the potential of some of these "new tools" that emphasize education, information, and voluntary measures. Contributors summarize what we know about the effectiveness of these tools, both individually and in combination with regulatory and economic policy instruments. They also extract practical lessons from this knowledge and consider what is needed to make these tools more effective. The book will be of interest to environmental policy practitioners and to researchers and students concerned with applying social and behavioral sciences knowledge to improve environmental quality.
Download or read book Proceedings and Summary of the NAAEE Nonformal Section Workshop on Action Models in Adult Environmental Education written by and published by . This book was released on 1991* with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Adult Environmental Education written by Anne Camozzi and published by . This book was released on 1994 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Programming Priorities for Adult Environmental Education written by Christina Marie Turner-Milenovic and published by . This book was released on 1994 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Participation and Learning written by Alan Reid and published by Springer Science & Business Media. This book was released on 2007-10-12 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ground-breaking collection brings together a range of perspectives on the philosophy, design and experience of participatory approaches within education and the environment, health and sustainability. Chapters address participatory work with children, youth and adults in both formal and non-formal settings. Authors combine reflections on experience, models and case studies of participatory education with commentary on key debates and issues.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Handbook of Environmental Education written by Philip Neal and published by Routledge. This book was released on 2003-10-04 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Learning Toward an Ecological Consciousness written by E. O'Sullivan and published by Springer. This book was released on 2017-02-15 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learning - the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples' forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.
Download or read book Urban Environmental Education Review written by Alex Russ and published by Cornell University Press. This book was released on 2017-06-06 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities. The ten-essay series Urban EE Essays, excerpted from Urban Environmental Education Review, may be found here: naaee.org/eepro/resources/urban-ee-essays. These essays explore various perspectives on urban environmental education and may be reprinted/reproduced only with permission from Cornell University Press.
Download or read book Environmental Education Revisited written by Giovanna Di Chiro and published by . This book was released on 1985 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing Environmental Action Competence in High School Students written by Anne Kinney Stephens and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there are multiple avenues through which environmental literacy may be increased, most scholarly understanding emerges from studies of environmental education (EE) that most frequently take place outside of the formal K-12 curriculum. A substantial body of research now documents the importance of addressing students' leadership and social skills as part of developing environmental literacy, or what has been termed "environmental action competence", however there is a gap in studies that address how these constructs of environmental literacy are addressed in schools. The confidence and the ability to take action on an issue in one's environment is the ultimate goal of EE, yet it is difficult to nurture these abilities in the structure of a typical school day. The development of environmental action competence in youth involves much more than the teaching of content knowledge. It requires the ability for students to interact with one another, adults, and community members in a variety of settings. To better understand how learning occurs in diverse populations, this research examined the multiple contexts in which environmental learning occurs, addressing the physical, social, and personal dimensions, both in-school and out-of-school and at various levels of formality, or what researchers have referred to as "hybrid space". The goal of my research was to explore how one particular approach to high school reform, the California Partnership Academy (CPA) model, is (or is not) creating the conditions and mechanisms for hybrid spaces, and how these hybrid spaces contribute to the development of environmental action competence in students. My research was carried out using a nested case study design during the 2011-2012 and 2012-2013 school years. Using secondary source data obtained through CPA reports to the California Department of Education and follow-up phone interviews with 12 CPA coordinators, I examined 18 CPAs with an environmental theme for similarities and differences in their approaches to developing environmental literacy in students. I then conducted a close case study on one particular school, following students and teachers in multiple settings over the two-year period. Using secondary source data, participant observations, and semi-structured interviews with 26 youth and adult participants, I analyzed learning scenarios through the lens of hybridity theory for how they contributed to the development of environmental action competence in youth. In Chapter One, I provide a rationale and motivation for undertaking this study and provide and overview of each of the three chapters that have been written in the format of individual journal articles. In Chapter 2, I used the lens of hybridity theory to examine how hybrid spaces offer more opportunities for students to develop the dispositions associated with positive youth development, thus supporting their ability to take action toward issues that concern them. Chapter 3 is a review of the literature on how frameworks for environmental literacy have evolved since the 1977 Tbilisi Declaration in light of more recent research into the understanding of behavior. I build upon the theoretical framework for environmental action competence and examine scenarios for how an environmental action competence framework can be implemented in schools. I discuss the implications for research in this area, including pedagogical practices, assessment, and large-scale implementation of programs that support environmental action competence. Chapter 4 represents the triangulation of data collected in the comparison study of the 18 CPAs with data from the in-depth case study school to look for evidence of environmental action competence in students. The evidence suggests that hybrid space supported the development of many of the constructs of environmental action competence, however younger students were not always able to ground their actions in accurate conceptual understanding. In addition, students' motivations for taking action frequently focused on community health rather than the natural environment, suggesting the need for environmental educators to consider the broader range of experiences of youth living in increasingly urbanized settings. Finally, Chapter 5 provides the summary and analysis of my findings, and discusses their implications in the context of current educational legislation and policies. By examining the organization and instructional strategies of the 18 CPAs, this study contributes to the environmental education research field by linking program elements to the development of environmental action competence in youth, while also providing recommendation for schools, teachers and administrators to apply.
