Embedded best practice model of teacher education for integrating bioregional environmental education curricula in elementary classrooms
(Book - Regular Print)

Thesis,MSES,Green Mountain College,2011

Includes bibliographical references.

This case study explores whether embedded professional development for elementary classroom teachers by a high school science specialist can increase implementation of environmental education curriculum. Research has found that due to elementary teachers' limited time and resources and disproportionate focus on reading, writing, and mathematics instruction, environmental education is often neglected at the early elementary level. This study used existing curriculum resources to create bioregionally-based, interdisciplinary environmental education units which were implemented in elementary classrooms by a high school science specialist, simultaneously providing instruction to both students and elementary classroom teachers. Post-implementation, participating elementary classroom teachers self-reported an increase in content knowledge, comfort with curriculum materials, and an intent to independently implement these curricula in future years as well as confidence in their ability to do so. The results of this study suggest that school districts with limited resources may support environmental education at all levels by facilitating teaming between in-house science specialists and elementary classroom teachers.