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ERIC Number: ED552291
Record Type: Non-Journal
Publication Date: 2012
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-0705-9
Incorporation and Use of the NAAEE "Guidelines for the Preparation and Professional Development of Environmental Educators" in Elementary Teacher Education Programs
Franzen, Rebecca L.
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
This study examined how elementary teacher education programs in the Midwest Environmental Education Conference partner states (Iowa, Illinois, Minnesota, and Wisconsin) address and assess the competencies set forth by the NAAEE "Guidelines for the Preparation and Professional Development of Environmental Educators". In April 2012, chairs and deans of 136 teacher education programs were invited to take an online survey. The survey gathered program data on the use of teaching methods and assessment strategies to address the "Guidelines" and the extent of familiarity with and use of the "Guidelines". Descriptive statistics, regression, and Mann-Whitney tests were used to analyze the data. Descriptive statistics provided information about the use of specific teaching methods and assessment strategies to address and assess specific "Guidelines" themes. Regression showed that increased extent of use of the "Guidelines" led to increased use of teaching methods and assessment strategies. Mann-Whitney tests showed that elementary teacher education programs at institutions that offered a minor in EE or that were in a state that required EE used more teaching methods and assessment strategies than those programs not in such institutions or states. It was also found that there is no difference between programs that do and do not offer certificates or majors in EE in the number of teaching methods or assessment strategies used to address the "Guidelines". The results suggest that elementary teacher education program faculty members are implicitly addressing the "Guidelines" and should be encouraged to use them explicitly in order to best prepare preservice teachers. Stand-alone courses in EE or coursework embedded with EE should be encouraged at the undergraduate level in order to increase the varied ways EE is included in teacher education programs. Further research should be conducted to better understand the use of teaching methods and assessment strategies to address the "Guidelines". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Iowa; Minnesota; Wisconsin