Encourage and support use of a community-based curriculum based on water monitoring. (This type of curriculum has been shown to be highly acceptable among teachers and to provide professional satisfaction.) 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
Walker, A. (2004) Finding 1
When developing watershed education teacher manuals, identify barriers to implementation and adapt materials to respond to identified needs. 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.
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 1
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Helping teachers figure out how to integrate water topics into their regular curriculum.
Seavey, M. (2004) Finding 1
Provide teachers with an opportunity to experience activities first-hand; interact with other educators; and learn about the materials Continue reading →
Dijksterhuis, O. W. (1996) Finding 1
Document information and outreach work to help improve ability to assess the relationship between outreach and outcomes and to exchange materials and knowledge with others. Evaluate progress toward clearly defined objectives. Continue reading →
May, T. S. (2000) Finding 1
Encourage teachers to include the following elements in their environmental education programs:
- Flexible curriculum
- Collaborative learning environments
- Students’ bearing the consequences of the behavior
- Teacher competency in listening and questioning
- Diverse instructional strategies
- Resourcefulness in accessing resources
- Creativity, especially in knowledge of how to do without,
- Facilitation skills
- Ability to make connections
- Understanding of local-to-global connections
- Ability to integrate curricula
- Using personal/student strengths/passions
- Experiential teaching orientation
- Cooperative and inclusive learning
- Nurturing a sense of place
- Consistent can-do vision
- Infectious passion for EE and teaching in general
- Humor in the classroom
- Practice of environmentally responsible behavior
- Risk taking Recharging oneself
Zint, M., Kraemer, A., Northway, H., & Lim, M. (2002) Finding 1
Teach water science and build environmentally responsible behavior among students through “service-learning” experiences that apply principles of interaction and continuity: both of which are significant features of education that lead to learning. For example,
- Focus 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, and individual locus of control – to build student environmental stewardship motivation and competencies.
Wood, B. B. (2001) Finding 1
Apply an evaluation strategy which helps educator to identify reasons and consequences for training outcomes. Continue reading →
