The Benefits of Environmental Education for K-12 Students
Experts at Stanford University systematically searched the academic literature and analyzed 119 peer-reviewed studies published over a 20-year period that measured the impacts of environmental education for K-12 students. The review found clear evidence that environmental education programs provide a variety of benefits. Not surprisingly, the studies clearly showed that students taking part in environmental education programming gained knowledge about the environment. But learning about the environment is just the tip of the iceberg.
Place-based education: A report from the place-based equation evaluation collaborative
Place-based education immerses students in local heritage, culture, ecology, landscapes, opportunities, and experiences as a foundation for the study of language arts, mathematics, social studies, science, and other subjects.
Place-based education encourages teachers and students to use the schoolyard, community, public lands, and other special places as resources, turning communities into classrooms. Project-focused and inherently tailored by local people to local realities, place-based education is equally relevant in small towns and big cities, equally effective for kindergarteners and high school students.
Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative
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.
Upper Valley Teaching Place Collaborative Teacher Practice Survey: 2016-2017
This report highlights the most potent findings and recommendations from administering a recently developed survey tool to measure teacher practice change related to PBEE. The survey is intended to provide longitudinal tracking of classroom teacher implementation of PBEE core practices in the region, as well as to inform refinements to PBEE PD.
Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions
The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students.