The Development of a Model Program to Train High
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THE DEVELOPMENT OF A MODEL PROGRAM TO TRAIN HIGH SCHOOL ENVIRONMENTAL EDUCATION COUNSELORS TO INCREASE THE FREQUENCY AND DEGREE OF IMPLEMENTATION OF THE ENVIRONMENTAL EDUCATION CURRICULUM IN THE TRI-COUNTY AREA SCHOOL DISTRICT by v' Larry J. Mancl if A Research Project submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Natural Resources-Environmental Education College of Natural Resources University of Wisconsin Stevens Point, Wisconsin July 1994 Approved by Graduate Advisor: Daniel Sivek Assistant of Environmental Education Table of Contents fl} 31/ 199L/ ABSTRACT .....•..................••..................... iv ACKNOWLEDGEMENTS . .......•............•................. V I . THE PROBLEM AND I TS SETT I NG ....................... 1 Problem Statement ............................ 1 Subprob 1 ems ...... ·........•.•................. 1 De 1 i mi tat i on s ................................ 2 Definition of Terms ••........••. ; ............ 3 Abbrev i at i ans . ............................... 4 Assumptions .......••......................... 4 Importance of the Project .................... 5 II. REVIEW OF PRIOR RESEARCH AND WORK IN THIS AREA .... 7 Outdoor Education to Environmental Education: The Early Years ...•........•. ? The Environmental Education Movement ......... 10 Environmental Education in Wisconsin ......... 11 Environmental Education Implementation Barriers and Prescriptions ...•.......... 13 Models of Cross-Age Teaching in Environmental Education: Case Studies ... 16 Summary .......•..............•............... 1 9 III. RESEARCH METHODOLOGY AND TREATMENT OF THE SUBPROBLEMS ....................................... 21 Treatment of the Subproblems .....•........... 21 The First Subprob 1em ......................... 21 The Second Subproblem .......••••............. 22 The Third Subproblem ......................... 22 The Fourth Subproblem ..•..................... 23 The Fifth Subproblem ......................... 23 The Sixth Subproblem ......................... 24 The Seventh Subproblem ....................... 24 The Eighth Subproblem .....•.................. 25 Pre-Assessment Development and Imp 1 ementat ion ..........•............... 25 Development and Implementation of the Environmental Education Counseling Program . ................................ 25 Counselor Selection Criterion ................ 31 Post-Assessment Development and I mp 1 eme n t at i on . 3 3 IV. RESULTS ........................................... 34 V. CONCLUSIONS AND RECOMMENDATIONS ..................• 48 LI ST OF WORKS CONSULTED ................................ 53 APP END ICES ............................................. 56 Appendix A: Memorandum to Curriculum and Planning Committee .................... 56 Appendix B: Pre-Assessment Instrument ............. 59 Appendix C: Environmental Education Counselor Training Course Description and Outline ............................... 63 Appendix D: District Environmental Education Philosophy, Goals, and Objectives ..... 72 Appendix E: Schoo 1 Forest Hi story ................. 76 Appendix F: Activity Lesson Plan Assignment ...... 84 Appendix G: Fieldtrip and Activity Checklist; Request for Fieldtrip Form ............ 85 Appendix H: First Aid and Emergency Information ... 89 Appendix I: Thematic Lesson Plan Assignment ....... 95 Appendix J: Training Manual- excerpts ............. 104 Appendix K: Enrollment Forms ...................... 259 Appendix L: Practicum Experience Course De script ion ........................... 265 Appendix M: Environmental Education Counselor Practicum Experience Contract ......... 266 Appendix N: Environmental Education Counselor Assessment Form ....................... 268 Appendix 0: Environmental Education Counselor List .................................. 272 Appendix P: Counselor Application Form ............ 273 Appendix Q: Counselor Interview Forms ............. 276 Appendix R: Counselor Acceptance, Denial, and Probation Letters ................. 280 Appendix S: Post-Assessment Instrument ............ 