The International Journal of Early Childhood Environmental Education (IJECEE) is a peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action. IJECEE publishes scholarly written work, anonymously and expertly reviewed by peers, that focuses on book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives pertinent to the education of all young children (birth to eight years). The young children’s caregivers and the communities, institutions and systems, in which the children live, too, are a focus of importance. The content of the publication addresses all aspects of environmental education as well as all reciprocal associations and impacts embedded within the environmental education experience. Implications for policy at the local, state, regional, national, and international levels are sought.
Children who have developed meaningful relationships with the natural world at a young age often carry those experiences into adulthood. They display interest, respect and concern for the protection of nature, wildlife and landscapes This feature story describes the inherent value of nature education now and into the future, creating our new narrative, and collaborating with parents and teachers.
Ranger Rick® magazine, for ages 7-12, is a multi-award-winning children’s magazine that has been inspiring children and families to care about wildlife and the great outdoors for over 50 years. The accompanying educator guide is a concise educational extension that delves deeper into every issue with activity ideas and student pages.
In recognition of the impact of coronavirus on campus instruction and the rise of unplanned distance learning, University of California Press has made all Case Studies in the Environment content free to all through June, 2020.
CW: transphobia, depression, suicide
“You’re very lucky! Just ten years ago, I would’ve had you thrown out of my office.” These were the last words a professor ever said to me when I came out as trans during my undergrad.
Since 1995, Community Works Journal, our digital magazine for educators, has been the leading publication for progressive community focused education. We uniquely bringing together pedagogy, practice, and teaching strategies related to Service-Learning, Place Based Education, Education for Sustainability, and Social and Emotional Learning (SEL). Community Works Journal is written by educators, for educators.
The International Journal of Early Childhood Environmental Education (IJECEE) is a peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action. IJECEE publishes scholarly written work, anonymously and expertly reviewed by peers, that focuses on book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives pertinent to the education of all young children (birth to eight years). The young children’s caregivers and the communities, institutions and systems, in which the children live, too, are a focus of importance. The content of the publication addresses all aspects of environmental education as well as all reciprocal associations and impacts embedded within the environmental education experience. Implications for policy at the local, state, regional, national, and international levels are sought.
Given the magnitude and immediacy of climate change, how should environmental education (EE) address not only reducing our climate footprint but also climate adaptation? Whereas some approaches to adaptation education are consistent with EE foundational principles, others, while crucial for individual survival, address more immediate risks in ways that do not promote longer-term environmental quality. Using a literature review, we examine issues climate adaptation education raises for the field of EE. We then describe example programs that integrate climate mitigation and adaptation, drawing from EE programs in New York City following devastating floods brought about by Hurricane Sandy. These programs are consistent with a praxis or action research approach to EE where learning is embedded in restoration and other forms of action. We close with reflections on how EE might address climate change adaptation in a manner consistent with climate mitigation education and with our field’s focus on improving environmental quality.
This study focuses on the nature of teachers’ arguments for and rebuttals to 10 denial theories about anthropogenic climate change that are most commonly encountered in the media and public debates. Through a semi-structured survey, the study collected data from 24 participants who are K-12 teachers in Maryland and Delaware. The deductive coding and frequency analysis of data shows that although all participants of our study agree with the importance of teaching anthropogenic climate change, some teachers agree with the denial theories of climate change. The arguments for the denial theories show less epistemic quality than the rebuttals against denial theories. Moreover, teachers went beyond the textbooks and searched for other varied sources of information. However, we noticed that teachers might still doubt the anthropogenic causes of climate change. The study further uses intertextual discourse analysis to explore the reasons why use of sources might still leave teachers confused.
