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Elements of success in environmental...

May, Theodore Scott.

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Elements of success in environmental education, through practitioner eyes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elements of success in environmental education, through practitioner eyes./
Author:	May, Theodore Scott.
Description:	277 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0138.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9823106
ISBN:	0591751321

Elements of success in environmental education, through practitioner eyes.
May, Theodore Scott.

Elements of success in environmental education, through practitioner eyes. - 277 p.

Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0138.

Thesis (Ph.D.)--The University of Tennessee, 1997.

This two-phase study was designed to provide a clear vision of the major elements which support successful teaching in environmental education. The research yielded a valid and reliable framework consisting of forty-two elements which work inter-dynamically to foster student growth in environment-related knowledge, attitudes, skills and responsible behaviors.

ISBN: 0591751321

Elements of success in environmental education, through practitioner eyes.
LDR:02752nmm 2200217 4500 001 1853755
005 20040517094423.5
008 130614s1997 eng d
020 $a 0591751321
035 $a (UnM)AAI9823106
035 $a AAI9823106
040 $a UnM $c UnM
100 1 $a May, Theodore Scott. $3 718912
245 1 0 $a Elements of success in environmental education, through practitioner eyes.
300 $a 277 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0138.
500 $a Adviser: Russell French.
502 $a Thesis (Ph.D.)--The University of Tennessee, 1997.
520 $a This two-phase study was designed to provide a clear vision of the major elements which support successful teaching in environmental education. The research yielded a valid and reliable framework consisting of forty-two elements which work inter-dynamically to foster student growth in environment-related knowledge, attitudes, skills and responsible behaviors.
520 $a Prior to the field research, the researcher conducted an extensive literature review which served as a reference point for subsequent research focused on the experiences and perceptions of practicing teachers. The review generated a three-part theoretical construct--based upon social cognitive theory--and a literature-derived framework of elements.
520 $a In the first research phase, the researcher conducted interviews with eighteen accomplished environmental educators from eleven of the United States. Their narratives, coupled with input from the extensive literature review, enabled the construction of the three-part framework composed of the thirteen teaching conditions, fourteen teacher competencies and fifteen teaching practices which support environmental education efficacy.
520 $a In the second research phase, the framework was sent in survey form to 500 teachers across the country who had environmental education experience. Over 65 percent of the surveys were returned, with the respondents expressing strong support for the interview-derived framework. Nearly all items on the survey--including the two overall framework evaluations and the three framework categories--were judged to have high or very high significance in fostering student growth of environment-related knowledge, attitudes, skills and responsible behaviors. The full framework had a very high Cronbach's alpha measure of internal consistency ( $\ alpha $ =.94), as did its three component categories. All identified demographic sub-groups showed consistent support for the framework and its categories. And extensive survey comments brought pointed evidence of support for the framework and its utility to teacher practitioners
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9823106