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1.
While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the USA. Educators described experiencing tensions in sharing decision-making power, which we conceive of as a duality – two inseparable elements both contradictory and complementary that drive the dynamics of a system. The duality consists of youth autonomy and adult authority, which stems not only from formally vested decision-making power but also adults’ experience and wisdom. Educators navigated this duality through diverse approaches to structuring youth participation, supporting youth, valuing mutual learning, and communicating transparently to develop equitable relationships.  相似文献   

2.
We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

3.
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts.  相似文献   

4.
Abstract

The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators and researchers are currently focused on researching and promoting energy conservation behavior with an emphasis on children and youth. We also found an emerging research focus on energy transitions at the regional and national levels. We recommend that environmental educators and researchers adopt a vision and strategy for climate change and energy education that more explicitly addresses the role of collective action, multiactor networks, and sociotechnical innovation in shaping energy transition processes.  相似文献   

5.
Abstract

Using the experiences and perspectives of practicing environmental educators, the author identified the elements that contribute most to effective environmental education. First, interviews were conducted with 18 experienced environmental educators from 11 states. Factors that appeared fundamental to the teachers' successes were assembled into an initial elements-of-success framework, consisting of 42 elements arranged in 3 categories: teaching conditions, teacher competencies, and teaching practices. The framework was then sent in survey form to environmental educators across the country. The survey yielded strong and consistent confirmation that environmental educators across the country believe the framework provides a valid and useful representation of the major elements that contribute to successful environmental education.  相似文献   

6.
The close link between environmental education and development education advocated by major international reports of the last decade is operant in the UNESCO Asia‐Pacific region. A regional collaborative effort sponsored by the Asia‐Pacific Centre of Educational Innovation for Development (ACEID), UNESCO and Griffith University is creating an action research network to support teacher education in environmental education. The process is informed by Paul Hart's and Ian Robottom's argument that constructivist epistemology is consistent with an ecological world view and, therefore, provides an appropriate grounding for professional development in environmental education. Teacher educators from some 20 countries in the region are sharing in the writing of workshop modules for pre‐ and in‐service teachers; these are then critiqued and adapted in accordance with the needs of other countries. A culture of action research is being created by encouraging those involved to write case studies of their design, critique, adaptation and use of the materials as part of their professional development  相似文献   

7.
Built on a sociocultural framework of policy analysis and Wertsch's concept of mediation, the present study examines how early childhood teacher education has changed as a result of interactions between reform policy and the action of teacher educators. Ten teacher educators participated in the study, along with eight early childhood leaders, 15 kindergarten principals and child care centre supervisors, and one policy‐maker. Data collected through interviews, focus‐group discussions, and reviews of government and organisational documents as well as press materials were analysed. The findings revealed that early childhood organisations were more active than teacher educators in the process of negotiation. Although early childhood teacher education has expanded since the handover in 1997, the voice and identity of the profession are still in an embryonic state. The study offers implications for redefining the roles of teacher educators and restructuring teacher education contexts to help facilitate the development of ideological consciousness and new understanding.  相似文献   

8.
There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.  相似文献   

9.
This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.  相似文献   

10.
We conducted an evaluability assessment of the U.S. Forest Service's “More Kids in the Woods” internal grant initiative based on a review of 26 funded proposals, the creation of logic models, and a survey of project leaders. Evaluations of the initative are warranted because it has clear outcome objectives, is implemented as intended, and results suggest plausible benefits associated with providing underserved youth with outdoor experiences. Findings also point to the types of evaluations that will be useful and add to the limited literature on environmental grant programs as well as environmental educators’ evaluation interests, practices and perceived competencies.  相似文献   

11.
Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.  相似文献   

12.
This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.  相似文献   

13.
Abstract

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.  相似文献   

14.
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15.
This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of ‘diversity’ and the establishment of genuinely inclusive school cultures.  相似文献   

16.
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.  相似文献   

17.
Teenage pregnancy among school-going youth is a concern worldwide, but in socially–economically challenged environments it is a result of, and contributory factor to, a complex web of social injustice. In South Africa, most of the school-based prevention interventions to date have been adult-designed and imparted, with the voice of the target audience – the youth – being ignored. The purpose of this participatory action research study was to involve school-going youth in the research and development of prevention interventions, tailored to meet their perceived needs. This article focuses on the first cycle where 24 high school participants interrogated their own and their peers’ narratives about teenage pregnancy so as to determine a way forward. Findings indicate that, although the youth perceive parenthood while they are still studying to have a negative impact on their future life goals, the prevention messages mediated by educators and other adults do not take into consideration the needs and lifestyle of teenagers within their specific social context. The implications of the three themes which emerged from the thematic analysis of the interviews, open-ended questionnaires and visual data are discussed to provide guidelines for the design of more youth-friendly prevention education to inform the next cycle of the research. Since teenage pregnancy is a global problem, the findings of this study have international relevance.  相似文献   

18.
Abstract

This article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’.  相似文献   

19.
Abstract

The field of environmental education (EE) strives to develop innovative practices to address emergent issues such as equity, climate change, and urbanization. Through facilitating workshops and ongoing networks for the exchange of ideas, professional development programs may foster innovation or practice change among environmental educators. This study investigates change in practice among environmental educators who participated in one of three online and face-to-face professional development programs. Drawing from practice theory, we measured elements of EE practice including goals, audiences, settings, activities, resources, and ideas. The results showed that across all three programs participants incorporated new resources and ideas into their practices whereas changes in other practice elements varied among programs. Participants in all three programs produced eBooks or ongoing networks that can be used as indicators of practice innovation. This study suggests that practice theory can be used to inform studies of professional development outcomes and examine EE practice, but that practice innovations may be more readily measured at the group rather than individual level.  相似文献   

20.
Recent attention to youth activism for school reform reveals positive student outcomes. Yet educators may object to the use of social actions in schools, diminishing opportunities for these benefits to accrue. This paper analyzes educators’ conceptions about the proper exercise of student voice within schools and how these coincide with activists’ tactics for school reform. The qualitative investigation rests on interviews with principals, teachers, community organizers, and students—all touched by a community-based program that encourages urban youth to organize and transform their schools. The paper seeks to bridge the perspectives of educators and activists in ways that enhance acceptance of a more robust role for students in school life.  相似文献   

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