Abstract
Educate to Eradicate is a K-12 curriculum project using termite biology and control as the basis for science education that has been implemented in over 350 Hawaii public school classrooms. To encourage sustained implementation of the project, we aimed to identify factors that influence the adoption and continuation of pest management curricula in public school classrooms. Regression analysis of teacher survey data were used to create predictive models of teacher continuation. Teachers motivated by “exciting students about science”, who perceived increases in “student understanding and comprehension of major termite knowledge concepts” and/or students as “more interested in termites after participating in this project” were more likely to continue curriculum. Teachers who had worked at their current school over 21 years at the time of curriculum adoption, and/or who identified having subject specialties not listed on the survey were less likely to continue curriculum. Additionally, teachers servicing lower socioeconomic level students were less likely to continue the curricula.
Highlights
Educate to Eradicate is a K-12 curriculum project using termite biology and management as the basis for science education that has been implemented in over 350 Hawaii public school classrooms with more than 12,530 students and is coupled with community outreach efforts [1,2]
In order to focus our teacher recruitment efforts and achieve sustained adoption of curricula, we examined past partner teacher survey responses for clues to WHDFKHUV¶PRWLYHVIRUproject continuation
Data collected from 2004±2010 were used for this analysis
Summary
Educate to Eradicate is a K-12 curriculum project using termite biology and management as the basis for science education that has been implemented in over 350 Hawaii public school classrooms with more than 12,530 students and is coupled with community outreach efforts [1,2]. As part of the curricula, students assemble and observe live termite habitats. This activity dovetails with lessons covering data collection, predictions, and inquiry. The University of Hawaii Termite Project has recruited teachers by offering professional development credits, curriculum/materials, and in-class curriculum modeling. Breadth of training varied based on teacher preference Teachers received both direct instruction on and in-class modeling of curriculum during the first year of partnership. Despite continued growth in the number of teachers joining the program and the number of classrooms implementing the curriculum, over six years of the project (2004±2010), nearly two-thirds of teachers did not repeat the curriculum after the first year of implementation
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