Pine Jog
Environmental Education Center
College of Education
Florida Atlantic University
COURSE NUMBER:
SCE 6644
COURSE TITLE:
Trends and Issues in Environmental Education
INSTRUCTOR & E-MAIL:
Dr. . . .
. . .@fau.edu
CATALOG DESCRIPTION:
3 semester hours of credit
Prerequisite Course: SCE 6345
Emphasis is on examination and analysis of the trends and issues impacting and shaping
the field of environmental education and the role of environmental education in today’s
school curriculum through readings in current research and seminal literature.
COURSE CONNECTION TO CONCEPTUAL FRAMEWORK:
As reflective decision-makers, students will make informed decisions, exhibit ethical
behavior, and provide evidence of being capable professionals by documenting and
presenting knowledge, skills, and dispositions that demonstrate emergent trends and
issues in environmental education curriculum.
REQUIRED READINGS (Environmental Education)
Bowers, C.A. (2005). Educating for a sustainable future: Mediating between the
commons and economic globalization. Available at: http://www.c-a-bowers.com/
Elder, J. (2003). A field guide to environmental literacy: Making strategic investments in
environmental education. Environmental Education Coalition.
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place.
Educational Researcher, 32(4) 3-12.
Guidelines for the preparation and professional development of environmental educators.
(2004). North American Association for Environmental Education (NAAEE).
Holsman, R. (Winter, 2001). The politics of environmental education. The Journal of
Environmental Education, 32(2), 6-11.
Krajcik, J., Czerniak, C., & Berger, C. (2003). Teaching science in elementary and
middle school classrooms. Chapter 2. How do children construct understanding in
science? pp. 36-75.
Sanera, M., & Shaw, J. (1996). Facts not fear: A parent’s guide to teaching children
about the environment. Washington, D.C.: Regnery Publishing, Inc.
Sobel, D. (2005). Place-based education. The Orion Society.
1
SUGGESTED READINGS (Environmental Education)
Heimlich, J. (Ed.). (2002). Environmental education: A resource handbook.
Bloomington, IN: Phi Delta Kappa Educational Foundation.
McKenzie-Mohr, D. (1999). Fostering sustainable behavior: An introduction to
community-based social marketing. Gabriola Island, B.C., Canada: New Society
Publishers.
Ohana, C., Zerry, M., Mayes, V., etal. (Eds.). Science & children. (2005, Summer).
Simmons, D. (Prep.). (1995). Papers on the development of environmental education
standards. North American Association for Environmental Education (NAAEE).
WestEd. (2004). What’s fair got to do with it: Diversity cases from environmental
educators. North American Association for Environmental Education (NAAEE).
REQUIRED SPECIFIC INTERNET SITES (Environmental Education)
Environment-based education: Creating high performance schools and students
(September, 2000). National Environmental Education and Training Foundation
http://www.neetf.org/pubs/NEETF8400.pdf. (Note: Check site for recent pubs).
Kamena, K. (2006). What role for business? Property and Environment Research
Center (PERC). http://www.perc.org.php?id=737.
Kwong, J. (2006). Should action be a goal? Yes. Property and Environment Research
Center (PERC). http://www.perc.org.php?id=735.
McKenzie-Mohr, D. (1999). Fostering sustainable behavior: An introduction to
community-based social marketing. Gabriola Island, B.C., Canada: New Society
Publishers. http://www.cbsm.com. (Note: Entry into this site requires a password).
Sanera, M. (2006). Assuring fairness and accuracy. Property and Environment Research
Center (PERC). http://www.perc.org.php?id=738.
Understanding environmental literacy in America: And making it a reality.
Three-year report 2002/2003/2004. (2005). National Environmental Education
and Training Foundation (NEETF). http://www.neetf.org/pubs/ELR2005.pdf.
Wilke, R. (2006). Should action be a goal? No. Property and Environment Research
Center (PERC). http://www.perc.org.php?id-736.
