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dc.contributor.advisorIreland, Liza
dc.contributor.advisorLing, Chris
dc.contributor.authorVandendool, Lisa Christine
dc.date.accessioned2015-02-12T03:02:26Z
dc.date.available2015-02-12T03:02:26Z
dc.date.issued2015-02-11
dc.date.submitted2013
dc.identifier.urihttp://hdl.handle.net/10170/792
dc.description.abstractThis thesis project investigates the use of one elementary school's Professional Learning Community (PLC) as a means of increasing teachers' abilities and willingness to effectively integrate Environmental Education (EE) in their teaching practices. The study was conducted as an action research project. Teachers worked collaboratively to develop a learning project with a focus on environmental education, integrating multiple curriculum outcomes from Alberta Education's grade three Programs of Study with the intent to implement this project with their students. The PLC was found to be an effective vehicle for increasing teachers' awareness of and willingness to teach EE. It provided the space and time necessary for a more thorough exploration of EE and its importance within the Alberta provincial school system. The teachers were able to work together successfully toward a common goal and became more open to implementing EE by talking through concerns and focusing on commonly held values and objectives.en_US
dc.subjectaction researchen_US
dc.subjectcurricular integrationen_US
dc.subjectenvironmental educationen_US
dc.subjectprofessional learning communitiesen_US
dc.titleProfessional learning communities and the integration of environmental education into teaching practiceen_US
dc.degree.nameM.A. in Environmental Education and Communicationen_US
dc.degree.levelMastersen_US
dc.degree.disciplineSchool of Environment and Sustainabilityen_US


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