INTRODUCTION

METHODOLOGY

The study was carried out in four phases, as follows:

Phase 1: Informal phone interviews with PCEE Executive Committee
These interviews were conducted to gather the PCEE executive committee's opinions on the professional development needs of the members of their respective agencies and organizations. Eleven of the thirteen individuals contacted completed the interview, for a response rate of 85%.

Phase 2: Survey Questionnaire to Teachers Currently Involved in EE
A survey of the formal education sector was conducted by mailing a survey instrument to a sample of formal classroom teachers across the state, identified by Pennsylvania Department of Education as being involved in EE. This mailing contained approximately 1,130 names of educators who had received professional development training through the Office of Environment and Ecology. A total of 95 individuals responded to this survey, for a response rate of 8%.

The teacher questionnaire was divided into two sections. The first section, (labeled "A"), asked respondents to select from a list of six priorities for the center. The priority choices were: preservice education, professional development, computer network, technical assistance, research, and other. The second section, (labeled "B"), asked participants to identify specific items of priority within the categories they had selected for section "A."

Phase 3: Survey Questionnaire to Nonformal Education Sector
This survey was conducted by mailing a survey instrument to a sample of current and potential nonformal environmental educators across the state. The sample pool was purposefully selected from the list of organizations in the 1996 Conservation Directory sponsored by the DEP, as well as additional suggestions offered by executive committee members and their designates during their phone interviews. A total of 74 surveys were mailed out and 56 organizations responded, for a response rate of 76%.

The nonformal educator questionnaire asked participants to identify specific workshop content/subject matter. This survey also inventoried participants regarding their choice of delivery method for workshops. Questions addressed preferred season, travel distance, length of time, and credit.

Phase 4: Survey Questionnaire to Teachers Not Presently Identified as EE Practitioners
A survey of teachers who were not identified in any way as EE practitioners was conducted by randomly selecting a series of schools evenly representing elementary, middle school and high school, for a total of 99 schools. Two educators were then selected from each school by the school's principal. A total of 198 surveys were mailed out and 83 individuals responded, for a response rate of 42%.

This additional survey of formal educators was undertaken to create a sampling more representative of Pa. teachers in general, because the sample population identified by the PDE for the original survey only included teachers who were already involved in EE in some way.

 

DEFINITIONS

For the purposes of this study, the following definitions apply:

Environmental Education (EE): a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address these challenges, and fosters motivations and commitments to make informed decisions and take responsible action.

Formal Education: education involving the formal school system - includes programs and activities taking place in public and private preschools, elementary schools, middle schools, secondary schools, colleges, and universities.

Nonformal Education: education that takes place outside the formal school system - includes programs and activities taking place in museums, nature centers, zoos, aquariums, community clubs, science centers, and other community educational institutions and organizations; also includes television, radio, newspapers, and other media-generated educational programs.

Non EE Practitioners: refers to teachers who were selected at random and were not identified as already utilizing EE in their professional practice.