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Predicting the implementation of env...

Yang, Li-Ling.

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Predicting the implementation of environmental education in Indiana K--8 schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Predicting the implementation of environmental education in Indiana K--8 schools./
Author:	Yang, Li-Ling.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1655.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134057
ISBN:	0496812939

Predicting the implementation of environmental education in Indiana K--8 schools.
Yang, Li-Ling.

Predicting the implementation of environmental education in Indiana K--8 schools. - 160 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1655.

Thesis (Ph.D.)--Indiana University, 2004.

The purpose of this study was to identify the factors from the literature that influence teachers' implementation of environmental education (EE), and to predict the implementation of EE in the Indiana K--8 Schools by knowledge of these factors. By adapting two earlier instruments, a complete EE assessment instrument was developed, consisting of scales measuring teachers' implementation of EE, their pre-/in-service environmental training, their attitudes toward and competencies in teaching EE, their perceived barriers in teaching EE, and their significant life experiences related to the environment or EE. A questionnaire was sent to 1,200 randomly selected K--8 teachers in public schools throughout Indiana in April 2003, and 385 completed surveys were returned (32.1% return rate). The demographic characteristics of the respondents and the Indiana teacher population were found to be similar. Thus, the results from this study can be generalized to the Indiana teacher population. The construct validity and reliability of each scale were examined after the completion and return of the questionnaires by using factor analysis, item-test correlation analysis, and ANOVA, and also by assessing their alpha indices. It was found that all nine scales were homogeneous, valid, and reliable. Multiple regression analysis was calculated to predict the level of EE implementation in Indiana K--8 schools. Regression analyses indicated that the extent of the teachers' exposure to EE during their pre- and in-service training, the teachers' attitudes toward and competencies in teaching EE, and the barrier "EE not relevant to what I teach" were significant in the full model. This model accounted for 63% of the variance in the teachers' implementation of EE. The teachers' attitudes toward EE had the greatest effect on the teachers' EE implementation when compared to the other significant predictors in the model. The net effects of the extent of the teachers' pre-service and in-service exposure to EE, their competencies in teaching EE, and the barrier "EE not relevant to what I teach" are approximately the same. The findings of this study provide educational agencies, institutions and administrators with the information that is required to improve EE implementation in Indiana K--8 schools and teacher education programs.

ISBN: 0496812939Subjects--Topical Terms:

1017897
Education, Sciences.

Predicting the implementation of environmental education in Indiana K--8 schools.
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500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1655.
500 $a Adviser: Dorothy L. Gabel.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a The purpose of this study was to identify the factors from the literature that influence teachers' implementation of environmental education (EE), and to predict the implementation of EE in the Indiana K--8 Schools by knowledge of these factors. By adapting two earlier instruments, a complete EE assessment instrument was developed, consisting of scales measuring teachers' implementation of EE, their pre-/in-service environmental training, their attitudes toward and competencies in teaching EE, their perceived barriers in teaching EE, and their significant life experiences related to the environment or EE. A questionnaire was sent to 1,200 randomly selected K--8 teachers in public schools throughout Indiana in April 2003, and 385 completed surveys were returned (32.1% return rate). The demographic characteristics of the respondents and the Indiana teacher population were found to be similar. Thus, the results from this study can be generalized to the Indiana teacher population. The construct validity and reliability of each scale were examined after the completion and return of the questionnaires by using factor analysis, item-test correlation analysis, and ANOVA, and also by assessing their alpha indices. It was found that all nine scales were homogeneous, valid, and reliable. Multiple regression analysis was calculated to predict the level of EE implementation in Indiana K--8 schools. Regression analyses indicated that the extent of the teachers' exposure to EE during their pre- and in-service training, the teachers' attitudes toward and competencies in teaching EE, and the barrier "EE not relevant to what I teach" were significant in the full model. This model accounted for 63% of the variance in the teachers' implementation of EE. The teachers' attitudes toward EE had the greatest effect on the teachers' EE implementation when compared to the other significant predictors in the model. The net effects of the extent of the teachers' pre-service and in-service exposure to EE, their competencies in teaching EE, and the barrier "EE not relevant to what I teach" are approximately the same. The findings of this study provide educational agencies, institutions and administrators with the information that is required to improve EE implementation in Indiana K--8 schools and teacher education programs.
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