IN‐SERVICE TEACHERS’ UNDERSTANDING AND TEACHING OF HUMANE EDUCATION BEFORE AND AFTER A STANDARDS-BASED INTERVENTION A dissertation submitted by STEPHANIE ITLE-CLARK to FIELDING GRADUATE UNIVERSITY in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION This dissertation has been accepted for the faculty of Fielding Graduate University by: ___________________________________ Jennifer Edwards, PhD Chair Committee Members: Susan Gordon, PhD, Research Faculty Anna DiStefano, EdD, Faculty Reader Robin Hummel, MS, Student Reader Sheryl Pipe, PhD, External Examiner In-Service Teachers’ Understanding and Teaching of Humane Education Before and After a Standards-Based Intervention by Stephanie Itle-Clark Abstract The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional development intervention, participants had a greater understanding of humane education and an increased intent to include humane concepts in their practice, as well as increased knowledge of strategies for integrating humane concepts into their personal work. Results show that while the educators did not have an understanding of humane education at the beginning of the study, the humane themes resonated with their desire to engage students and to teach prosocial behaviors. A recommendation is for educators to receive humane education professional development that aligns with reform models and standards-based education in order to increase their knowledge of strategies and to infuse humane education into traditional pedagogy. (Contains 15 tables.) Keywords: humane education, prosocial education, professional development, moral development, character development ii Copyright by STEPHANIE ITLE-CLARK 2013 iii ACKNOWLEDGMENTS Throughout this study I have been honored to work with numerous educators and supporters of humane education. I have been reminded that the best educators teach because of passion and the desire to support students academically and emotionally. My dissertation would not have been possible without the help and patience of my husband, Jason Itle-Clark. You were my support, at times my virtual hands, and my editor; this would never have been possible without you. I am deeply grateful that you are my partner and friend. I would also like to acknowledge my dissertation chair and mentor Dr. Jenny Edwards for her tireless work and complete dedication to her students. I am extremely grateful to my entire committee for their guidance: Dr. Sue Gordon, Dr. Anna DiStefano, Dr. Sheryl Pipe, and Robin Hummel. In addition, I would like to sincerely thank the staff and faculty of Humane Society University for their support and specifically Dr. Andrew Rowan for allowing me to conduct the research leading to this dissertation. It is an honor to know and work with such passionate people. iv TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION ................................................................................................. 1 Statement of the Problem .......................................................................................................... 1 Purpose of the Study .................................................................................................................. 3 Research Questions ................................................................................................................... 3 Summary ................................................................................................................................... 4 CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................... 5 History of Humane Education ................................................................................................... 5 The Decline of Nature-Study and Humane Education in the Curriculum ................................. 7 The Development of Educational Resources ............................................................................ 9 Humane Education Laws ......................................................................................................... 12 Humane Education Research ................................................................................................... 13 Status of Humane Education Professional Development Offerings ........................................ 21 Connecting Humane Education with Broad Educational Movements .................................... 24 Professional Development and Educator Change ................................................................... 26 Summary ................................................................................................................................. 28 CHAPTER THREE: METHODOLOGY ........................................................................................ 30 Research Questions ................................................................................................................. 30 Culture of Inquiry .................................................................................................................... 31 Setting ...................................................................................................................................... 32 Participants .............................................................................................................................. 32 Procedures ............................................................................................................................... 33 Pre-test ........................................................................................................................ 34 Intervention ................................................................................................................ 34 Post-test ...................................................................................................................... 37 Data Analysis .......................................................................................................................... 37 Quantitative Data ........................................................................................................ 37 Qualitative Data .......................................................................................................... 38 Protection of Participant Rights .............................................................................................. 38 Summary ................................................................................................................................. 40 CHAPTER FOUR: RESULTS .......................................................................................................... 41 Research Questions ................................................................................................................. 41 Demographic Information ....................................................................................................... 41 v State Requirement ...................................................................................................... 47 Answers to Research Questions .............................................................................................. 49 Changes in Educators’ Conceptions and Understanding of Humane Education ........ 49 Changes in Educators’ Value of Humane Education ................................................. 53 Violence ..................................................................................................................... 56 Moral development..................................................................................................... 58 Indoctrination and critical thinking ............................................................................ 61 Changes in Educators’ Intent to Include Humane Education Concepts in Personal Teaching Practice ....................................................................................................... 62 Lesson Planning ......................................................................................................... 65 Humane Education in the Curriculum ........................................................................ 68 Changes in Educators’ Knowledge of Strategies for Integrating Humane Education Concepts into a Classroom ......................................................................................... 70 Significant Factors ...................................................................................................... 73 Chapter Summary .................................................................................................................... 74 CHAPTER FIVE: DISCUSSION ..................................................................................................... 76 Findings About the Course Curriculum .................................................................................