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: Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education. Qualitative interviews with 54 teens at two research sites 5 years after a ROEE experience revealed a variety of directive and social uses for their memories, including participating in outdoor recreation activities, being more knowledgeable about and appreciative of the local ecology, engaging in environmentally responsible behaviors, and reminiscing with friends about the experience.
    The Journal of Environmental Education 05/2014; 45(3):178-193.
  • The Journal of Environmental Education 05/2014; 4(3):8-9.
  • The Journal of Environmental Education 05/2014; 9(2):20-23.
  • The Journal of Environmental Education 05/2014; 3(1):12-15.
  • The Journal of Environmental Education 05/2014; 3(2):24-26.
  • The Journal of Environmental Education 01/2012; 43(1):68-69.
  • [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.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Are adolescents’ environmental attitudes similar to their parents’ attitudes? The main objective of this study is to examine what quantitative associations, if any, exist in parent-child environmental attitudes within the family. The survey data was collected assessing attitudes toward the environment and nature from 15-year-old students (n = 237) and their parents (n = 212) in Finland. A significant positive correlation emerged in environmental attitudes between mothers and fathers. Interestingly, the results revealed some indicative evidence that girls’ environmental attitudes could relate more to their father's than mother's attitudes. Girls were as positive in their environmental attitudes as their parents and in contrast boys were noticeably more negative than either their parents or girls of the same age. The parental level of education was not found to be significantly related to the level of environmental attitudes of their adolescent offspring. Implications of these findings are discussed.
    The Journal of Environmental Education 01/2012; 43(3):162-176.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL). An analysis of more than 200 creative pieces collected from eight runs of this curriculum over four years shows that CEL can be used as a guiding concept for the creation of curriculum targeting urban areas and racially diverse learners. Several examples of this student-produced green hip-hop are shared to delineate elements of CEL that can help educators evaluate student learning as well as their own teaching materials.
    The Journal of Environmental Education 01/2012; 43(3):192-203.
  • [Show abstract] [Hide abstract]
    ABSTRACT: A Chinese version of the revised NEP Scale was generated and adopted in a survey among 507 students (age 10 to 12 years old) from three elementary schools in Shenzhen, China. The results show an acceptable level of internal consistency (Cronbach's alpha = .65) but some abnormalities on the modified NEP scale: items 1 and 7 presented very low item-total correlations (≤.10); factor analysis generated five unclearly-patterned factors. The abnormalities on the modified scale, in light of a focus group interview during item modification stage, are partially attributed to some fundamental problems on the original revised NEP Scale per se on one hand, and may be partially understood as cultural differences in interpreting statements on the scale between China and Western nations on the other.
    The Journal of Environmental Education 01/2012; 43(2):107-120.
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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 07/2011; 42(4):255-271.
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    ABSTRACT: We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course.
    The Journal of Environmental Education 07/2011; 42(4):237-254.
  • [Show abstract] [Hide abstract]
    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.
  • [Show abstract] [Hide abstract]
    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.