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Adkins, Carol and Simmons, Bora. (2003). "Outdoor, Experiential, and Environmental Education: Converging or Diverging Approaches?" [|ED 467 713]
 * Drawing from the roots of Dewey's experiential, constructivist pedagogy, Adkins traces the history of environmental education, from its trunk of camping education, through the branches of experiential education, beginning with the [|Association for Experiential Education] (AEE). With the rise of environmental pedogogies, rooted in the [|Belgrade Charter] and the [|Tbilisi Declaration], these educational strands interweave to form the "superordinate goal" of environmental education: educating citizens about today's complex ecological problems, as a means to inculcate participation in anticipating and solving quality of life environmental problems. This overarching theme has been spun out into several [|goals] to develop when writing environmental curricula. This pedagogy is uniquely tailored for interdisciplinary curricula. (See e.g., [|North American Association for Environmental Education]).

American Forest Foundation. (1993). "Project learning tree." Washington, DC: Author. Bones, D. (Ed.). (1994). "Getting started: A guide to bringing environmental education into your classroom." Ann Arbor, MI: National Consortium for Environmental Education and Training. [|ED 373 981]

Braus, J.A., & Wood, D. (1994). "Environmental education in the schools: Creating a program that works." Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. (1-800-276-0462, Spanish version available) [[|ED 363 520]]

Brody, M. J. (1984). The floating lab research project: An approach to evaluating field programs. [|ED 260 911].

Connecticut Academy for English, Geography, and History. (1993). "The urban landscape: A multidisciplinary approach." [|ED 364 632]

Danzer, G. (2001). "Making a Community Interesting to Itself: Providing a Social Education through Urban History and Neighborhood Studies." [|ED 460 213]

Disinger, J. F. (1984). Field instruction in school settings. (ERIC Digest). Columbus, OH: [|ED 259 935]
 * Although field instruction is commonly considered an excellent learning environment, many obstacles exist that minimize its availability in schools, such as lack of planning time, lack of resources, failure of schools to assume trip risk, lack of class coverage, onerous school regulations, lack of administrative leadership, and excessive class size. Some teachers may not be willing to take on the additional demands required to plan and implement an outside-the-four-walls initiative. Further, pre-service teacher education does not emphasize methodologies for field instruction. Hence, although field instruction can increase student motivation in learning, especially repeated visits to a site, serious attempts to convince educators as to its educational value are lacking.

Engleson, D. C., & Yockers, D. H. (1994). "A guide to curriculum planning in environmental education." Madison, WI: Wisconsin Department of Public Instruction. [|ED 380 306]

Feldman, A. and Capobianco, B. (2000). "Action Research in Science Education." [|ED 463 944]

Ford, P. (1986). Outdoor education: Definition and philosophy. ERIC Digest. Las Cruces, NM: ERIC Clearinghouse in Rural Education and Small Schools. [|ED 267 941]
 * When written in 1986, no nationally recognized standard of outdoor education existed. Hence, Ford offers her definition of outdoor education as, "education in, about, and for the out-of-doors." Outdoor experiences range from the urban wasteland to the pristine wilderness, exhibit the interrelationships between human activity and environmental systems, and enhance students' cognitive, psycho-motor and affective skills. It means understanding, using, and appreciating nature. She distinguishes this type of education from environmental, conservation, camping, outdoor recreation, adventure, experiential, and nature education. Four principles guide the development of outdoor education:
 * 1) Instill an action-oriented/attitude-developing commitment of stewardship for natural resources.
 * 2) Comprehension of the interrelationships between human action and various ecosystems is prerequisite to making decisions about how to live in the world.
 * 3) "Stepping lightly" through nature, and knowing how to live comfortably in its environs.
 * 4) Outdoor education is a lifelong investigation.

Haury, D. (2000). "Education for Environmental Sustainability." [|ED 433 194]
 * Sustainable development includes consideration of the following elements: the relationship between environmental values and economic valuations, equitable distribution of environmental benefits and burdens both geographically and generationally, and defining "development" in terms of quality of life considerations. Obstacles to furthering sustainable development considerations in policy decisions are many, including the unprecedented challenges in sustaining a growing world population, the richest segment of which is consuming materials and energy at record levels, the lack of historical precedent of societies willing institutionalizing restraints in consumptive behaviors, and the necessity of redefining educational processes in terms of the role of human beings in the world. President Clinton's [|Council of Sustainable Development] and the the [|National Forum on Partnerships Supporting Education about the Environment] focused on six themes applicable to sustainability education:
 * 1) Lifelong learning
 * 2) Interdisciplinary approaches
 * 3) System thinking
 * 4) Partnerships between schools and their broader community
 * 5) Multicultural perspectives
 * 6) Citizen empowerment
 * Instead of prescribing sustainability content (teaching "about" the environment), or experiencing environmental issues (teaching "in" the environment), outcomes-oriented futures perspectives should be incorporated into teaching pedagogies (teaching "for" the environment). In this way, students would be instilled with a sense of responsibility and active pupil participation in resolving education problems. Given the magnitude of global environmental problems, schools should be viewed as components within education systems, leading to more informed decision-making among communities to build sustainable patterns of living. An example of one kind of implementations is described in the Izaak Walton League of America's publication, "[|Monitoring Community Sutainability.]" Another example is Zero Population Growth's publication, "[|People and the Planet: Lessons for a sustainable future."]