284 iv ABSTRACT The purpose of this project was to determine what factors impede early childhood through grade eight teachers in the Tri-County Area School District (TCASD) from infusing Environmental Education (EE) into their respective curricula, and develop and implement an environmental education counselor program <EECP) at the elementary and middle school levels to assist teachers to overcome the barriers to implementing the Environmental Education curriculum <EECU). The results of a pre- and post-assessment indicated that using trained high school juniors and seniors as cross-age teachers, or Environmental Education Counselors CEECs), to assist teachers in the implementation of the EECU is highly effective. The pre-assessment disclosed that the most common barriers to implementing the EECU were lack of preparation time and class time, and a perceived lack of knowledge to teach about the environment. The post-assessment indicated that teachers became more aware of the district/s EECU, referred to if more frequently, used more community sites, and participated in more field trips to the school forest. District teachers also had the perception they were more actively involved in implementing the EECU, and most importantly, doubled the amount of time they spent teaching about the environment. A vast majority of teachers indicated that the EECP was very effective in assisting them implement the EECU. V Acknowledgements "The assumption of being merely individuals ls our • greatest limitation." - Plr Vilayat Khan This project became a reality because of the assistance and support of several individuals. Much gratitude is owed them. This project would not have been successful without the tremendous patience, understanding, and inspiration of my wife, Joyce. Thank you for believing in me. To the key players in this project - Julie Brown, Betsey Bacon, Todd Kessler, Sarah Schimelpfenig, Jami Wi1 Iiams, Whitney Dunnett, Tricia Humphrey, Kevin Flyte, Allison Klingforth, and Julie Vanderkooi. As the first group of environmental education counselors, you have given so much to empower children to make the world a healthier, safer, and more enjoyable home for all living creatures. For this, and your friendship, I thank you. The advice and assistance offered by my advisor, Dan Sivek, has been invaluable in implementing this project. Thanks for your direction and insight. 1 THE PROBLEM AND ITS SETTING Problem Statement The purpose of this project was to determine what factors impede early childhood through grade eight teachers in the Tri-County Area School District <TCASD) from infusing environmental education (EE) into their respective curricula, and develop and implement an environmental education counselor program <EECP) at the elementary and middle school levels aimed at assisting teaching faculty to overcome the barriers to implementing their environmental education curriculum (EECU). Subproblems The first subproblem was to develop a pre-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting its implementation. The second suboroblem was to administer the pre-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU. The third subproblem w~s to ~dentify what curriculum components should be included in the environmental education counselor <EEC) training curriculum to make the training most effective. 2 The fourth subproblem was to establish criteria which should be utilized in selecting high school EECs, and determine how and when the selection process would occur. The fifth subproblem was to determine how and when the EEC training course is going to occur so it is most effective in assisting in the implementation of the EECU. The sixth subproblem was to determine when and how the EECs are going to be utilized to improve the implementation of the EECU. The seventh subproblem was to develop a post-assessment tool to measure how frequent and to what degree the EECU is currently being implemented, and identify the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. The eighth subproblem was to administer the post-assessment tool and analyze and interpret the data as to the factors enhancing or restricting the implementation of the EECU, and determine the effectiveness of the EECP. Delimitations A. The study will not assess the EE literacy of students or teaching faculty. B. The study wil 1 not measure the success of individual EECs. 3 C. The study is limited to the district ✓ s existing EE curriculum. D. The study wil 1 not assess the effectiveness of the district ✓ s EECU in regards to meeting the established goals and objectives. E. The study will not measure means other than the EECs to improve the implementation of the EECU. F. The results can only be generalized to the TCASD. Definition of Terms Environmental Education Curriculum includes the EE philosophyt goalst and objectivest established by the TCASD in 1991-1992 to meet the Wisconsin Department of Public Instruction Administrative Rule [PI 8.01(2)(k)2Jt and District Board policies. The EECU includes regular classroom instruction and field experiences for al 1 PreK-12 regular education and special needs students in al 1 subjects and courses. Environmental Education Counselor is a Tri-County High School junior or senior who has met the established selection criteriat