SUGGESTED INTERNET SITES (Environmental Education)
Environmental Education.
http://www.classroomearth.org
http://www.eelink.net
http://www.FUNDEE.org
http://www.TheEEWorks.org
http://www.education.noaa.gov
http://www.epa.gov
http://www.naee.org
http://www/neetf.org
Environmental Issues.
http://www.earthshare.org
http://www.envirolink.ort
http://www.wise.berkeley.edu
Environment as an Integrating Context for Learning.
http://www.seer.org
Sustainability Education.
http://www.sustainabilityed.org
http://www.secondnature.org
http://www.urbanoptions.org
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SUGGESTED INTERNET SITES (Curriculum and Instruction)
A Nation at Risk. (1983). Twenty years after A Nation at Risk. (2003).
http://www.ed.gov/pubs/NatAtRisk/intro.html
http://www.ed.gov/pubs/NatAtRisk/risk.html
http://www.ed.gov/pubs/NatAtRisk/findings.html
http://www.csmonitor.com/2003/0422/p13s02-lepr.htm
Florida Comprehensive Assessment Test (FCAT).
FCAT Facts. History of FCAT.
http://www.firn.edu/doe/sas/fcat/pdf/fcatfact.pdf
http://www.fldoe.org/meetings/June02/History_of_the_FCAT.pdf
Florida Department of Education (2003).
Sunshine State Standards. Workforce Education.
http://www.firn.edu/doe/curric/prek12/frame2.htm
Florida’s Applied Technology Curriculum Planning Companion.
http://www.firn.edu/doe/workforce/titlehtm
Greene, J. (February, 2001). Manhattan Institute for Policy Research (MI).
An Evaluation of the Florida A-Plus Accountability and School Choice Program.
http://www.manhattan-institute.org/html/cr_aplus.htm
National Center for Educational Statistics (2004).
National Assessment of Educational Programs (NAEP). Nation’s Report Card.
http://www.nces.ed.gov/nationsreportcard/about/
National Council on Teacher Quality (2004).
National Board for Professional Teaching Standards (NBPTS).
http://www.nctq.org/nctq/
No Child Left Behind (NCLB).
http://www.ed.gov/nclb/landing.jhtml
The College Board (2004).
Scholastic Aptitude Test (SAT). American College Test (ACT).
http://search.collegeboard.com/cgi-bin/query?mss=cb&kl=XX&i-...
Traub, J. (1999). Better by design? A consumer’s guide to schoolwide reform.
http://www.edexcellence.net/library/bbd/better_by_design.html
Trends in International Mathematics and Science Study (TIMSS). Curriculum Study.
Results. International Center for Education Statistics. International Education Indictors.
http://nces.ed.gov/timss/curriculum.asp
http://nces.ed.gov/timss/results.asp
http://nces.ed.gov/surveys/international/
http://nces.ed.gov/surveys/international/IntlIndicators/
Workplace essential skills: Resources related to the SCANS competencies and foundation
skills (2000). Research and Evaluation Report series 00-B.
http://wdr.doleta.gov/opr/fulltext/00-wes.pdf
GUIDELINES USED TO DEVELOP COURSE OBJECTIVES:
Florida Educator Accomplished Practices (EAP)
NCATE Recommendations for Technology (NCATE, Technology)
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COURSE OBJECTIVES (OBJ):
1.
Develop a working definition of environmental education to serve as a contextual
framework for identifying, analyzing and evaluating effective current, historical
and theoretical trends in environmental education offered through school-based
curriculum and instruction (EAP 2, 4, 8).
2.
Survey environmental education literature, research and legislation that impact
current and changing practices in the field of environmental education curriculum
and instruction at the national, state and local levels (EAP 2, 3, 4, 5, 7, 8, 10, 12).
3.
Demonstrate a working knowledge of major criteria and specific determinants
significant to identifying possible future directions in environmental education
including significant linkages to related emerging fields like social marketing and
sustainability (EAP 1, 2, 3, 4, 5, 7, 8, 10).
4.
Discuss perspectives from a variety of national organizations like the
Environmental Protection Agency and the National Environmental Education and
Training Foundation, as well as professional associations like NAAEE, ASCD,
NSTA (EAP 1, 2, 3, 4, 8, 10).
5.
