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dc.contributor.authorEllwood, Alison
dc.date.accessioned2018-11-01T22:00:29Z
dc.date.available2018-11-01T22:00:29Z
dc.date.issued2018-11-01
dc.date.submitted2018
dc.identifier.urihttp://hdl.handle.net/10613/8497
dc.identifier.urihttp://dx.doi.org/10.25316/IR-3055
dc.description.abstractThis case study explores how a weekly, interdisciplinary, school-based Nature Buddies program influences grade seven students’ ideas about leadership, kindergarten students’ response to place- based learning and teachers’ perspectives on integrating environmental education into curricula. By studying the impacts of learning and leading in the local natural environment, this research contributes to place-based, student-directed learning through leadership. Results are based on qualitative data collection through focus groups with students, student journals and work, teacher and student interviews, and teacher/researcher journal reflections. It was found that an interdisciplinary approach to environmental education with a leadership component positively impacted the motivation of learners; allowed new relationships to form with self, others and nature; created a shift in the control and flow of learning; and highlighted the need for time for appropriate implementation. Suggestions to improve environmental education in the urban public school context are discussed.
dc.subjectearly adolescent leadership
dc.subjectenvironmental education
dc.subjectinquiry-based learning
dc.titleNature buddies : students leading students in a nature inquiry
dc.date.updated2018-11-01T22:00:31Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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