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Descriptors:
Environmental Education; Validity; Undergraduate Study; Models; Geography

Abstract:
A twelve-question framework for teaching, learning, and assessing environmental issues was created through analysis of environmental textbooks and interviews with professors and researchers who specialize in the environment. Concepts in the framework include: causes, scale, spatial distribution, longevity, consequences, risks, economic implications, solutions, obstacles, social values, stakeholders, political status, behavior changes, and personal actions. The twelve-question framework was submitted to a validity panel of geographers. Statistical analysis of responses from the panel indicates that the framework is valid. (Contains 3 notes and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Natural Resources; Guidelines; Education Courses; Teacher Education Programs; Professional Development; Elementary Secondary Education; Environmental Education

Abstract:
Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources; (2) to the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and (3) to full-time environmental educators as well as for those for whom environmental education is just one of their responsibilities. This document presents an ambitious overview of the abilities and knowledge of a well-prepared environmental educator. The guidelines provide a mechanism for gauging the quality of pre-service and in-service preparation programs and the abilities of environmental educators. Instead of offering fixed rules, these guidelines suggest a broad vision--a goal to work toward and a guide for professional and programmatic development. The guidelines are grounded in a common understanding of effective environmental education. For many environmental educators, that understanding is rooted in two founding documents of the field: the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). This guide is organized around six themes. Each theme describes a skill area that must be included in the training of an environmental educator, and a sample format for the "Guidelines" is provided. Each theme is accompanied by references at the end, and appended are: The Executive Summary, Excellence in Environmental Education, and Guidelines for Learning (Pre K-12). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Course Content; Teacher Education Programs; Preservice Teachers; Environmental Education; Curriculum; Surveys; Universities; Colleges

Abstract:
A national study of colleges and universities offering teacher-preparation programs was undertaken to ascertain how environmental education (EE) might be better incorporated into their curricula. Six questions guided the descriptive, explorative mail survery relating to satisfaction and fit into EE with current program offerings, what environmental issues are included in curricula, barriers to EE in the curricula, awareness and use of EE resources, perceived resource needs, and relationship between barriers and EE course concepts. Although 30.3% of the respondents were private institutions, 74.8% were public and .08% were private/public. Findings support and extend prior research in the area and lead to several conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Environmental Education; Higher Education; Preservice Teachers; Program Descriptions; Surveys; Teacher Education Programs

Abstract:
The status of the environmental education component of preservice teacher education programs is unknown nationally. This study surveyed 715 institutions of teacher education using a mail questionnaire. Results indicate that most schools have few requirements related to environmental education, and environmental education is not institutionalized in the majority of schools. (Author/SAH)

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Descriptors:
Concept Formation; Elementary Secondary Education; Environmental Education; Environmental Standards; Instructional Materials

Abstract:
Identifies social science concepts that are prerequisite for understanding or analyzing environmental issues through a review of social science textbooks and educational materials, and interviews with social scientists. (Author/ASK)

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Descriptors:
College Curriculum; Environmental Education; Faculty Development; Higher Education; Preservice Teachers; Program Development; Teacher Education Programs

Abstract:
The number one barrier to including environmental education in teacher education curricula is too little time. Reports the results of a survey of 715 preservice teacher training programs and concludes that institutions that offer environmental education do so because of the interests of faculty. (DDR)

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Descriptors:
Curriculum Development; Educational Strategies; Educational Trends; Elementary Secondary Education; Environmental Education; Geography; Geography Instruction; Higher Education; Interdisciplinary Approach; Maps; Multicultural Education; National Standards; Pollution; Social Studies

Abstract:
Asserts that geography is an ideal discipline for environmental education. Argues that geographers study the environment in four major ways: (1) the natural environment; (2) the impact of human behavior on the environment; (3) environmental influences on human behavior; and (4) the landscape. (CFR)

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