This thesis describes and discusses an investigation into the education provision of The Wildlife Trusts as a UK environmental non-governmental organisation (NGO), comprising 47 local Trusts. Prior to this study, The Wildlife Trusts organisation had not been examined as a whole partnership, as an NGO or as a provider of environmental education. Research questions focus upon what The Wildlife Trusts does as an organisation in terms of providing environmental education and the associated limits and potentials. Specific areas of investigation are The Wildlife Trusts' educational activities, its strengths and weaknesses and its educational culture. Such enquiry is valuable for The Wildlife Trusts itself, other NGOs, environmental educators and indeed all concerned with environmental education provision. The empirical work was conducted as a research-based case study and derives and builds upon research done for a commissioned review of The Wildlife Trusts' education provision. The thesis is influenced by Grounded Theory and draws predominantly on qualitative, but also quantitative techniques for data analysis and presentation. Interviews with Wildlife Trust personnel provided the primary source of data, supported by questionnaires, documentation obtained from Trusts and the author’s personal field notes. It is concluded that The Wildlife Trusts deliver numerous and diverse educational activities, yet neither as a unified NGO nor in sufficient partnership with other NGOs. The Wildlife Trusts is well placed to tailor activities effectively to local community audiences. It is recommended that The Wildlife Trusts overcome internally held negative attitudes towards 'education' through strengthening internal communications and developing a broader concept of 'people work'. It is argued that The Wildlife Trusts NGO has the potential to provide environmental education for all ages in both formal and informal education settings, in particular by providing outdoor and affective experiences on Trusts' reserves.

<p>When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: James E. Swasey, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M.E.S.)--Evergreen State College, 1995. / "June, 1995." Title from title screen (viewed 2/23/2010). Includes bibliographical references (p. 69-72).

<p> This dissertation explores the confluence between transformative learning (TL), education for sustainability (EfS), and Expeditionary Learning (EL). The researcher has studied the experiences of EL graduates from three high schools and asked the question: does participation in an EL high school result in transformative learning? If so, what are the elements that compose this (or series of) transformative learning experience(s) and what learning structures within EL specifically support TL? These transformative learning experiences include changes in identity, paradigmatic or mental modal change, and/or behavior change. Lastly, the research reveals sustainability-supportive qualities of graduates that emerge from the transformative learning experiences. Results from the research indicate there are three learning realms from which students experienced transformative learning experiences. These realms included: community, academic challenge in the real world, and deep experience of people and place. The research uses grounded theory as the overarching methodology to study data from an exploratory case study, as well as to guide the data collection and interpretation process. Objectives for this study were threefold: 1. Increase understanding of the impact of EL practices on its graduates, with specific emphasis placed on transformative learning experiences; 2. Investigate the process of transformative learning 3. Understand the relationship between EL graduates' TL experiences and sustainability-supportive qualities of graduates </p>

No description available.

Thesis (M.Env.St.)--University of Adelaide, Mawson Graduate Centre for Environmental Studies, 2000. / Bibliography: leaves 84-86.

Thesis (M.Sc.) -- Lund University, 2003. / Title from title page (viewed 28 Oct. 2003). Available also in print.

Thesis (M.S. in environmental science)--Washington State University, December 2008. / Title from PDF title page (viewed on mon. day, 2009). "School of Earth and Environmental Sciences." Includes bibliographical references (p. 60-64).

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 183-188).