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Residential Environmental Education Meeting Teachers' Science Needs and Beyond : = A Bradford Woods Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Residential Environmental Education Meeting Teachers' Science Needs and Beyond :/
其他題名:	A Bradford Woods Case Study.
作者:	Gatzke, Jenna M.
面頁冊數:	1 online resource (241 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
標題:	Environmental education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369769142

Residential Environmental Education Meeting Teachers' Science Needs and Beyond : = A Bradford Woods Case Study.
Gatzke, Jenna M.

Residential Environmental Education Meeting Teachers' Science Needs and Beyond :A Bradford Woods Case Study. - 1 online resource (241 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Includes bibliographical references

With the continued increase of environmental problems facing the world, the need for environmental education (EE) is greater than ever before. Residential EE centers offer unique opportunities that have the potential to increase EE in student education. The purpose of this study was to explore classroom teachers' understandings and ideas about and what role residential EE programming and curricula play in their classroom curriculum. Using an embedded mixed methods instrumental case study design, this study worked with 58 classroom teachers attending Bradford Woods, a residential EE center. Data collection sources included an on-line survey, on-site trail observations, and semi-structured phone interviews. Results of the study indicated that teachers found multiple meanings in EE, relating the field to being about, from and in, and for the environment. Residential EE centers were seen to provide both social and academic benefits for students as well as to challenge teachers to take on new and varying roles. Results also linked connections between teachers' values, beliefs and knowledge to their use of EE in their curriculum. Discussion and implications of the study focus on what overarching findings have been gained from the founding literature base. These findings include a detailed look at the complex role of the teacher in EE programming settings and a discussion on what little has changed in our understandings of the EE, residential EE center, and classroom milieu over the past few decades. Suggestions for future research are outlined based on these overarching findings. Finally, limitations of the study and main contributions to the research base are also presented.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369769142Subjects--Topical Terms:

580651
Environmental education.
Index Terms--Genre/Form:

554714
Electronic books.

Residential Environmental Education Meeting Teachers' Science Needs and Beyond : = A Bradford Woods Case Study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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502 $a Thesis (Ph.D.)--Indiana University, 2017.
504 $a Includes bibliographical references
520 $a With the continued increase of environmental problems facing the world, the need for environmental education (EE) is greater than ever before. Residential EE centers offer unique opportunities that have the potential to increase EE in student education. The purpose of this study was to explore classroom teachers' understandings and ideas about and what role residential EE programming and curricula play in their classroom curriculum. Using an embedded mixed methods instrumental case study design, this study worked with 58 classroom teachers attending Bradford Woods, a residential EE center. Data collection sources included an on-line survey, on-site trail observations, and semi-structured phone interviews. Results of the study indicated that teachers found multiple meanings in EE, relating the field to being about, from and in, and for the environment. Residential EE centers were seen to provide both social and academic benefits for students as well as to challenge teachers to take on new and varying roles. Results also linked connections between teachers' values, beliefs and knowledge to their use of EE in their curriculum. Discussion and implications of the study focus on what overarching findings have been gained from the founding literature base. These findings include a detailed look at the complex role of the teacher in EE programming settings and a discussion on what little has changed in our understandings of the EE, residential EE center, and classroom milieu over the past few decades. Suggestions for future research are outlined based on these overarching findings. Finally, limitations of the study and main contributions to the research base are also presented.
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