Thesis (Ed. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Sept. 20, 2006). Thesis advisor: Gerald C. Ubben. Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Effective environmental education goes beyond raising environmental awareness and developing positive environmental values, to the encouragement of personal responsibility and action in response to contextual environmental issues in particular. The whole school approach has been advocated as the best approach to environmental education, based on the assumption that the values and attitudes espoused in the classroom need to be reflected in the day-to-day school practice. By practising what they teach, schools reinforce values with action. In contrast, inconsistencies between the formal and non-formal curriculum may lead young people to question the integrity of their teachers or condition them to accept such inconsistencies as cultural and social norms, which in turn may lead to apathy about the environment. Adjustments to the ethos of a school to foreground the environment, both within the curriculum , the management of the school and the behaviour of teachers, pupils and support staff, is not a straightforward undertaking. Institutional factors influence the change process in schools and each school presents a unique context. It is, therefore, difficult to develop a general strategy for the evolution of an environmental ethos. This case study narrates an attempt to implement a change towards an improved environmental focus in a school, and focuses on developing an understanding of how available resources can assist this process while engaging with complexity of change.

After the introduction of the Ontario School Food and Beverage Policy (PPM150), Healthy Schools 2020 was initiated to facilitate the policy’s implementation in the Champlain region. Few studies have evaluated teachers’ awareness of school nutrition policies. The purpose of this study was to explore teachers’ awareness of the current activities in their school nutrition environment. A cross-sectional online survey was sent to elementary school teachers in the Ottawa and Renfrew school boards. Descriptive statistics were used to calculate the frequency of nutrition-related activities at schools. Pearson chi-square was used to test for associations between awareness of policies and school food practices, and the presence of nutrition committees and changes to catered lunches and fundraising activities. A total of 243 elementary school teachers completed the survey. Most teachers (83%) were aware of the PPM150 and 25% were aware of the Healthy Schools 2020 initiative. Those who were aware of the PPM150 were more likely to attend school meetings, work at a school where the policy was posted, learned about the policy through the school website, and heard about the policy during professional development days (p<0.05). There was no difference between being aware of the PPM150 or Healthy Schools 2020 with the use of food as a reward. Furthermore, the presence of a school nutrition committee was not associated with any changes to catered lunches and was significantly associated with using food for fundraising (p<0.001). The results indicate that awareness of the PPM150 and the presence of a school nutrition committee did not result in changes in the school nutrition environment. There is a need for more communication about nutrition policies to school members, collaboration between partnerships and services, and training for teachers to improve school-based programs in the Champlain region.

"During the last few years many changes have been made in the educational program. These changes have come about through experimentation and study on the part of children and youth, as well as principals, supervisors, teachers, parents, and the members of the entire community"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the Degree of Master of Education under Plan II." / Includes bibliographical references (leaves 47-48).

No description available.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 149-156).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 149-156). Also available in print.