LIST OF TABLES LIST OF FIGURES LIST OF ACRONYMS AND ABBREVIATIONS ABSTRACT CHAPTER ONE: INTRODUCTION American Cultural Values and the Environment
Research Design
Research Site
Summary of Chapter One
CHAPTER TWO: ENVIRONMENTALISM LITERATURE REVIEW Environmentalism and American Cultural Values
Three Forms of Environmentalism
Instrumental Value of Nature
Intrinsic Value of Nature
Environmental Justice:
A Third Strand of Environmentalism
Views of Nature in Early Colonial America
Views of Nature in the 1800′s
Public Land Management in the 19th and 20th Centuries
Moving into the 20th Century – the End of an Era
Public Health and the Environment 1890 to 1950s
Ecology and Conflict in the 20th Century
Social Movements and Environmentalism from the 1960s
Nature or People ?
Media and Public Opinion
Contemporary Environmental Debates
Science, Technology, and Religion
Water and Food as Environmental Cultural Values
Cultural Views of the Environment: Public Opinion
Summary of Chapter Two
CHAPTER THREE: ENVIRONMENTAL ANTHROPOLOGY LITERATURE REVIEW Introduction
Environmental Anthropology:
Theoretical Perspectives and Engagement
Political Ecology
American Cultural Values in Environmental Anthropology
Environmental Discourses
Summary of Chapter Three
CHAPTER FOUR: ENVIRONMENTAL EDUCATION LITERATURE REVIEW Introduction
Definition and Goals of Environmental Education
American Cultural Values and Environmental Education
Forerunners to Environmental Education in the US:
The Nature Study Movement and Outdoor Education
Environmental Education: 1970 to the Present
No Child Left Inside
Status of Environmental Literacy in the United States
Environmental Education at the State Level:
A Closer Look at Florida
Summary of Chapter Four
CHAPTER FIVE: METHODS OF DATA COLLECTION Study Design
Archival Research
Media Sources
Administrative Records
Participant Observation
Researcher′s Role
Data Collection
Interviews
SDHC Student Interviews
SDHC Visiting Sixth Grade Teacher Interviews
SDHC Nature′s Classroom Staff Interviews
SDHC Administrative or Supervisory Interviews
Interviews With Other Sources External to SDHC
Ethical Considerations
Informed Consent Process
Bias
Summary of Chapter Five
CHAPTER SIX: RESULTS Description of Study Sample
Section One: Contextualizing EE at Nature′s Classroom
Environmental Education in the State of Florida
Hillsborough County, Florida: Demographics
Environmental Education in Hillsborough County
Summary of Results: Contextualizing NC
Section Two: Using Nature as a Classroom
Nature′s Classroom: Historical Development
Interview Results:
What Does ′Nature′ Mean ?
What Should Environmental Education Try to Teach ?
How Valuable is Environmental Education ?
Student Awareness of the Environment
Using the Outdoors for Environmental Education
The Importance of a Multi-Day Program
Summary of Results: Using Nature as a Classroom
Section Three: Analysis of Curriculum Development and Design
The Earliest Curriculum: Nature′s Classroom 1968
Nature′s Classroom Curriculum: Mid 1980s through 1994
Nature′s Classroom Curriculum: Development 1995-1999
Nature′s Classroom Curriculum: 2000 and Beyond
Summary of Results: Curriculum Context
Section Four: Curriculum Delivery in the Field
Factors that Influence Teaching in the Field
Staffing and Class Size at Nature′s Classroom
Teaching the Curriculum
The Main Conceptual Focus of NC Curriculum:
The Hillsborough River Watershed
The Upland/Wetland Hike
Survival
Orienteering
Animal Compound
Boating
Interpretive Center
Shoreline Sampling
Summary of Results: Curriculum Delivery
Section Five: Student Outcomes
Student Outcomes Based on Knowledge Change
Student Outcomes Based on Enjoyment and Education
Letters From Students
Summary of Results: Student Outcomes
Section Six: Additional Influences and Barriers
Outdoor Conditions as an Influence on Student Outcomes
Student Background Experiences and Views
Barrier to Teaching in the Classroom: Time
Barrier to Teaching at Nature′s Classroom:
Student Preparation
Barrier to Teaching at Nature′s Classroom: Class Size
There Are No Barriers!
Summary of Results: Additional Influences and Barriers
Summary of Chapter Six
CHAPTER SEVEN: DISCUSSION Section One: Contextualizing Environmental Education
Discussion: National Context for EE
Discussion: Nature′s Classroom in the Broader Context
Section Two: Using Nature as a Classroom:
Discussion: Historical Development of NC
Discussion: What Does Nature Mean ?
Discussion: What Should EE Teach ?
Discussion: How Valuable is EE ?
Discussion: How Aware and Prepared are Students ?
Discussion: Using the Outdoors for EE
Discussion: Importance of a Multi-day Program ?
Section Three: Curriculum Development and Design
Discussion: Nature′s Classroom Curriculum
Section Four: Curriculum Delivery in the Field
Discussion: Curriculum Delivery
Section Five: Student Outcomes
Discussion: Knowledge Change on Pre-and Post-Tests
Discussion: Potential Student Outcomes
Student Interviews: What Did You Like Best About NC ?
Student Interviews What Did You Like Least About NC ?
Section Six: External Influences and Barriers
Discussion: Student Interviews
Summary of Chapter Seven
CHAPTER EIGHT: CONCLUSIONS AND RECOMMENDATIONS Limitations of the Study
Study Conclusions
Contributions of the Research
Recommendations to the SDHC
Recommendations for Nature′s Classroom
Recommendations for Cultural and Applied Anthropology
Summary of Chapter Eight
Mobil →
