Middle School Science Teachers' Agency to Implement Place-Based Education Curricula about Local Wildlife

Autor/inn/en	Wright, Diane S.; Crooks, Kevin R.; Hunter, Don O.; Krumm, Caroline E.; Balgopal, Meena M.
Titel	Middle School Science Teachers' Agency to Implement Place-Based Education Curricula about Local Wildlife
Quelle	In: Environmental Education Research, 27 (2021) 10, S.1519-1537 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Diane S.) ORCID (Balgopal, Meena M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1960955
Schlagwörter	Middle School Teachers; Science Teachers; Professional Autonomy; Curriculum Implementation; Decision Making; Place Based Education; Environmental Education; Urban Environment; Ecology; Wildlife; Photography; Conservation (Environment); Alignment (Education); Academic Standards; School Community Relationship + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Berufsfreiheit; Decision-making; Entscheidungsfindung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Stadtökologie; Ökologie; Fotografie; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	Environmental education researchers and policy makers acknowledge the need to act responsibly toward the environment. Yet, teachers do not always know how to help students translate environmental knowledge into sustainable action. This study examines the implementation of locally developed place-based education (PBE) curriculum for middle school science classes with the intention of promoting environmentally positive behaviors. Camera traps were placed near schools and teachers were provided with photographic data of urban wildlife to use during ecology lessons Through our grounded theory study, we found that teachers who perceived a curricular alignment and drew on curricular agency were willing to adopt and adapt the lessons for their classrooms. Those who did not implement the lessons either lacked curricular agency or perceived a misalignment of the PBE lessons and their school context. Our study informs environmental education professional development leaders, who, we argue, should allow teachers to first explore their own curricular agency and context. In addition, we encourage educators to explore how PBE can create opportunities to teach students about civic engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01