Analyze current trends in the use and design of educational technology and its
impact on the teaching/learning process in environmental education
(EAP 2, 4, 8, 10, 12) (NCATE-Technology 1, 2, 3, 4, 5, 7, 11, 12, 13).
CONTENT OUTLINE:
Week(s)
Topic: Assignment
1
Overview, Introductions, Course Requirements:
Discussion: Resources available through the National Environmental
Education and Training Foundation.
Summary vs. reflection vs. position vs. critique vs. essay:
Summary - Abstract or reduction of content
Reflection - Bearing on or influencing result
Position Paper - Proposition or thesis
Critique – Critical estimate or careful judgment
Essay - Analytical or interpretive stand on a question
Assignment: Write a summary of the website Environment-Based
Education: Creating High Performance Schools and Students at
http://www.neetf.org/pubs/NEETF8400.pdf
2
The Status of America’s Environmental Literacy I:
Review research studies and reports from the NEETF.
Introduce readings on the concept of children constructing understanding
from Krajcik, Czerniak, & Berger (2003). How do children construct
understanding in science?
Assignment Due: Submit summary of the website Environment-Based
Education: Creating High Performance Schools and Students.
Assignment: Write a summary of the website Understanding
environmental literacy in America: And making it a reality at
http://www.neetf.org/pubs/ELR2005.pdf.
4
3
The Status of America’s Environmental Literacy, II:
Assignment Due: Submit a summary of Understanding Environmental
Literacy in America: And making it a Reality.
Assignment: Submit a reflection paper on the controversy of teaching
environmental issues based on the Kamena and Sanera websites at
http://www.perc.org.php?id=737 and http://www.perc.org.php?id=738.
4
So, You Want to Teach Environmental Issues:
Assignment Due: Submit a reflection paper on the controversy of
teaching environmental issues based on Kamena and Sanera websites.
Assignment: Be prepared to debate the pros and cons, as well as submit a
position paper based on the Kwong and Wilke websites at
http://www.perc.org.php?id=735 and http://www.perc.org.php?id=736.
5
Role of Action-Taking in Environmental Education:
Assignment Due: Debate the pros and cons, as well as submit a position
paper based on the Kwong and Wilke websites.
Assignment: Read Sobel’s Place-Based Education (2005) in The Orion
Society, and be prepared to discuss the concept of place-based education,
including a variety of ways in which educational institutions use it to
further their environmental education missions.
6
Environmental and Place-Based Education I:
Assignment Due: Refer to Sobel’s Place-Based Education (2005) in The
Orion Society, and discuss the concept of place-based education, including
a variety of ways in which educational institutions use it to further their
environmental education missions.
Assignment: Referring to Sobel’s Place-Based Education (2005) in The
Orion Society, draft a summary describing the fundamental tenets of
place-based education.
7
Environmental and Place-Based Education II:
Assignment Due: Bring to class and be prepared to discuss your drafted
summary of Sobel’s Place-based education (2005) in The Orion Society.
Assignment: Referring to Elder’s Field Guide to Environmental Literacy:
Making Strategic Investments in Environmental Education (2003) in the
Environmental Education Coalition, draft a second summary comparing
and contrasting Elder’s and Sobel’s concepts of place-based education.
8
Strategic Investments in Environmental Education I:
Assignment Due: Bring to class and be prepared to discuss your drafted
summary of Elder’s Field Guide to Environmental Literacy: Making
Strategic Investments in Environmental Education (2003) in the
Environmental Education Coalition.
Assignment: Referring to the McKenzie-Mohr website at
http://www.cbsm.com (password req), draft a third summary comparing
and contrasting concepts from Sobel and Elder with McKenzie-Mohr.
5
9
Strategic Investments in Environmental Education II:
Assignment Due: Bring to class and be prepared to discuss your drafted
summary comparing and contrasting concepts from the McKenzie-Mohr,
Sobel and Elder websites regarding place-based eduction.
Assignment: Review the websites, journal articles and chapters pertaining
to sustainability and social marketing that are listed under the Suggested
Reading headers on page 2. Critique a minimum of 6 suggested websites,
as well as 4 suggested or self-selected journal articles or chapters.
