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How to design environmental education (EE) programs in ways that encourage children to influence the environmental knowledge, attitudes, and behaviors of adults has intrigued researchers for more than a decade. The authors review and synthesize results from 7 studies that sought to answer this question. The studies reviewed were conducted between 1992 and 2003 in England, Costa Rica, Australia, Canada, and the United States. All of the studies involved formal K-12 EE programs that ranged from a 1.5-hr program on endangered species to a 1-year program integrating ecological concepts throughout the curriculum. Based on these studies, the authors identify several factors that contribute to intergenerational learning, including actively involving parents in student activities and focusing on local environmental issues.KEYWORDS: children and adult learning, intergenerational knowledge transfer, intergenerational learning or more than 30 years, scientists and educators have recognized that environmental education (EE) plays a key role in helping individuals and communities understand the complex nature of their interactions with the natural world and in fostering the knowledge, attitudes, and behaviors needed to improve and protect the environment (Palmer, 1998;Stapp, 1969). To achieve their goals, many environmental educators focus their efforts on children, hoping to provide the next generation with the desire, commitment, and ability to create an ecologically sustainable future. Although worthy and necessary, this strategy will not address the serious environmental problems of today. The effects of these problems will Jason Duvall is a doctoral candidate in the School of Natural Resources and Environment at the University of Michigan in Ann Arbor. Michaela Zint is an associate professor in the School of Natural Resources and Environment at the University of Michigan in Ann Arbor.

Private landowners manage many rare species' habitats, yet research on their responses to species conservation legislation is scarce. To address this need, we examined private landowners' responses to the listing of the Preble's meadow jumping mouse (Zapus hudsonius preblei) as threatened under the U.S. EndangeredSpecies Act (ESA). We mailed a questionnaire designed to measure these responses to a sample of landowners. The adjusted response rate was 46% (n = 379). The questionnaire asked landowners whether they had managed their land to improve the Preble's habitat and to minimize the chance of the Preble's living on it. We also asked whether landowners had or would allow a survey for the Preble's on their property. We hypothesized that landowners would respond to these questions based on their aesthetic preferences, economic concerns, information sources, parcel size, personal values, recreation activities, residence status, social influences, and other factors. Listing the Preble's under the ESA does not appear to have enhanced its survival prospects on private land. In terms of hectares owned, for example, the efforts of landowners who reported they had sought to help the Preble's (25%) were canceled out by the efforts of those who sought to harm it (26%). Moreover, the majority of respondents had not or would not allow a biological survey (56%), thus preventing the collection of data for conserving the species. All eight hypothesized determinants significantly predicted responses to the listing when they were considered individually. When considered simultaneously, however, only one economic consideration (dependence on agriculture), recreation activity (consumptive), and social factor (distrusting government), and select information sources (conservation and social), and personal values (valuing nature, valuing local control, and denying landowner responsibility) remained direct determinants. To promote the conservation of rare species by private landowners, we recommend communicating information through social networks, alleviating landowners' economic concerns, increasing use of collaborative processes, and institutionalizing assurances that landowners will not be harmed by managing their land to help rare species.Respuestas de Terratenientes a un Listado Relacionado al Acta de Especies en Peligro y Sus Implicaciones para Promover la Conservación Resumen: Propietarios privados manejan el hábitat de muchas especies raras, sin embargo son escasas las investigaciones sobre sus respuestas a la legislación sobre conservación de especies. Para atender esta necesidad, examinamos las respuestas de propietarios privados a la inclusión del ratón de Preble (Zapus hudsonius preblei) en la lista de especies amenazadas según el Acta de Especies en Peligro (AEP) de E.U. A. Para medir estas respuestas, enviamos por correo un cuestionario a una muestra de terratenientes. La tasa ajustada de respuesta fue 46% (n = 379). El cuestionario le preguntaba a los terratenientes si habían manejado sus terrenos para mejorar el hábita...

Social psychologists' attitude-behavior theories can contribute to understanding science teachers' behaviors. Such understanding can, in turn, be used to improve professional development. This article describes leading attitude-behavior theories and summarizes results from past tests of these theories. A study predicting science teachers' intention to incorporate environmental risk education based on these theories is also reported. Data for that study were collected through a mail questionnaire (n ¼ 1336, r adjusted ¼ 80%) and analyzed using confirmatory factor and multiple regression analysis. All determinants of intention to act in the Theory of Reasoned Action and Theory of Planned Behavior and some determinants in the Theory of Trying predicted science teachers' environmental risk education intentions. Given the consistency of results across studies, the Theory of Planned Behavior augmented with past behavior is concluded to provide the best attitude-behavior model for predicting science teachers' intention to act. Thus, science teachers' attitude toward the behavior, perceived behavioral control, and subjective norm need to be enhanced to modify their behavior. Based on the Theory of Trying, improving their attitude toward the process and toward success, and expectations of success may also result in changes. Future research should focus on identifying determinants that can further enhance the ability of these theories to predict and explain science teachers' behaviors. ß

Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals' actions can influence political processes) and political interest (individuals' willingness to pay attention to politics) are strong predictors of political participation. Moreover, these studies have shown that educators can strengthen individuals' political efficacy and interest through activities such as open-ended discussions of political issues, opportunities to identify with politically oriented groups, and involvement in actual and simulated democratic decision-making processes. This conceptual paper: (1) reviews the broad support for preparing individuals for environmental political participation through education, (2) synthesizes research on the factors that influence political participation, (3) provides a theoretical framework for researchers and educators interested in fostering environmental political participation, and (4) offers recommendations for descriptive, measurement, and educational studies that can provide educators with further guidance on how to foster individuals' environmental political participation.