Factors That Explain Third and Fourth Grade Teachers' Decision to Teach Environmental Education in a Northern California District
Graduation Date
Spring 2002
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
This study gives voice to 12 third and fourth grade teachers in a Northern California school district concerning the factors they believe contribute to their decisions to teach environmental education. Personal value for environmental education is the most dominant theme across the sample of interviewees. These teachers possess substantial knowledge about environmental topics, and generally perceive support for environmental education from administrators and students’ families. Some feel collegial support exists on grade level teams only, while others believe environmental education permeates school culture. Finally, these teachers express concern about environmental education’s fate due to factors such as teachers’ stress, time constraints, complacency, and emphasis on math and language arts test scores.