A Watershed Moment: Implementing State Environmental Literacy Policy Into a Central Virginia School District

• In Event: 18.043 - Assemblage Thinking and the Mobilization of Education for Sustainable Development Policy Within a Canadian Province

Abstract

This research investigated implementation of an environmental education executive order, EO42, into a school district. Policy-maker interviews indicated EO42 was a hurried, unfunded policy. Teacher preparation practices were described by the district’s science specialist. Teacher survey analysis indicated a significant differences [Chi-squared (1 d.f.) = 4.17, p < 0.05] between teachers’ professional development and teachers’ perceived ability to teach environmental lessons. Teachers who previously attempted environmental lessons were more likely to keep attempting lessons [t (61) = -2.846, p = 0.006]. Though 83% of teachers reported teaching environmental lessons, only 22% completed lessons containing required policy components (environmental issue, field experience, action project, and conclusion). Results indicate introducing environmental policy into schools has complications (Ball, Maguire, & Braun, 2012).

Author

• Melinda VanDevelder, Virginia Commonwealth University