Achieving Environmental Literacy: An Evidenced-Based Model for Public Schools

Autor/in	Klawinski, Todd P.
Titel	Achieving Environmental Literacy: An Evidenced-Based Model for Public Schools
Quelle	(2022), (208 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5643-9
Schlagwörter	Hochschulschrift; Dissertation; Evidence Based Practice; Models; Public Schools; Environmental Education; Knowledge Level; Sustainability; Program Implementation; Guides + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Analogiemodell; Public school; Öffentliche Schule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Wissensbasis; Nachhaltigkeit; Handbuch; Leitfaden
Abstract	Humanity is dependent on the natural world for its resources and for human health and well-being. A growing population and unsustainable human activity, though, are having adverse impacts on Earth systems. Research shows that meaningful, systemic environmental education (EE) programs are essential for public schools to ensure that all learners acquire the competencies, knowledge, and dispositions to live sustainable lifestyles. Throughout the United States, formal plans for implementing content and performance expectations targeting student environmental literacy (ELit) are uncommon. Though many states like Delaware have Environmental Literacy Plans (ELP), these plans are often outdated or not implemented. This study reviews existing literature regarding the benefits of EE and school preparedness for implementing EE programs. This study reflects recommendations and case studies from professional educators successfully using the Meaningful Watershed Educational Experience (MWEE) curricular framework. The result is an evidence-based model modified from the MWEE framework for achieving community ELit through public school education. By integrating EE into existing standards-based curricula, this model can be implemented in a relatively short period of time without significantly increasing teacher workload. As this model is designed to work with established school district missions, ELit could be achieved over a five-year period in order to address the local and global urgency of the problem of practice. This model is a guide for educational leaders committed to implementing a systemic EE program. Future educational leaders can use this study to inform local shifts in established pedagogy which could lead to regional and global paradigm shifts in achieving ELit for all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01