This thesis presents an analysis of 1996/97 survey research data regarding the relationship between three types of Teton Science School (TSS) programs and classroom teachers ' ability to teach about the environment. Based on observations by resident instructors and faculty at TSS, three research questions were developed. The primary objective of the research questions was to consider the relationship between TSS residential education programs and participating teachers' ability to teach about the environment. Analyses are based on comparing descriptive statistics of teachers who have participated in one of the three types ofTSS programs or a combination of the three types of programs. Where appropriate, first-order distributional comparisons are considered. Findings of the thesis include: 1) in general, teachers who participate in TSS programs reported doing a great deal of teaching about the environment and have a positive attitude toward environmental education (EE); 2) both TSS residential education programs and outreach programs, although specifically designed for students, help teachers to incorporate EE into their teaching; 3) specific components of TSS teacher workshops, TSS residential education programs, and TSS outreach programs, which include spending time outdoors and observing others teach, were rated very highly by participating teachers for teachers' ability to incorporate EE into their teaching. This thesis supports the idea that teacher training in environmental education can include programs that are designed for students, specifically participation in residential education programs. This thesis contributes to the future design of programs at TSS and similar centers and to the literature on long-term evaluation studies in EE, specifically teacher training in EE.

This thesis is an analysis of survey research data evaluating Journeys, a placebased environmental education teacher inservice training program developed and administered by Teton Science School. Information gleaned from stakeholder interviews was used to develop the specific evaluation questions. A self-administered mail survey was then sent to all teachers known to have received Journeys training. Nearly all trained teachers go on to use Journeys with their classes, and show a commitment to making Journeys a permanent part of their classroom. Teachers generally agreed that their involvement with Journeys has had positive effects on their teaching behaviors and attitudes towards teaching. In particular, Journeys increased their enthusiasm for teaching and their effectiveness as teachers. Teachers believe their involvement with Journeys has increased their students' enthusiasm for learning, helped them learn about their place, and helped them connect to their place. Journeys appears to be an effective interdisciplinary program, helping teachers teach a variety of different subjects. The most significant barriers to implementing Journeys are a lack of time to conduct activities or to prepare for Journeys activities. Answers for open-ended questions revealed that many of the program support components such as site visits, materials provided, and additional follow-up workshops are largely responsible for the popularity of Journeys. Journeys teachers show a strong affinity for the program's philosophy, though it is unclear what specifically is attractive about this philosophy. Journeys appears to be most effective with K-3 teachers. This thesis supports the notion that place-based approaches to environmental education teacher inservice training are effective. This thesis also provides information that can be used to further develop the Journeys program, and contributes to the literature on place-based education and teacher training in Environmental Education.