Your search found 3 results.

Descriptors:
Mentors; Environmental Education; Collegiality; Science Teachers; Teaching Methods; Science Instruction; Communities of Practice; Faculty Development; Knowledge Base for Teaching; Student Projects; Hands on Science; Pretests Posttests; Self Esteem; Elementary School Science; Secondary School Science; State Standards; Standardized Tests

Abstract:
For the past five years, teachers from four Houston-area school districts have joined together in a professional learning community (PLC) to improve their science teaching. Through the University of Houston-Clear Lake (UHCL) Regional Collaborative for Excellence in Science and Mathematics Teaching, the teachers strengthen content knowledge and share teaching strategies that they then bring back to their home schools as science teacher mentors. Results for the teachers include increased knowledge on science topics (as measured in pre- and posttests), as well as gains in self-confidence, motivation, and leadership skills. Results for students include involvement in more hands-on and lab-based science to prepare them for middle and high school, as well as improved Texas Assessment of Knowledge and Skills (TAKS) science scores. In this article, the authors describe how the collaborative works, including its use of the environmental education program Project Learning Tree (PLT) as a thread that connects the collaborative members. They also suggest ideas for teachers who are interested in creating or joining a professional learning community. (Contains 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Integrated Curriculum; Instructional Development; Environmental Education; Technology Integration; Educational Technology; Academic Achievement; Preservice Teachers

Abstract:
Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE), teacher candidates are provided with an opportunity to work with standards based curriculum. This approach promotes and supports technology integration while strengthening the candidates' ability to not only foster the development of well-planned technology-rich lessons but also infuse EE into their daily lessons. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (365K) |  More Info:
Help Find in a Library