The Journal of Environmental Education (J Environ Educ)

Publisher: Taylor & Francis (Routledge)

Journal description

Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly. Not only for teachers, JEE is for those who administer and fund environmental education programs for schools, parks, camps, recreation centers, and businesses.

Current impact factor: 0.65

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life >10.0
Immediacy index 0.11
Eigenfactor 0.00
Article influence 0.00
Website Journal of Environmental Education website
Other titles The Journal of environmental education
ISSN 0095-8964
OCLC 1800009
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Stefan Bengtsson’s commentary about policy hegemony discusses the alternative discourses of socialism, nationalism, and globalism. However, Stefan does not adequately demonstrate how these discourses can overcome the Dominant Western Worldview (DWW), which is imbued with anthropocentrism. It will be argued here that most policy choices promoting sustainability, and education for it, are made within a predetermined system in which the already limiting notion of environmental protection is highly contingent on human welfare. What would really contest the dominant assumptions of Vietnamese policy and, more specifically, education for sustainable development (ESD) is an alternative discourse that challenges the DWW. That alternative discourse embraces philosophical ecocentrism and practices of ecological justice between all species, and deep ecology theory - all perspectives fundamentally committed to environmental protection.
    The Journal of Environmental Education 01/2016;

  • The Journal of Environmental Education 10/2015; 46(4):271-273. DOI:10.1080/00958964.2015.1011596
  • [Show abstract] [Hide abstract]
    ABSTRACT: This review critically examined the theories, methodologies, and methods that have been used in early childhood environmental education research over the past 10 years (2004-2014). Of the 36 studies identified, one-third were informed by research on children approaches, positioning children as objects of research. Trends revealed that EE researchers are moving toward research with children frameworks, embracing methods that honor children's perspectives. Yet a lack of congruency was also identified between participatory methodologies and the methods employed. Although researchers advocated for children's agency, adults were still positioned in the primary role of data collectors, analyzers, and interpreters. Findings are useful for EE scholars pursuing research with the very young, providing insight regarding ethical practices, child positioning, and participatory methods.
    The Journal of Environmental Education 10/2015; 46(4):207-229. DOI:10.1080/00958964.2015.1050345

  • The Journal of Environmental Education 07/2015; 46(3):202-203. DOI:10.1080/00958964.2015.1011597

  • The Journal of Environmental Education 07/2015; 46(3):203-206. DOI:10.1080/00958964.2015.1022500
  • [Show abstract] [Hide abstract]
    ABSTRACT: Is hope concerning climate change related to environmental engagement, or is it rather associated with unrealistic optimism and inactivity? This study on Swedish high school students identified two kinds of hope: constructive hope and hope based on denial. Constructive hope was positively associated with engagement and a perception that teachers respect students negative emotions concerning societal issues and have a future-oriented, positive, and solution-oriented communication style. Students who felt hope based on denial instead were less inclined to behave pro-environmentally and perceived their teachers as not taking their emotions seriously and as communicating in a pessimistic way. Boys perceived their teachers as less accepting of negative emotions, which explained why they felt more hope based on denial than girls. Practical implications of these findings are discussed.
    The Journal of Environmental Education 07/2015; 46(3):133-148. DOI:10.1080/00958964.2015.1021662
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.
    The Journal of Environmental Education 02/2015; 46(2):94-113. DOI:10.1080/00958964.2014.1000813
  • [Show abstract] [Hide abstract]
    ABSTRACT: We provide an overview of research in sustainability education. We argue that the interconnectedness of environmental sustainability programs at K–12 schools is one metric by which sustainability education can be conceptualized. We present a new measure of whole-school sustainability, or “interconnectedness,” and then use it to compare U.S. Department of Education Green Ribbon Schools. In total, we compare 59 different schools, with a total of 289 sustainability projects. Finally, we provide an analysis of differences between schools that are certified as sustainable. Using the results from our cross-school comparison, we provide recommendations and strategies that appear to promote interconnectedness or whole-school sustainability.
    The Journal of Environmental Education 01/2015; 46(1):1-22. DOI:10.1080/00958964.2014.953020
  • [Show abstract] [Hide abstract]
    ABSTRACT: A draw-and-explain task and questionnaire were used to explore Taiwanese undergraduate students mental models of the environment and whether and how they relate to their environmental affect and behavioral commitment. We found that students generally held incomplete mental models of the environment, focusing on objects rather than on processes or relations. Correlations revealed that students who had higher mental model scores tended to demonstrate higher levels of emotional connection and positive commitment to the environment. These findings suggest that a holistic and systemic view of the environment plays an important role in promoting pro-environmental attitudes and behavior.
    The Journal of Environmental Education 01/2015; 46(1):23-40. DOI:10.1080/00958964.2014.953021
  • [Show abstract] [Hide abstract]
    ABSTRACT: Little is known about the evaluation practices of environmental educators. Questionnaires and discussion groups with a convenience sample of UK-based practitioners were used to uncover their evaluation methods. Although many report that they are evaluating regularly, this is mainly monitoring numbers of participants or an assessment of enjoyment. There may be a difference between practitioners’ and evaluation experts’ understandings of what constitutes evaluation, with many practitioners appearing to see “data collection” and “evaluation” as synonymous. In addition, evaluators would not consider many of the methods used for data collection appropriate. More robust methods for collecting data and longer-term evaluations are often impractical for environmental educators to conduct themselves, and mechanisms are suggested for improving interaction between practitioners, researchers, and evaluators, which could enhance evaluation practice.
    The Journal of Environmental Education 01/2015; 46(1):41-55. DOI:10.1080/00958964.2014.973351

  • The Journal of Environmental Education 08/2014; 45(4):258-260. DOI:10.1080/00958964.2014.928251
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study used Witte's extended parallel process model to examine the relationships between the use of fear appeals and college students’ attitudes and behavioral intentions toward global warming. A pretest-posttest quasi-experimental design was adopted. Three hundred forty-one college students from six communication courses at two universities were recruited for this experiment. The results show that when in a high-threat condition, both high- and low-efficacy messages resulted in positive attitudes and behavioral changes, while in a low-threat condition, low-efficacy messages led to negative changes in attitudes and behavioral intentions. This study suggests that when attempting to promote low carbon-emitting behaviors among college students, messages should contain both threat and efficacy information, but messages that contain low-threat and low-efficacy information should be avoided.
    The Journal of Environmental Education 08/2014; 45(4):243-257. DOI:10.1080/00958964.2014.930399
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study at a public high school in the Northeastern United States explores how students’ environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth–twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students’ identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.
    The Journal of Environmental Education 07/2014; 45(3):194-216. DOI:10.1080/00958964.2014.911139
  • [Show abstract] [Hide abstract]
    ABSTRACT: Recent thinking in multicultural education can contribute to environmental education (EE) in culturally diverse societies. This article uses case studies of two minorities in Israel to illustrate the potential for bringing together these two areas of educational research that have developed significantly in recent years. After introducing the topics of EE and multicultural education, we discuss some compelling intersections between them. We then introduce the Arab and ultraorthodox sectors, and describe the ways in which issues of educational contents, representation, resources, and infrastructure affect BE in these sectors. We show how policies and concrete measures for forwarding EE in these groups in a multicultural manner can draw on their specific culture, education systems, and environmental situations.
    The Journal of Environmental Education 05/2014; 45(3):143-162. DOI:10.1080/00958964.2014.884051