Doctoral Dissertations

Date of Award

8-1997

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

Russell R. French

Committee Members

Robert Jones, Phyllis Huff, Lester Knight

Abstract

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.

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.

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.

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 (α=.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.

The overall research identifies forty-two elements which teachers believe play a significant role in environmental education efficacy. In addition to strong framework validation by this audience, the survey yielded extensive rating and comment data which enabled framework "fine-tuning," and offer opportunities for additional research. There is strong and consistent confirmation that educators across the country believe the framework provides a valid and useful representation of the major elements which contribute to successful environmental education. Thus the three-part framework provides a suitable structure upon which to build comprehensive environmental educator standards.

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