Haury, D. (2000). "Choosing Instructional Materials for Environmental Education. [|ED 433 195] This article is a primer of environmental links for the educator. The best ones are listed below. 1. Instructional Materials 2. Standards
 * [|Pembina Institute for Appropriate Development]
 * [|EELink]
 * [|Envirolink]
 * [|National Library for the Environment]
 * [|EPA Teaching Center]
 * [|EPA Environmental Education]
 * [|NASA Exploring the Environment]
 * [|MN Sharing Environmental Education Knowledge]
 * [|Environmental Organizations WebDirectory]
 * [|CA Education and the Environment Initiative]
 * [|Eisenhower National Clearinghouse] (pay service thanks to Bush)
 * [|National Council for Social Studies] (Global Connections & People, Places, and Environment)
 * [|National Science Education Standards] (Personal and Social Perspectives)

Hess, D. (2001). "Teaching Students To Discuss Controversial Public Issues." [|ED 547 106]

Indiana Department of Education. (1994). "Energy, economics & the environment." Indianapolis, IN: Author. [|ED 378 057]

Kilar, J.W. (1977). Urban history in the community college. ([|ED 134 279])

Knapp, C. E. (1996). Just beyond the classroom: Community adventures for interdisciplinary learning. Charleston, WV: ERIC Clearinghouse on Rural Education and ERIC Resource Center [|ED 388 485]

Landis, C. (1998) "Teaching Science in the Field." [|ED402154]
 * This short piece lists various research articles that describe how urban environments can be rich sources of field experiences. Field studies necessitate integrating curriculum across traditional subject areas, making this kind of inquiry tailor-made for designing curricula that promotes depth of understanding, the kind of curricula necessary for sustainability courses. The [|GLOBE] program is referenced as an example of science field studies.

Lisowski, M., & Disinger, J. F. (1987). Cognitive learning in the environment: Secondary students. Columbus, OH: ERIC/SMEAC. [[|ED 286 756]]
 * Traditionally, environmental education has focused on the affective, rather than the cognitive aspects of learning. This article highlights many studies which demonstrate the value of field-based instruction as a teaching technique, showing substantial achievement differences by students learning in a field-based environment, when compared against traditional classroom settings.

Matthews, B. E., & Riley, C. K. (1995). Teaching and evaluating outdoor ethics education programs. Vienna, VA: National Wildlife Federation. [|ED 401 097]

McCann, W. (1997). "Teaching about Societal Issues in Science Classrooms." [|ED 432 443]

Richardson, M., & Simmons, D. (1996). Recommended competencies for outdoor educators. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. [|ED 391 624]
 * Outdoor education is well suited to further the goals of constructivism, service, problem-based, cooperative, and interdisciplinary learning. Outdoor settings allow students to infer, hypothesize, analyze data and draw conclusions. Historically, camping education was designed to offers students structured experiences involving a challenge, a period of reflection to help students derive meaning from the experience, and an assessment activity. Weaving this camping pedagogy into more current sustainability paradigms, students should then be motivated to take an active part in environmental protection. Educators should include understandings of how natural systems interact with social systems. Outdoor setting can include weeds in a vacant lot, the fringe of a sewage treatment plant, as well as the traditional park. All of these places offer the student the opportunity to appreciate, explore and discover their own ideas, which can be shared collaboratively. Assessment should focus on cognitive, affective, and behavioral dimensions.

Yerkes, R. and Haras, K. (1997). "Outdoor Education and Environmental Responsibility." ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. [|ED 414 112]
 * Lectures disseminated in a classroom environment are not effective in bringing about ethical, behavioral change in students. "Knowledge-attitude-behavior change" models are more likely to be successful in outdoor education programs. Several studies in the article support this position. By furthering environmental education through outdoor experiences, students can recognize their environmental responsibilities and act upon them.