An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers

This research is an in-depth study of an environment-based education (EBE) professional development program titled ―Creeks and Kids‖ that models how to employ thematic instruction about watersheds using the environment of a school and its community as a context to integrate teaching and learning about water across core subject areas. This case study investigates the EBE characteristics of the Creeks and Kids Workshop and explores how they adhere to the National Research Council‘s Standards for Professional Development for Teachers of Science. A mixed-methods analysis gathered qualitative data about the overall experience of teacher-participants during the Creeks and Kids Workshop and employed quantitative measures to identify evidence of success related to teachers‘ gains in knowledge, affect, confidence and intent to act to implement water-focused EBE curriculum in their classrooms. The findings of the study build upon existing research about what teachers need to implement EBE and their beliefs regarding what professional development should provide in relation to those needs. Qualitative results revealed that teachers need an EBE professional development program to include: 1) practical ways to integrate environmental education into their existing curricula and school settings; and, 2) direct experience with activities and field studies that are interdisciplinary, hands-on and inquiry-driven. Teacher-participants identified these characteristics as vital for them to effect a change in teaching practice and build their confidence to engage their students in EBE when they return to the classroom. Quantitative results revealed statistically significant gains across knowledge, affect, confidence and intent to act variables using ii the t-test statistic to compare means of participants‘ responses from the preto postworkshop questionnaires. The results of this study have broader implications for future educational research on: 1) the ways in which EBE professional development programs can support teachers to gain the knowledge, skills and confidence to implement interdisciplinary teaching for student learning about the environment; 2) the methods teachers use to employ EBE teaching strategies in the classroom; and, 3) how EBE helps teachers across disciplines collaborate with one another to implement practical and effective ways to improve students‘ critical thinking skills and knowledge across multiple subjects. iii DEDICATION I dedicate this work to Lin Howell. I was so fortunate to embark upon this journey and be witness to his passion to support and encourage the amazing teachers who guide the minds of students in the Pacific Northwest. Never have I met a person more humble in his gift to inspire others as he helps them to discover that the wings they need to fly have been there all along. iv ACKNOWLEDGEMENTS In the spirit of science, I realize that I have truly lived a unique life cycle of many stages during my time as a graduate student in the Center for Science Education. I have been through a metamorphosis of thought, practice and action as this cycle has progressed. Though I know that this cycle is not yet complete, I recognize that I would not have come this far without the support of the people who have helped me during this transformation. I wish to thank Dr. William Becker for his honesty, understanding and support of the decisions I have made during my time as his student; Jennifer Wells, who served as my inspiration to carry out this work and has been a continued base of support; Dr. Cary Sneider, who has always cheered me on—especially during my times of doubt and confusion during this process; Jack Kirschenbaum, who has offered his time, kind words of encouragement and sage advice; and, finally, to Dr. Linda Mantel, who I am fortunate to call a mentor and a friend. She has supported me in so many ways to grow personally and professionally and helped me to open my mind toward countless possibility. Thank you all for believing in me.