Formal Environmental Education Research Articles

Formal Environmental Education in Latin America and the Caribbean

AbstractIn the early 1980s environmental education programs in Latin America and Caribbean school systems had just begun. The first efforts were a straight transfer of programs from other countries, especially the developed countries of the north. Often these programs were not well suited to local needs and issues. Programs now have a much stronger local flavor. Surprisingly, nongovernmental organisations and other institutions not related to the school system have given the greatest impetus to formal environmental education in the region.For this paper formal education efforts in the Dominican Republic, Peru and Argentina are highlighted. The three projects have been underway for four years and are examples of programs that respond to local teacher needs.Workshops have been the primary form of training teachers. To increase the effectiveness of training programs in the '90s local support systems for teachers are needed. Environmental education must branch out from the natural sciences to other areas of the curriculum. It must also increase the number of teachers reached by using other delivery systems such as teacher training institutions, radio and video.

Changing roles and challenges for teachers of students with diabetes.

With insulin dependent diabetes mellitus as one of the most common chronic conditions adversely affecting the health of children, it is likely that teachers will at some point encounter a child with diabetes in the classroom. While therapy for children with diabetes has improved since the advent of insulin in 1922, children with diabetes continue to have special needs at school. New research results indicate a role for teachers in helping to meet the special needs of children with diabetes. In this paper, current research regarding the interaction of children with diabetes and the formal educational environment is summarized, and the evolving role of teachers in the academic development of children with diabetes is discussed.

The Effects of Issue Investigation and Action Training on Environmental Behavior in Seventh Grade Students

Abstract This study reports the instructional effects of a formal environmental education methodology, issue investigation and action training (IIAT) on middle school students. Can issue investigation and action training improve responsible environmental behavior of middle school students? Can variables identified as critical contributors to responsible adult environmental behavior be enhanced in middle school students as a function of issue investigation and action training? If middle school students demonstrate increased environmental behavior as a result of issue investigation and action training, will there be a parallel increase in those variables contributing to responsible environmental behavior? These questions are the focus of the discussion that follows.

A Review of Teacher Inservice in Environmental Education: 1970–1980

Abstract The 1970s witnessed a tremendous national concern about the environment. As might be expected, this concern was translated to schools in the form of environmental education and the need to have teachers qualified to teach this topic. This paper reviews the published studies from the 1970s (indexed in ERIC Document Retrieval Service) dealing with teacher inservice in environmental education. A wide variety of formats and audiences were addressed by these inservice opportunities. Unfortunately, few studies made any attempt to test the effectiveness of their programs. Thus, it is difficult to recommend a particular format for future inservice efforts.

The Political Socialization of Adolescents in Contemporary Africa: The Role of the School in Kenya

Students of Western societies have long been concerned with the study of the role of the formal educational environment in the political socialization of the young, but very little attention has been devoted to studying this subject in developing areas. As a result generalizations about this process are, for the most part, only applicable to countries such as the United States and the states of Western Europe.1 Gaps exist in our understanding of the role that schools play in socializing the young to politics in societies undergoing rapid socioeconomic and political change. The present study proposes to make a contribution towards filling these gaps. Employing the case study approach, this article focuses upon the effects of the educational climate of secondary schools upon adolescent political learning in the East African polity of Kenya. Such studies are the building blocks of theories with cross-national implications. Although the secondary school is highly regarded in Kenya primarily for its assumed manpower development function, its political socialization function is considered by policymakers to be of almost equal importance.2 The school is expected to produce hard-working, resourceful, loyal, and responsible young citizens who are cognizant of the significance of their future roles in the development of the country; this in spite of the fact that the school does not engage in systematic and manifest civic training. The official relationship which exists between government-aided schools and the educational bureaucracy is thought by politicians and bureaucrats alike to provide sufficient incentives to insure that the schools are not only aware of the goals and objectives the government has set out for them, but also to encourage them to transmit the appropriate citizenship values naturally through the normal functioning of the school as an educational institution. As one official put it, If

II. Studies of Students in a Formal Educational Environment

Council on Anthropology and Education NewsletterVolume 1, Issue 1 p. 17-17 Free Access II. Studies of Students in a Formal Educational Environment First published: May 1970 https://doi.org/10.1525/aeq.1970.1.1.07xAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume1, Issue1May 1970Pages 17-17 RelatedInformation