10
Beyond Environmental Education and Related Emerging Fields I:
What is sustainability education? Social marketing? How do these
concepts relate to environmental education? How does environmental
education differ from interpretation and service learning?
Assignment Due: Begin discussion pertaining to sustainability and social
marketing based on critiques of 6 suggested websites and 4 suggested or
self-selected journal articles or chapters.
Assignment: Pull it all together (Sobel, Elder & McK-Mohr) in a position
paper based on the concept of place-based education as a new paradigm.
11
Beyond Environmental Educational and Related
Emerging Fields II/Diversity*:
Continue discussion on suggested websites and readings, as well as
self-selected journal articles or chapters. Re-visit McKenzie-Mohr, et al.
Assignment Due: Bring to class and debate your position paper based on
the concept of place-based education as a new paradigm referring to
readings and summaries from Sobel, Elder & McKenzie-Mohr.
Assignment: Write a reflection paper delves into criticism of
environmental education, based Holsman’s Politics of Environmental
Education (Winter, 2001) in the Journal of Environmental Education and
Sanera’s & Shaw’s Facts not Fear: A Parent’s Guide to Teaching
Children about Environment (1996) Regnery Publishing. OR
Submit a reflection paper that discusses criticism of environmental
education based on Bowers’ Educating for a sustainable future. . . . (2005)
at http://www.c-a-bowers.com/ and Gruenewald’s the Best of both worlds.
. . . (2003) in Educational Researcher, 32(4) 3-12.
12
Critics of Environmental Education (Outside and In):
Assignments Due: Submit reflection paper that discusses criticism of
environmental education based on Holsman’s Politics of Environmental
Education (Winter, 2001) and Sanera’s and Shaw’s Facts not Fear. . .
(1996) OR a reflection paper on Bower’s Educating for a sustainable
future . . . (2005) and Gruenewald’s the Best of both worlds . . . (2003).
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Assignments: (1) Review and be prepared to discuss Guidelines for
the Preparation and Professional Development of Environmental
Educators (2004) in North American Association for Environmental
Education (NAAEE. (2) Conduct an internet search of environmental
education certification plans in at least six states, including Utah, Texas,
Kentucky, your home state or wherever you may work after graduation.
13
A National Move Toward Environmental Education Certification I:
Assignments Due: Discuss Guidelines for the Preparation and
Professional Development of Environmental Educators (2004); as well as
results from individual internet searches of environmental education
certification plans in a minimum of six states.
Assignment: Essay that compares and contrasts environmental education
certification plans in at least six states, as well as answers the questions:
What is the status of environmental education in your chosen state?
14
Thanksgiving Holiday - No Class
15
A National Move Toward Environmental Education Certification II:
Assignment Due: Discuss and submit an essay that answers the question:
What is the status of environmental education in your chosen state?
Assignment: Complete your research paper and preparation for interactive
Power Point presentation of current research in your specific
environmental education field of interest.
16
Research Paper and Interactive Presentation:
Assignment Due: Submit research paper and interactive Power Point
presentation of current research in your specific environmental education
field of interest.
SPOT: Student Perception of Teaching
7
COURSE REQUIREMENTS:
C-F = Conceptual Framework connection to assignment
1. Summaries of Websites, Journal Articles and Chapters (1-2 pages each):
 (C-F: Students gain information to become an informed reflective decisionmakers, including knowledge of concepts regarding emergent trends in
curriculum development, implementation, evaluation and reform.)
 Environment-Based Education: Creating . . . NEETF site: Due Week 2 5 pts
 Understanding Enviro Literacy in Amer . . . NEETF site: Due Week 3 5 pts
 Sobel’s Place-Based Education: Due Week 7
5 pts
 Elder’s Field Guide to Environmental Education . . .: Due Week 8
5 pts
 McKenzie-Mohr site: Due Week 9
5 pts
2. Reflection Papers, Position Papers, and Essay (2-4 pages each):
 (C-F: As reflective decision-makers, students identify, analyze, and express in
appropriate essay format significant relevant concepts in curriculum.)
