東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum : = Teachers' implementation practices and perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum :/
Reminder of title:	Teachers' implementation practices and perceptions.
Author:	Paul, Regina J.
Description:	1 online resource (199 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 63-05, Section: A.
Contained By:	Dissertations Abstracts International63-05A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3019262click for full text (PQDT)
ISBN:	9780493299495

Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum : = Teachers' implementation practices and perceptions.
Paul, Regina J.

Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum :Teachers' implementation practices and perceptions. - 1 online resource (199 pages)

Source: Dissertations Abstracts International, Volume: 63-05, Section: A.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2001.

Includes bibliographical references

This study examined the success rate of IEEIA inservice training, and attempted to identify key variables that influenced successful implementation of the IEEIA curriculum. The study used both quantitative and qualitative methods to obtain in-depth data. The total sample consisted of 251 participants; 132 usable surveys were returned resulting in a 53% response rate. The quantitative phase of the study consisted of a nine-page survey. The survey was designed to determine the effectiveness of inservice teacher training for the implementation of IEEIA, teachers' implementation, and their perceptions of the effectiveness of the inservice, the impact using IEEIA had on students and themselves, and barriers that prevented complete implementation. Additional analyses examined the relationships between use of the approach with the variables of length and type of training, and support types teachers received. The second phase analyzed both comments written by the respondents on their surveys, and eight teacher interviews. The research found that teachers perceived their workshops to be between moderately to very effective in helping them develop skills related to IEEIA and for teaching them how to implement it with students. Analyses revealed that teachers who received extended training or attended multiple inservices tended to use IEEIA more than teachers who did not. However, the number of years the teachers had been using the approach had a stronger influence for addressing the action components. Over half of the teachers had used the approach. Support after the inservice was important to implementation. The component of having students conduct an actual issue investigation was addressed the most. Fewer teachers addressed the final component of action by having their students resolve the issues they investigated. However, the teachers who fully implemented IEEIA had students who were active in their communities. Teachers perceived using the approach resulted in positive impacts for students, themselves, and their communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780493299495Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Environmental educationIndex Terms--Genre/Form:

542853
Electronic books.

Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum : = Teachers' implementation practices and perceptions.
LDR:03628nmm a2200409K 4500 001 2361356
005 20231019120603.5
006 m o d
007 cr mn ---uuuuu
008 241011s2001 xx obm 000 0 eng d
020 $a 9780493299495
035 $a (MiAaPQ)AAI3019262
035 $a AAI3019262
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Paul, Regina J. $3 3702023
245 1 0 $a Ten years (1990-1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum : $b Teachers' implementation practices and perceptions.
264 0 $c 2001
300 $a 1 online resource (199 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 63-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Volk, Trudi.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2001.
504 $a Includes bibliographical references
520 $a This study examined the success rate of IEEIA inservice training, and attempted to identify key variables that influenced successful implementation of the IEEIA curriculum. The study used both quantitative and qualitative methods to obtain in-depth data. The total sample consisted of 251 participants; 132 usable surveys were returned resulting in a 53% response rate. The quantitative phase of the study consisted of a nine-page survey. The survey was designed to determine the effectiveness of inservice teacher training for the implementation of IEEIA, teachers' implementation, and their perceptions of the effectiveness of the inservice, the impact using IEEIA had on students and themselves, and barriers that prevented complete implementation. Additional analyses examined the relationships between use of the approach with the variables of length and type of training, and support types teachers received. The second phase analyzed both comments written by the respondents on their surveys, and eight teacher interviews. The research found that teachers perceived their workshops to be between moderately to very effective in helping them develop skills related to IEEIA and for teaching them how to implement it with students. Analyses revealed that teachers who received extended training or attended multiple inservices tended to use IEEIA more than teachers who did not. However, the number of years the teachers had been using the approach had a stronger influence for addressing the action components. Over half of the teachers had used the approach. Support after the inservice was important to implementation. The component of having students conduct an actual issue investigation was addressed the most. Fewer teachers addressed the final component of action by having their students resolve the issues they investigated. However, the teachers who fully implemented IEEIA had students who were active in their communities. Teachers perceived using the approach resulted in positive impacts for students, themselves, and their communities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 3172312
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Science education. $3 521340
650 4 $a Social studies education. $3 3422293
650 4 $a Curriculum development. $3 684418
653 $a Environmental education
653 $a Investigating and Evaluating Environmental Issues and Actions
653 $a Teachers
653 $a Workshops
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0530
690 $a 0727
690 $a 0714
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertations Abstracts International $g 63-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3019262 $z click for full text (PQDT)