Weekend listening – What do you think are the key ideas in #enviroed?

Here’s a few ideas, starting with ‘place’, from an eeLEARN playlist …

Q. What would you add to such a playlist? And what thoughts, sounds, or even soundscapes, would you use?

Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program

Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program

  • article in current issue

Jan Cincera, Roman Kroufek, Petra Simonova, Lenka Broukalova, Vaclav Broukal & Jan Skalík

Pages: 919-936 | DOI: 10.1080/13504622.2015.1076768

Abstract

This study presents an analysis of a Czech pilot project in implementing the Eco-School program in kindergartens. The evaluation applied a mixed design that included pre/post testing of children using picture-based questionnaires, and interviews with the teachers responsible for conducting the program. The findings revealed a significant increase in the pro-environmental attitudes of the children (N = 419) between the pre-test and the post-test. The results of the qualitative part showed a broad spectrum of the ways in which the program was interpreted by the teachers (N = 16): while some teachers interpreted the program in a highly instrumental way, others interpreted it as emancipatory. Their different ways of interpreting the program led the teachers to different models of distribution of power between the adults and the children. Some of the teachers made the effort to establish a democratic participation of the children in setting the program agenda, but others manipulated the children to obtain their agreement with pre-selected activities. Although the study did not find any evidence that the instrumental implementation of the program would be less effective in promoting children’s attitude change, it showed differences in the interpretation of the merit of the program among the teachers.

Keywords: emancipatory approach, environmental attitudes, Eco-School, evaluation, kindergarten, preschool education

http://www.tandfonline.com/doi/full/10.1080/13504622.2015.1076768

#EERcurrentissue

Does interpretation influence elaboration and environmental behaviors?

Does interpretation influence elaboration and environmental behaviors?

  • New EER Article Alert

Robert B. Powell, Susan Lynn Vezeau, Marc J. Stern DeWayne D. Moore & Brett A. Wright

Pages: 1-14 | DOI: 10.1080/13504622.2017.1339302

Abstract

Understanding the development of pro-environmental behavioral intentions and behaviors remains one of the greatest challenges for environmental educators worldwide. Using the Elaboration Likelihood Model as a theoretical foundation, we developed surveys to evaluate the influence of the Great Smoky Mountains National Park Junior Ranger program on youths’ (ages 8–13) elaboration (comprised of awareness, interest, and cognitive engagement) and stewardship behaviors. Results suggest that these programs had significant immediate influences on both elaboration as well as stewardship intentions and behaviors. We then investigated whether elaboration was predictive of children’s behavioral intentions and self-reported behaviors associated with stewardship using structural equation modeling (SEM). Results suggest that elaboration accounted for 88% of the variance in participants’ stewardship behaviors/intentions.

Keywords: Structural equation modeling, interpretation, elaboration likelihood model, stewardship

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1339302

#newEERpaper

Greenhouse affect: the relationship between the sustainable design of schools and children’s environmental attitudes

Greenhouse affect: the relationship between the sustainable design of schools and children’s environmental attitudes

  • article in the current issue

Parisa Izadpanahi, Hisham Elkadi & Richard Tucker

Pages: 901-918 | DOI: 10.1080/13504622.2015.1072137

Abstract

This study aims to determine if primary school children’s environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm (NEP) scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context of the study. In addition, the original adult NEP scale was used to determine relationships between children’s environmental attitudes, their School Design and their Parents’ and Teachers’ Environmental Attitudes. Data collected from grade 4, 5 and 6 primary school children, their parents and teachers were analysed via three multiple regressions. The results indicate that sustainable design in schools improves the environmental attitudes of children towards perceptibly green building features, such as solar panels, the use of recycled water, natural daylighting and outdoor classrooms including food-producing gardens.

Keywords: sustainable School Design, children, environmental attitudes, New Ecological Paradigm scale

http://www.tandfonline.com/doi/full/10.1080/13504622.2015.1072137

#EERcurrentissue

Environmental Education Research 23(7) now available

Start the week with the latest issue of the journal, 23(7), now available online at:

http://www.tandfonline.com/toc/ceer20/23/7

This new issue contains the following articles:

Greenhouse affect: the relationship between the sustainable design of schools and children’s environmental attitudes

Parisa Izadpanahi, Hisham Elkadi & Richard Tucker

Pages: 901-918 | DOI: 10.1080/13504622.2015.1072137

Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program

Jan Cincera, Roman Kroufek, Petra Simonova, Lenka Broukalova, Vaclav Broukal & Jan Skalík

Pages: 919-936 | DOI: 10.1080/13504622.2015.1076768

Connecting students to nature – how intensity of nature experience and student age influence the success of outdoor education programs

Tina Braun & Paul Dierkes

Pages: 937-949 | DOI: 10.1080/13504622.2016.1214866

Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science

Dina Zoe Belluigi & Georgina Cundill

Pages: 950-971 | DOI: 10.1080/13504622.2015.1072802

ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools

Anna Mogren & Niklas Gericke

Pages: 972-992 | DOI: 10.1080/13504622.2016.1226265

ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools

Anna Mogren & Niklas Gericke

Pages: 993-1014 | DOI: 10.1080/13504622.2016.1226266

An ESD pathway to quality education in the Cyprus primary education context

Chrysanthi Kadji-Beltran, Nicoletta Christodoulou, Aravella Zachariou, Petra Lindemann-Matthies, Susan Barker & Costas Kadis

Pages: 1015-1031 | DOI: 10.1080/13504622.2016.1249459

The philosophies, contents and pedagogies of environmental education programs in 10 Israeli elementary schools

Tali Tal & Einat Peled

Pages: 1032-1053 | DOI: 10.1080/13504622.2016.1153047

Weekend viewing – “Decolonizing Environmental Education: Building Relationships with Indigenous Peoples”

February edition of NAAEE’s monthly webinar series focused on “Decolonizing Environmental Education: Building Relationships with Indigenous Peoples”.

Watch it again at the link