 Reflection paper based on Kamena and Sanera sites: Due Week 4
5 pts
 Position paper based on Kwong and Wilke sites: Due Week 5
5 pts
 Position paper based on McK-M, Sobel & Elder readings: Due Wk 11 5 pts
 Reflection paper on Holsman reading: Due Week 12
5 pts
 Essay on status of environmental education in your state: Due Wk 15
5 pts
3. Discussions:
 (C-F: As reflective decision-makers, students demonstrate appropriate
collaborative presentation delivery techniques to initiate critical debate and
thoughtful discussion of factual content while continuing to maintain
decorum and displaying ethical behavior and respect for differing
perspectives.)
 Discussion on Beyond Environmental Education and
Related Fields I & II: Due Weeks 10 & 11
5 pts
 Discussion on A National Move Toward Environmental Education
Certification I & II: Due Weeks 13 & 15
5 pts
4. Final Presentation and Research Project (Rules of Grammar Observed):
 (C-F: As reflective decision-makers, students select, present and prepare in
appropriate written format for submission, relevant research findings in
environmental education curriculum at the national, state & local levels.)
Written research paper (APA format) and interactive presentation: Due Week 16
 Abstract
3 pts
 Review of six Suggested Websites and four Suggested Readings
20 pts
 Conclusions
5 pts
 Next Steps
5 pts
 Internal Citations and Reference List
2 pts
 Interactive Presentation of Specific Component of Research Project
5 pts
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VISUAL/TECHNOLOGY:
E-Mail, Inspiration, Power Point, Projectors, Laser Disks, VCR, CD-ROM, DVD
APA Style Web Sites: http://www.wisc.edu/writing/Handbook/DocAPA.html
http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm
http://www.apastyle.org/fifthchanges.html
TEACHING METHODOLOGIES:
Role Play and Modeling
Research and Simulation
Internet Communication (E-mail, Websites)
Inter-Active Lectures and Class Discussions
Individual and Small Group Class Presentations
ASSESSMENT PROCEDURES:
Chapter Analyses and Discussions
Website Reviews and Presentations
Field Experiences and Interviews
Interactive Presentations
Research Paper
FAU GRADE POINT AVERAGE:
A 4.00
B+ 3.33
B- 2.67
A- 3.67
B 3.00
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- 0.76
F 0.00
SCE 6644 GRADING SCALE:
A 97-100 B+ 89-92
B- 84-87
A- 93-96
B 85-88
C+ 80-83
C 76-79
C- 72-75
D+ 68-71
D 64-67
D- 60-63
F <63
ATTENDANCE POLICY:
According to University policy Students are expected to attend all of their scheduled
University Classes and to satisfy all academic objectives as outlined by the instructor.
Attendance includes meaningful active participation in all class sessions, discussions, and
activities as well as continuous professional and ethical conduct in class. Reasonable
accommodations are made for religious observances, health problems, or death in the
immediate family. Unexcused absences will result in loss of letter(s) grade(s) and must
be discussed with instructor. Documentation must be provided for excused absences.
STUDENTS WITH DISABILITIES:
In compliance with the Americans with Disabilities Act (A.D.A.) – Students who require
special accommodations due to disability to properly execute coursework must register
with the Office for Students with Disabilities (OSD) located in Boca – SU 133 (561-2973880), Davie – MOD I (954-236-1222), or in Jupiter - SR 117 (561-799-8585) and follow
all OSD procedures.
Special Note:
Due to the evolving nature of environmental education, content on this syllabus is subject
to change with appropriate notice.
9
BIBLIOGRAPHY (Environmental Education)
I. Books:
Armstrong, S., & Botzler, R. (Eds.). (2003). Environmental ethics: Divergence and
convergence 3rd ed.). Boston: McGraw-Hill.
Beegel, S., Shillinglaw, W., & Tiffney, W., Jr. (Eds.). (1997). Steinbeck and the
environment: Interdisciplinary approaches. Tuscaloosa: Univ of Alabama Press.
Blatt, H. (2005). (NetLibrary 2005). America’s environment report card: Are we making
the grade? Cambridge, Mass.: MIT Press.
