<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>

<p> This is a quantitative non-random experimental study involving two ninth grade Art I classes at a California charter high school. One class is the control group while the other class is the experimental group. The control group will be taught an Everyday Aesthetics unit (EAU) of instruction focusing on traditional art vocabulary and themes. The experimental group will be taught the Environmental Significance of Everyday Aesthetics (ESOEA) using elements of a critical pedagogical teaching approach. </p><p> This initial experimental study includes three hypotheses. Hypothesis 1 is an experimental group of high school Art I students participating in the ESOEA unit and hypothesized to demonstrate a significant increase in environmental consciousness between pretest and posttest. Hypothesis 2 is a control group of high school Art I students exposed to the EAU and is predicted to demonstrate no significant increase between pretest and posttest in environmental consciousness. Hypothesis 3 is the experimental group participating in the ESOEA and hypothesized to demonstrate a significant increase between pretest and posttest regarding environmental consciousness in comparison to the control group of students taught with the EAU of instruction.</p><p>

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 198-200). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references. Also available in print.

These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.