Provide teachers with activities that meet one or more curriculum goals Continue reading →
Audience: Teachers 
Professionals who provide a structured education experience for youth at the elementary and secondary education levels
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Zint, M., Kraemer, A., Northway, H., & Lim, M. (2002) Finding 3
Build student environmental stewardship motivation and competencies by focusing on the characteristics of environmentally responsible behavior:
- Knowledge of issues
- Skill in actions
- Knowledge of ecology and actions
- Group locus of control
- Intention to act
- Environmental sensitivity
- Personal responsibility
- Individual locus of control
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 4
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Providing them with the following, to assure that they can successfully implement a curriculum: Supportive curriculum resources; Training to support thorough understanding of scope and content objectives
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 3
Provide teachers with substantial support to better enable them to build water supply and management topics into their curricula by:
- Building teacher self confidence in understanding water concepts that are less familiar to them
Zint, M., Kraemer, A., Northway, H., & Lim, M. (2002) Finding 2
Incorporate field-based experiences and service-learning as significant components of environmental stewardship programs that focus on building environmentally responsible behavior among students Continue reading →
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 2
Develop, promote, and/or disseminate pre-developed materials, hands-on activities and grade level appropriate software about priority water topics. Continue reading →
Brody, M. (1995) Finding 1
Water and water resource education has a distinct body of knowledge described by topics categorized as concepts, skills, and values or emotions. Water science and management knowledge has been organized by Brody (1995) and others. Continue reading →
Fortner, R. W., & Corney, J. R. (2002) Finding 1
Determine whether teachers can implement topics. Check if:
- They have knowledge about the topics.
- They have a place to fit the topic in their curriculum.
Dijksterhuis, O. W. (1996) Finding 2
Understand the roots of the environmental management problem and select your target audience based on a specific need. For example, if economic activity is most closely associated with the environmental problem, outreach initiatives should relate to the needs and interests of the target audience engaged in the economic activity Continue reading →
Magee, M. L. (2004) Finding 1
To build capacity among urban schools to deliver water education effectively and with a community-based focus, provide:
- A nationally tested curriculum linked to national and state academic standards
- Training workshops for local partner, volunteer, and expert networks
- Training and support for teachers, volunteers and community leaders
- Service learning opportunities
- Program evaluation procedures.
- Encourage student-led projects