Bonnes, M., Lee, T., & Bonaiuto, M. (Eds.). (2003). Psychological theories for
environmental issues. Burlington, VT: Ashgate.
Boylan, M. (2001). Environmental ethics. Upper Saddle River, N.J.: Prentice Hall.
Collett, J., & Karakashian, S. (Eds.). (1996). Greening the college curriculum: A guide to
environmental teaching in the liberal arts: A project of the Rainforest Alliance.
Washington, D.C.: Island Press.
Ebenezer, J., & Lau, E. (2003). (NetLibrary 2003). Science on the internet: A resource
for K-12 teachers (2nd ed.). Upper Saddle River, N.J.: Merrill.
Hawkins, D. (1974). (NetLibrary 2003). The informed vision: Essays on learning and
human nature. New York: Agathon Press.
Hungerford, H., Blum, W., Vokk, T., & Ramsey, J. (Eds.). (1998). Essential readings in `
environmental education. Champagne, IL: Stipes Publishing.
Hungerford, H., Litherland, R., Peyton, R., Ramsey, J., & Volk, T. (Eds.). (1992).
Investigating and evaluating environmental issues and actions: Skill development
modules. Champaign, IL: Stipes.
Jamieson, D. (Ed.). (2003). A companion to environmental philosophy. Oxford:
Blackwell.
Kahn, P., Jr., & Kellert, S. (Eds.). (2002). (NetLibrary 2003). Children and nature:
Psychological, sociocultural, and evolutionary investigations. Cambridge, Mass.:
MIT Press.
Marsh, G. (2003). Man and nature. Seattle: University of Washington Press.
McGraw-Hill dictionary of environmental science. (2003). New York: McGraw-Hill.
Minteer, B., & Taylor, B. (Eds.). (2002). Democracy and the claims of nature: Critical
perspectives for a new century. Lanham, Md.: Rowman & Littlefield Publishers.
Myerson, G., & Rydin, Y. (2004). The language of environment: A new rhetoric.
London: Routledge.
Palmer, J., Cooper, D., & Corcoran, P. (2001). Fifty key thinkers on the environment.
London: Routledge.
Steffen, W., etal. (2004). Global change and earth system: A planet under pressure.
New York: Springer.
Sutton, P. (2004). Nature, environment and society. New York: Palgrave Macmillan.
Wapner, S., etal. (Eds.). (2000). Theoretical perspectives in environment-behavior
research: Underlying assumptions, research problems, and methodologies.
New York: Kluwer Academic. Plenum.
Wheeler, K., & Bijur, A. (Eds.). (2000). Education for a sustainable future: A paradigm
of hope for the 21st century. New York: Kluwer Academic/Plenum Publishers.
Yearly, S. (2005). Cultures of environmentalism: Empirical studies in environmental
sociology. New York: Palgrave, Macmillan.
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II. Professional Association Journals, Reports and Other Publications:
Americans’ low “energy IQ”: A risk to our energy future. (2002). National
Environmental Education and Training Foundation (NEETF) and Roper Starch
Worldwide.
Ansberry, K., & Morgan, E. (2005). Picture-perfect science lessons: Using children’s
books to . . . . Grades 3-6. National Science Teachers Association (NSTA).
Archie, M., Whitacre, P., Glenn, J., & Shotkin, A. (1966, November 1-5). National
Environmental Education Summit.
Bardwell, L., Monroe, M., & Tudor, M. (Eds.). (1994). Environmental problem solving:
Theory, practice and possibilities in environmental education. North American
Association for Environmental Education (NAAEE).
Braus, J., & Miller, N. (1993, August). Environmental education in the schools:
Creating a program that works! Peace Corps Information Collection and
Exchange.
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources
of environmental sensitivity. Journal of Environmental Education, 29(3), 11-21.
Coates, D., & Wilson, H. (2003). Challenges in primary science: Meeting the needs of
able young scientists at key stage two. (NACE). London.
Disinger, J., & Roth, C. (2003). Environmental literacy. ERIC Clearinghouse for Science,
Mathematics and Environmental Education, 92(1).
