Target outcomes for specific audiences Continue reading →
Best Education Practice: Class or Group
See below for: research findings about a class or group.
For the Class or Group, the learning experience:
- Presents accurate and balanced information, incorporating many different perspectives.
- Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes.
- Is based on and shaped by some form of needs assessment and use of a planning model (such as the logic model)
- Content and delivery is determined in cooperation with the target audience and stakeholders
- Is facilitated by quality instructors who have been trained in effective teaching methods and are supported by the program sponsor.
- Is designed to focus on a targeted audience and is built on an understanding of audience skills and interests.
- Is relevant to and accessible by people with diverse backgrounds and influences.
- Uses creative approaches.
- Values lifelong learning.
- Builds from key principles underlying environmental education. • Systems and interdependence are characteristics of the biological and natural order. • Natural sciences, social sciences, and humanities disciplines contribute to understanding of the environment and environmental issues. • Learner connections to immediate surroundings provide a base for understanding larger systems, broader issues, causes and consequences.
- Builds environmental literacy. • Questioning and analysis skills. • Knowledge of environmental processes and systems. • Skills for understanding and addressing environmental issues. • Personal and civic responsibility.
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Cobourn, J., & Donaldson, S. (1997) Finding 1
Base your program design on specifically identified needs. 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 →
Wood, B. B. (2001) Finding 1
Apply an evaluation strategy which helps educator to identify reasons and consequences for training outcomes. Continue reading →
Fedler, A. J. (Ed.) Finding 2
In designing outreach to encourage participation in outdoor recreation programs, attend to:
- Individual and socio-economic characteristics of participants (age, gender, income, education) as they relate to their participation in outdoor activities
Feather, P. M., & Amacher, G. S. (1994) Finding 1
Recognize the role of economic factors in behavior change:
- Carefully design a demonstration project to meet farmer economic and other regionally specific needs
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 1
Carefully tailor the water conservation message to address the specific circumstances of the target audience. Continue reading →
Kraft, S. E., Lant, C., & Gillman, K. (1996) Finding 1
Collect and assess data about the following, prior to developing the outreach program:
- Adopt training methods known to be successful with the target audience.