The Influence of School Culture on Environmental Education Integration: A Case Study of an Urban Private School System

Abstract

As a discipline, environmental education (EE) has been criticized for lacking empirical evidence on the behavioral outcomes of its programs. While the behavioral outcomes of EE activities are often associated with the youth learner, teachers are one target audience of EE training programs who have received increasing attention with regards to behavior change. Previous research has identified numerous barriers to teaching EE in the classroom. Barriers include a lack of natural spaces to conduct EE activities, little administrative support, limited time, and lack of teacher comfort and confidence with science. The purpose of this qualitative case study was to understand how Trinity School's culture has influenced EE integration. A number of domains emerged from the data regarding characteristics of the school which have influenced EE integration, including: administration, freedom in curriculum and exploration, and collaboration among teachers. A series of domains also emerged regarding barriers to teaching EE, including: comfort, lack of time, lack of interest among teachers, politics, and dangers and safety concerns.

Predicting teacher likelihood to use school gardens: A case study

“…As a teacher believes others think they should use gardens in their curriculum, their intent in their current situation should increase. Therefore, if an administrator would like for more teachers to use school gardens, they could make a first step by making a more conducive environment with positive attitudes toward teachers using gardens (Shumacher, Fuhrman, & Duncan, 2012).…”

Assessing the Technical Expertise and Content Needs of Alabama Agriscience Teachers

“…As curriculum needs and delivery models continue to evolve to meet the needs of 21 st century learners, so will the concepts and lessons taught in the secondary agriculture classroom. Shumacher, Fuhrman, and Duncan (2012), reported environmental education should be proactive in the curriculum. Therefore, the continuing education of secondary teachers must possess components to meet these needs.…”

“…Vallera and Bodzin (2016) reported that although agriculture has in most part been removed from the secondary curriculum, science and environmental education is being reincorporated for greater student development in science education. The reintegration of environmental science content is supported by teachers, parents, and administration through open curriculum exploration, collaboration, and integration within existing content areas (Shumacher, et al, 2012). The efforts to reincorporate environmental science as a component of agricultural education will require specialized technical training for secondary agricultural education students.…”

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“…Agricultural educators and environmental educators have much in common. Both types of educators often work in outdoor environments and other environments which are unfamiliar to their learners (Shumacher, Fuhrman, & Duncan, 2012). Both use instructional techniques to move learners from awareness of environmental issues to taking the necessary action to address such issues.…”