Dorion, C. (1993). Planning and evaluation of environmental education: Secondary.
Council for Environmental Education.
Elder, J. (2003). A field guide to environmental literacy: Making strategic investments in
environmental education. Environmental Education Coalition (EEC).
Engleson, D., & Yockers, D. (Consults.). (1994). A guide to curriculum planning in
environmental education. Wisconsin Dept of Public Instruction (Wisconsin DPI).
Environment-based education: Creating high performance schools and students (2000).
National Environmental Education and Training Foundation (NEETF).
Environmental education and educational achievement: Promising programs and
resources. (2002). National Environmental Education and Training Foundation
(NEETF).
Environmental education: Resources at a glance (2002). National Environmental
Education and Training Foundation (NEETF).
Environmental education materials: Guidelines for excellence (2004). North American
Association for Environmental Education (NAAEE).
Environmental readiness for the 21st century. (1999). National Environmental Education
and Training Foundation (NEETF) and Roper Starch Worldwide.
Environmental studies in the K-12 classroom: A teacher’s view. (2000). North American
Association for Environmental Education (NAAEE) and Environmental Literacy
Council (ELC).
Excellence in environmental education: Guidelines for learning (Pre K-12). (2004). North
American Association for Environmental Education (NAAEE).
Fox, M., & Hackerman, N. (Eds.). (2003). Evaluating an improving undergraduate
teaching in science, technology, engineering, and mathematics. National Research
Council (NRC).
Guidelines for the preparation and professional development of environmental educators.
(2004). North American Association for Environmental Education (NAAEE).
11
Harrington, M. & Hill, L. (2000). The Everglades case study: An extended case study for
the investigation of a threatened watershed and ecosystem. South Florida Water
Management District, National Fish and Wildlife Foundation, Florida Institute of
Technology (FIT).
Heimlich, J. (2003). Promoting concern for environment. ERIC Clearinghouse for
Science, ?(?).
Lessons from the environment. (2002). National Environmental Education and Training
Foundation (NEETF) and Roper Starch Worldwide.
Lowery, L. (Ed.). (2000). NSTA Pathways to the science standards: Elementary school
edition (2nd ed.). National Science Teachers Association (NSTA).
Marcinkowski, T., & Mrazek, R. (1996, April). Research in environmental education
1981-1990. North American Association for Environmental Education (NAAEE).
Moving into the educational mainstream (InfoBrief, No. 26, 2001). Association for
Supervision and Curriculum Development (ASCD).
National report card on environmental knowledge, attitudes and behaviors. (1997-1999).
National Environmental Education and Training Foundation (NEETF) and Roper
Starch Worldwide.
Reeske, M., & Ireton, S. (2001). The life cycle of everyday stuff. National Science
Teachers Associaton (NSTA).
Ruskey, A., Wilke, R., & Beasley, T. (2001). A survey of the status of state-level
environmental education in the United States-1998 Update. Journal of
Environmental Education, 32(3), 4-14.
Saul, E. (Ed.). (2004). Crossing borders in literacy and science instruction: Perspectives
on theory and practice. International Reading Association (IRA) and (NSTA).
Using environment-based education to advance learning skills and character
development. (2001). NEETF and NAAEE.
Volk, T., & McBeth, B. (1999). Environmental literacy in the United States. NAAEE.
Wilke, R. (Ed.). Environmental education teacher resource handbook: A practical guide
for K-12 . . . . (1993). National Science Teachers Association (NSTA).
Zelezny, L. (2000). Educational interventions that improve environmental behaviors: A
meta analysis. Journal of Environmental Education, 31(1), 5-14.
II. Journals:
Applied Environmental Education and Communication
Discover
E Magazine
EPA Journal
Environmental Education Research
Green Teacher
International Journal of Environmental Studies
Journal of Environmental Education
Journal of Environmental Education Research
Journal of Experiential Learning
Journal of Transdisciplinary Environmental Studies
Nature Study Journal
Science Teacher
SCE 6644: Trends and Issues in Environmental Education (09/19/08)
12