Status of environmental education in Texas public schools, Education Service Center, Region X

Abstract

This 1994 study investigated fifth grade teachers in Texas public schools located in Education Service Center, Region X. Response rate was 38% (316 of 836 potential respondents). Sampling error was +/- 4% at the 95% confidence level. Teachers were grouped into two classes based on whether they considered themselves to be environmental educators including: training, personal actions, attitudes, knowledge, process, classroom activities, facilities, materials, and school-based support. General Linear Model tests showed that environmental educators distinguished themselves from others on all variables except attitudes. Standardized betas from a regression model isolated the characteristics of fifth grade teachers that most effectively bring environmental education into their classroom. These included personal actions, understanding of the process of environmental education, classroom activities, and materials. Group status accounted for 30% of the variance in independent variables. overall, the study demonstrated that whether a teacher incorporated the process of environmental education into the classroom curriculum was a matter of choice based on his/her perceived level of internal and external constraints. Recommendations were made that the Texas legislature mandate environmental education in the public schools. At present, the training of teachers, the availability of facilities and materials, and school-based support is inconsistent and inadequate based on the sample of fifth grade teachers in Education Service Center, Region X. Environmental literacy is the right of all of the citizens of Texas, not just the ones who have a teacher that is committed to providing it.