BEPs Research Navigation
Audience Description:
“Households” refers to: personal living space of individuals and families
Study-Specific BEPs
These study-specific Best Education Practices distill findings derived from the studies listed in the References below, which were identified using a meta-analysis technique.
Outreach Themes: BEPs are described by one or more of seven focus areas.
Outreach Themes |
Research Recommendations |
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The Audience |
No research available |
Message content |
Adapt language and appearance of notification materials to reflect the diversity of those being notified and the literacy level of the group. Explain the exact nature of the water quality problem. Make a recommendation for action and provide explicit instructions for how to take action without too much investment of time or money. Indicate personal risk when risks exist. Address each goal – change in attitudes, knowledge, behavior intentions, or behavior – because there is no evidence that changes in one area, such as attitudes, will have an impact on changes in another, such as behavior change. Phosphorus public information campaigns need:
|
Message delivery vehicle |
Train the person who serves as the agency interface with the public to assure that citizens are fully informed about options. Promote resources through sources the audience considers credible. |
Outreach strategy |
Use multiple channels of communication. Provide the following when focusing on environmentally responsible behavior:
If providing explanatory materials by mail to residents from communities engaged in watershed planning, find ways to encourage individuals to engage. Keep in mind that only residents who take the time to review materials are likely to demonstrate knowledge mastery and an inclination to apply results. Feel confident about choosing to communicate through major public media and education campaigns because, if each goal is specifically addressed, they can have a demonstrable effect on attitudes, knowledge, behavior intentions, and behavior change. |
Public participation |
No research available |
Supporting and motivating professionals |
No research available |
Evaluation |
Use a “water demand” mathematical model to provide feedback to citizens and to demonstrate the effect of community water conservation outreach programs. Maintain records describing which specific outreach programs were initiated to address which specific community environmental concerns and/or audiences in order to have sufficient data to interpret evaluation results. |
Linking Study-Specific BEPs to Essential BEPs
Essential BEPs provide an overview of Best Education Practices derived from education theory and other meta-analysis studies. This table shows which Essential BEPs are highlighted by research about households as a target audience. The entire collection of Essential BEPs is available on the Water Outreach website.
Education for: |
The learning experience: |
---|---|
The Individual |
Is learner centered, and consequently encourages the learner to set meaningful learning goals and to take personal responsibility for their own learning. Enables the learner to link new knowledge to their existing knowledge in meaningful ways. Promotes active engagement and real world problem solving. Provides a nurturing context for learning, with attention to: cultural or group background and influences, the physical environment, and the use of tools or practices appropriate to learner skills and abilities. Provides opportunities for extended effort and practice. |
The Class or Group |
Is facilitated by quality instructors who have been trained in effective teaching methods and are supported by the program sponsor. Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes. Is designed to focus on a targeted audience and is built on an understanding of audience skills and interests. |
Web-Based Learning |
No relevant research findings |
The Community |
Generates and makes use of data about the local condition. Reaches people in multiple ways. Provides participants with feedback about the results of their actions. |
Beyond the Community |
No relevant research findings |
Supporting References
Dwyer, W. O., Leeming, F. C., Cobern, M. K., Porter, B. E., & Jackson, J. M. (1993). Critical review of behavioral interventions to preserve the environment: Research since 1980. Environment and Behavior, 25(3), 275-321.
Gamon, J., Roe, R., & Campbell, S. M. (1994). Evaluation of the use of water quality videotapes by county Extension offices in Iowa. Journal of Applied Communications, 78(2), 13-22.
Harding, A. K., & Anadu, E. C. (2000). Consumer response to public notification. Journal of the American Water Works Association, 92(8), 32-41.
Howard, J., & McGregor, D. (2000). Reducing nutrient enrichment of waterways through public education: A tale of two cities. Environmental Conservation, 27(4), 351-358.
Michelsen, A. M., McGuckin, J. T., & Stumpf, D. (1999). Nonprice water conservation programs as a demand management tool. Journal of the American Water Resources Association, 35(3), 593-602.
Poe, G. L., van Es, H. M., vanderBerg, T., & Bishop, R. (1998). Do participants in well water testing programs update their exposure and health risk perceptions? Journal of Soil and Water Conservation, 53(4), 320-325.
Wagenet, L. P., Pfeffer, M. J., Sutphin, H. D., & Stycos, J. M. (1999). Adult education and watershed knowledge in upstate New York. Journal of the American Water Resources Association, 35(3), 609-621.
Watson, R. K., Murphy, M. H., Kilfoyle, F. E., & Moore, S. M. (1999). An opportunistic field experiment in community water conservation.Population and Environment , 20(6), 545-560.