Thesis (Ph. D.)--Brigham Young University. Dept. of Educational Leadership and Foundations, 2008. / Includes bibliographical references (p. 115-123).

Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.

abstract: Since the field of Physical Education carries a broader role of physical activity promotion, it is important for Physical Educators to take leadership roles in Comprehensive School Physical Activity Programs (CSPAP) in schools. Hence, it has been emphasized that Physical Education Teacher Education (PETE) programs may need to prepare PETE majors adequately to promote physical activity beyond quality Physical Education programs in schools. The purpose of this study was to explore the current extent of CSPAP preparation in PETE programs (e.g., curricula and practices). The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and experiences for CSPAP implementation. A total of 144 programs completed the online survey about curriculum and learning experiences for the CSPAP components. Descriptive statistics, frequency analysis, chi-square statistics, and analysis of variance were used to analyze data. Findings indicated that 107 of 144 PETE programs (74.3%) had no learning experiences for CSPAP. The prevalent type of learning experiences was incorporating CSPAP components in the existing courses. Field experiences were not frequently used for CSPAP preparation. PETE personnel expressed the utility of field experiences as an ideal CSPAP learning experience. The second phase of this study addressed PETE majors’ perceptions and learning experiences related to CSPAP in PETE programs. Fourteen PETE students from six programs participated in this study and shared their experiences in PETE programs. Data were collected through a short survey, one formal interview, field images, document gathering, and a follow-up survey. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Evidence from interviews, photos, and documents revealed three common themes: a) introducing CSPAP through courses, (b) lacking programmatic experiences in CSPAP implementation (i.e., practice doing it), and (c) interpersonal skills (e.g., communication or cooperation) as a key for CSPAP but limited preparation. Participants’ perception of the role of Physical Educators as physical activity directors evolved during their training. Expanding existing courses for CSPAP preparation would be a feasible way to introduce CSPAP framework. Additional efforts to include hands-on learning experiences for all CSPAP components in PETE programs should be made. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.

Progressive concept of education -- The education of young children today is being interpreted in terms of child growth and development. It is no longer thought of as mental training primarily, but as the well-rounded development of each individual, physically, mentally, socially, and emotionally to the extent of his potentialities.

No description available.

Average students -- 6th, 7th, 8th grades (middle schools) -- Manipulatives and authentic materials -- Administrative responsibilities.

There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students' appreciation and understanding of the world in which they live.

The handbook tells about the characteristics of a five-year-old child, work and play in kindergarten, and when we respond to the environment. The handbook shares suggestions that will enable parents to understand the purpose and programs of the school and to promote understanding and enthusiasm for school.

Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.