Download or read book Multicultural Environmental Education for Adults written by Anne M. Forbes and published by . This book was released on 1992 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Localized Ecological and Educational Effects of Environmental Service Learning in Portland Oregon written by and published by . This book was released on 2015 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Environmental service-learning is an intentional educational experience(s) wherein learners engage in meaningful activities designed to serve the environment. Environmental service-learning activities vary according to their learning and service goals and include ecomanagement, persuasion, legal action, economic action and political action. The purpose of this mixed methods research was to explore the ecological and educational impacts of grades 6-12 environmental education, with special attention to environmental service-learning throughout Portland, Oregon. Ecological impacts considered restoration and conservation outcomes of several environmental service-learning programs including plant communities, soils, litter removal and trail maintenance. Educational outcomes considered aspects of environmental literacy including locus of control, environmental sensitivity, indicated environmentally responsible behaviors, investigating environmental issues and knowledge of physical systems. The relative influence of some significant life experiences on youths' response to environmental education, including environmental service-learning, was also considered. Telephone surveys were used to gather data from 22 Portland metropolitan area environmental education programs. Data included 2014 annual biophysical impacts (e.g., area of invasive species removed, pounds of litter removed) and information on programming (e.g., length of program, % time outside). Eleven programs administered a 33-question environmental literacy assessment to participants of their programs (n=393). The assessment included the New Environmental Paradigm, the Inclusion of Nature in Self, questions from Environmental Identity Scale and self-constructed questions. One 8th grade program was identified for a detailed case study. In this 8th grade programs, slight variations in educational activities occurred among three treatment groups which varied the amount of time youth spent engaged in ecomanagement. Youth from the three treatment groups and a control group were administered the environmental literacy assessment at the beginning and end of the program. Qualitative data for the youth in the treatment groups were gathered to further consider how environmental literacy was impacted by participation in the program. Stronger associational correlations to environmental literacy occurred for the percentage of time an environmental education program spent outdoors rather than the percentage of time an environmental education program engaged in environmental service-learning (e.g., "With other people, I can work to make a positive impact on the environment." rho: .276 vs. "I have the skills necessary to make a positive impact on the environment" rho: .176). Random forests indicated that environmental education program features and some significant life experiences could predict collapsed environmental literacy variables (locus of control, environmental sensitivity and environmentally responsible behaviors). 22.4% of the variance in a collapsed environmental sensitivity variable was explained by nine predictor variables; those variables with the strongest influence were youth response to "Before this program, how frequently did you spend time in the outdoors," age and the presence of a positive adult role model who cares for the environment. Youth participating in environmental education programs showed higher environmental literacy than control groups (e.g., "I feel an important part of my life would be missing if I couldn't get out and enjoy nature from time to time" U: 3642.500, p: 0.025). Youth with significant formative life experiences (e.g., those indicating previous environmental education or a positive adult role model that cares for the environment) responded better (higher environmental literacy) to environmental education than those youth without ("I pay special attention to things outdoors" chi 10.633, p: 0.031). This research provides insight on the efficacy of environmental service-learning. Environmental service-learning positively affected environmental literacy, but outdoor environmental education was more effective in terms of environmental literacy. Results corroborate the body of literature regarding significant life experiences. Further, results suggest that significant life experiences are a critical development milestone necessary for youth to respond to environmental education on a developmental trajectory to empowered environmentally literate citizens.
Download or read book Learners and Learning written by Ian Moll and published by . This book was released on 2001-10-31 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learners and learning is the fourth module in the study of education series, and it aims to enable teachers to analyse learning and reflect on what they can do to improve it. It draws on the learning theories of various writers, including Piaget and Vygotsky, and grounds these in examples, practical exercises, and case studies drawn from schools. This module includes an interactive learning guide, a reader, and an audiotape. The study of education series is a project of the South African institute for distance eduaction (SAIDE). Aimed at formal and informal teacher education, this series presents valuable open-learning materials for use in distance education or in face-to-face teaching. Intended for use in colleges of education at diploma level, these modules may also be usedwith additional readings in higher or postgraduate diploma courses.
