Kentucky Environmental Education Council Goals in Kentucky Elementary Schools: A Descriptive Case Study

Autor/in	Hodge, Connie
Titel	Kentucky Environmental Education Council Goals in Kentucky Elementary Schools: A Descriptive Case Study
Quelle	(2013), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-7678-7
Schlagwörter	Hochschulschrift; Dissertation; Environmental Education; Elementary Schools; Elementary School Teachers; Educational Objectives; Academic Achievement; Correlation; Curriculum Guides; Curriculum Design; Qualitative Research; Rural Schools; Urban Schools; Administrator Attitudes; Focus Groups; Instructional Effectiveness; Case Studies; Kentucky + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Korrelation; Curriculare Materialien; Lehrplangestaltung; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Unterrichtserfolg; Case study; Fallstudie; Case Study
Abstract	Environmental Education (EE) refers to a broad array of approaches in which an instructor uses the environment as a means to integrate various subjects and real world learning. Research supported the idea that EE instruction had a positive correlation to academic achievement. Under the Kentucky Education Cabinet of the Department of Education, the Kentucky Environmental Education Council (KEEC) coordinates EE programs. The problem is that no curriculum guide of procedures exists in the integration, effective teaching strategies, and implementation of the KEEC goals. According to the KEEC, Kentucky school districts should develop, integrate, and implement EE into the instructional strategies used at all educational levels. Without clear-cut state guidelines to accomplish the KEEC goals, the traditional discipline-based curriculum in Kentucky schools often resulted in EE being neglected. An EE curriculum guide was developed to more effectively meet the KEEC goals. This qualitative research was a descriptive case study that examined urban and rural teachers' and administrators' perceptions of the integration of the KEEC goals. Urban and rural teachers and administrators in Kentucky participated in four focus groups. The purpose of the focus groups was to identify the most effective means to integrate KEEC goals, effective EE strategies, and ways to implement EE strategies in the schools' curricula. According to the findings, 26 of the 28 urban and rural teachers and administrators who participated in the study were not aware of the KEEC or its goals. Ten teachers and 13 administrators perceived that the effective EE instructional strategies were integrated more by accident than intentionally. Teachers and administrators indicted that if a concept was not tested, then it was not taught. EE was not part of the state standardized tests in the elementary schools. Teachers and administrators indicated that the KEEC was failing in promoting its mission and goals in Kentucky elementary schools. It is recommended that the KEEC promote and advertise its existence, mission, and goal throughout Kentucky. Future research in this area should include teachers and administrators in other areas of Kentucky. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01