Concepts of sustainability around working, living, natural, and built environments are complex and interdisciplinary. Preparation for post-secondary roles and decision making in college, among careers, and as citizens includes a working knowledge of interrelated social, economic, and science-related activities differentially impacting environments. California public high school history-social science (N = 154), and science (N = 172) teachers provided quantitative data about their 2011–2012 instruction, using an online survey. Statistical analyses affirmed significant relationships among the perspectives of teachers (e.g., environmental attitudes and motivation) and supplemental instructional resources (i.e., time, training, materials, geographic, and community supports) related to environmental sustainability instruction. Influences support science and nature-centered instruction to a greater extent than from social or economic perspectives. A diversification of environmental perspectives among teachers, teacher training, and supplemental instructional materials equitably reflecting the social, economic, and scientific range of environmental influences, will be required for student preparation that is impactful and equitable.
|Commitee:||Horvath, Lawrence, Kinney Stephens, Anne|
|School:||San Francisco State University|
|School Location:||United States -- California|
|Source:||DAI-A 74/04(E), Dissertation Abstracts International|
|Subjects:||Environmental education, Instructional Design, Education Policy, Sustainability|
|Keywords:||California, Environmental education, Environmental equity, Socioenvironmental, Socioscientific, Sustainability instruction, Teacher background|
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