The Journal of Environmental Education (J Environ Educ )

Publisher: Heldref Publications


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.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    Journal of Environmental Education website
  • Other titles
    The Journal of environmental education
  • ISSN
  • OCLC
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details

Heldref Publications

  • Pre-print
    • Archiving status unclear
  • Post-print
    • Archiving status unclear
  • Conditions
    • Publisher last contacted 3rd February 2010
  • Classification
    ​ white

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Environmental education is a widespread, yet relatively unexamined strategy to reduce human-wildlife conflicts. We evaluated knowledge, attitudes and behavioral intentions toward bear conservation after five years of environmental education in a Quichua community. Conflicts with livestock predation created mixed attitudes and behaviors toward bear conservation. Some program objectives were achieved, such as 88% of participants reported satisfaction with environmental knowledge gained. Behavioral intentions to decrease bear conflicts increased, and multiple regression analysis revealed support for the project was associated with program participation. Focus group meetings with teachers, local policy makers and para-biologists provided a context for recommendations to improve program success and revealed new issues for better bear management.
    The Journal of Environmental Education 01/2012; 43(1):55-65.
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    ABSTRACT: In environmental and ecological education, a rich literature builds on the premise that place, the local natural context in which one lives, can be an emotionally engaging context for learning and the source of life-long concern for nature. A theory of imaginative education can help uncover new tools and strategies for place-based educators. Conversely, a focus on the imaginative dimensions of place-making sheds new light on the nature of imaginative development, with important implications for educational theory and practice.
    The Journal of Environmental Education 01/2011; 42(2):123-135.
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    ABSTRACT: We conducted an evaluability assessment of the U.S. Forest Service's “More Kids in the Woods” internal grant initiative based on a review of 26 funded proposals, the creation of logic models, and a survey of project leaders. Evaluations of the initative are warranted because it has clear outcome objectives, is implemented as intended, and results suggest plausible benefits associated with providing underserved youth with outdoor experiences. Findings also point to the types of evaluations that will be useful and add to the limited literature on environmental grant programs as well as environmental educators’ evaluation interests, practices and perceived competencies.
    The Journal of Environmental Education 01/2011; 42(4):255-271.
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    ABSTRACT: This qualitative case study of Island Community School 1 1. Island Community School is a pseudonym. View all notes provides a detailed description of how one school incorporated place-based, environmentally conscious education over the course of more than a decade. The study explored the conditions that supported and constrained this approach in an isolated rural community. Data came primarily from interviews with educators, students, and community members but also from participant observation. Four themes helped explain relevant dynamics: leadership by the principal, interaction with seasonal residents, teachers' varied practices, and school culture invested in student inquiry. The research illustrated an approach that prepared students in one rural community with environmental awareness and skills that might serve them wherever they choose to live as adults.
    The Journal of Environmental Education 01/2011; 42(4):216-236.
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    ABSTRACT: Education for Sustainable Development (ESD) has been recently recognized as an important area in the new Chinese educational reform. As teachers play a pivotal role, knowing and developing an effective and easy-to-use instrument for tapping teachers’ beliefs is essential. This article reports an attempt to develop an instrument with mixed methods. The finalized instruments comprise two subscales with satisfactory reliability indices obtained. Sustainability values (VSD) consists of four dimensions: respect and care for the community of life; ecological integrity; social and economic justice; and democracy, nonviolence, and peace. Teaching beliefs of ESD (TESD) consists of three dimensions: relevance to daily life; students’ need in the future; and integrated teaching. With these validated instruments, future research and potential problems will be less strenuous.
    The Journal of Environmental Education 01/2010; 41(4):195-207.
  • Source
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    ABSTRACT: Recently the environmental movement has seen much success and progress under a newly-framed green paradigm. Yet, despite the proliferation of national attention to, and public interest in, the go-green mentality, environmental education still seems to be stuck within the old environmental paradigm. This critical essay shares lessons that environmental education can learn through incorporating a human benefits approach. Ultimately, this essay calls for a reflection on environmental education's presence within the budding sustainability movement and calls for the “humanization” of environmental education discourse and pedagogical practice.
    The Journal of Environmental Education 01/2010; 41(3):179-191.
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    ABSTRACT: The authors developed a framework of empirically grounded curricular goals for waterscience literacy and documented the challenges that students face in achieving these goals. Waterrelated environmental science literacy requires an understanding of connected natural and human-engineered systems at multiple scales ranging from atomic—molecular (changes of state and solutions) to large (watersheds, aquifers, and human water-purification and distribution systems). The authors' assessments of students from upper elementary school through high school suggest that virtually all students have some important understandings of water on which educators can build. Yet, the authors found that most students do not systematically trace water and other materials through systems and do not account for invisible aspects of water systems at the atomic—molecular and landscape scales. The results revealed a contrast between students' informal accounts of water in environmental systems and scientific accounts of these systems. The authors discuss curricular implications and the importance of helping students develop a richer understanding of water systems at multiple scales.
    The Journal of Environmental Education 04/2009; 40(3):37-51.
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    ABSTRACT: Classroom teachers serve a critical role in developing environmentally literate citizens. In this study, the authors assessed K-8 preservice teachers' understanding of basic ecological concepts. Participants (N = 56) constructed concept maps describing the inter-relationships among 16 ecological concepts. The authors analyzed the concept maps to determine how participants organized, associated, and described relationships between the concepts. Although there was a lack of consistency in associating pairs of concepts, participants often created 2 clusters of concepts: a food web cluster and an ecosystem cluster. Associated pairs were often used in similar ways to describe the relationship among concepts. Concepts such as biotic factors and abiotic factors were frequently not used. It is important to ensure that preservice teachers have a solid understanding of ecological concepts before they begin teaching. (Contains 4 figures and 5 tables.)
    The Journal of Environmental Education 12/2007;
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    ABSTRACT: The authors examined teachers' beliefs and classroom practices during a 2-year professional development program that required middle-school teachers to develop, implement, and revise problem-based, interdisciplinary curricula focusing on locally relevant environmental health issues. The results of the study indicate that over the course of the program, teachers' self-efficacy, beliefs about the classroom learning environment, and reported use of reform-based classroom practices increased significantly. The results also indicate that teachers' beliefs about the likelihood of support from the school environment declined significantly, and their outcome expectancy beliefs did not change significantly. The authors offer related data showing the impact of the program on other teacher and student outcomes and advocate for the use of problem-based learning curricula that use local environmental health science issues as an integrative context. (Contains 1 figure, 1 table and 1 note.)
    The Journal of Environmental Education 12/2006;
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    ABSTRACT: The author investigated students' ideas about what defines an environment and how these ideas change across grade level and educational experience. A total of 81 students were sampled: 18 seventh graders, 20 eighth graders, and 24 ninth graders from general biology, and 19 ninth graders from college preparatory biology. The environments task was a two-part task. First, students drew a picture of an environment and explained their drawing. Next, students were shown a series of photographs and asked to indicate whether the photograph depicted an environment and to explain their response. In general, students understood an environment from a limited ecological perspective; that is, an environment is a location where animals live and or an area that supports animal life. An environment is a natural landscape; human-managed or built landscapes were not seen as environments by these students. For these students, humans do not appear to be apart of an environment but are separate from it.
    The Journal of Environmental Education 10/2006;