Collaborative tool and training design for social action

Norlander, Rebecca Joy; Anderson, J.; Fraser, John; Flinner, Kate

doi:10.1080/15596893.2018.1477389

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…Research outside of formal education suggests that collaborations for community-focused EE are a powerful way for EE to reach its intended audience and promote its goal of educational transformation through collective involvement [13][14][15][16]. In a comprehensive review of the community-based EE peer-reviewed literature from 1994-2013, Aguilar [13] found the majority of the programs being studied were the product of some form of collaboration (e.g., NGO/grassroots, government agencies, university research).…”

Section: Research On Collaboration For Pbeementioning

confidence: 99%

Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative

Duffin

Perry

2018

Education Sciences

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Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen’s d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.

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