Provide the following when focusing on environmentally responsible behavior:
- An opportunity to demonstrate a commitment.
- An opportunity to set goals or respond to goals, including use of prompts.
Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 1
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Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 2
Provide the following when focusing on environmentally responsible behavior:
- A demonstration or model of desired action.
Dwyer, W. O., F. C. Lemming, et al. (1993) Finding 3
Provide the following when focusing on environmentally responsible behavior:
- Feedback on progress toward preferred environmental change.
Edwards, P. (2004) Finding 1
To teach recognition of key aquatic insects use narrated slide discussion and provide a live insect for reference Continue reading →
Elmendorf, W. F., & Luloff, A. E. (2006) Finding 1
Use key informant interviews of local leaders to aid understanding for how to engage leaders in planning for conservation of open space. Consider attitudes, issues, and obstacles. Continue reading →
Elmendorf, W. F., & Luloff, A. E. (2006) Finding 2
Educate stakeholders to help them fully understand planning tools available to protect open space, the benefits of planning, and planning and collaborative techniques. Continue reading →
Elmendorf, W. F., & Luloff, A. E. (2006) Finding 3
To enhance local conservation planning, facilitate development of an organized public interest group who can speak on behalf of conservation initiatives. Continue reading →
Everett, L. (2004) Finding 1
Time education with heightened audience awareness created by press coverage of rules release, public hearings and a compliance deadline. Continue reading →
Fackler, R. (2003) Finding 1
Provide teacher training that is hands-on, intense, comprehensive, and includes work in the field. A successful training could:
- Include an introduction to the watershed topic(s), water quality testing, use of equipment, hands-on instruction, introduction to inquiry-based learning, introduction to and use of field-based science investigations, and related science and career topics.
- Assure availability of any resources required for the training.
- Include practice training activities designed to match the situation where teachers will apply the activities.
- Provide professional development in: student initiatives, action research, interdisciplinary approaches, and help with barriers to program implementation.
Farrell, P. L., R. H. Holsman, & D. Krueger. (2004) Finding 1
Conduct voluntary and confidential assessments on individual farms, in cooperation with groundwater technicians. Develop an “Improvement Action Plan” for individual farms. Continue reading →
