Literaturnachweis - Detailanzeige
| Autor/inn/en | Hunter, Roberta Howard; Jordan, Rebecca C. |
|---|---|
| Titel | The Effects of Educator's Level of Environmental Literacy on Their Issue Identification Practices |
| Quelle | In: Environmental Education Research, 28 (2022) 5, S.767-785 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hunter, Roberta Howard) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1350-4622 |
| DOI | 10.1080/13504622.2022.2045003 |
| Schlagwörter | Environmental Education; Knowledge Level; Teacher Competencies; Ecology; Elementary Secondary Education; Conservation (Environment); Critical Thinking; Self Efficacy; Teacher Behavior; Teacher Characteristics; Context Effect; World Problems; New Jersey; Maine; New York; Pennsylvania; Virginia |
| Abstract | Research on environmental literacy in students and adults has often used ratings of high and low to indicate the extent of one's environmental literacy. Such ratings miss the nuances that a continuum could provide. This study uses a contextual perspective on environmental literacy which includes such a continuum to examine the relationship between level of environmental literacy and patterns of environmental issue identification. Based on responses from the Teacher Environmental Literacy Assessment, informal educators and teachers were placed along a continuum from functional to critical. Interviews were analysed to discern differences and find patterns in issue identification at three levels. In general, educators with a cultural or critical literacy provided more complex explanations of issue identification and proposed system-level action more often. Implications of differences at each level and in transition zones are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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