environmental education in action: how expeditionary learning

Meg Riordan & Emily J. Klein

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Teacher Education Quarterly, Fall 20�0

Environmental Education in Action:How Expeditionary Learning Schools

Support Classroom Teachersin Tackling Issues of Sustainability

By Meg Riordan & Emily J. Klein

Introduction “Changebeginsbecauseofyou!”readacalendarurgingactiontoendpollutiontotheChesapeakeBay.CreatedasafinalproductbyagroupofExpeditionaryLearn-ingSchoolteachersengagedinaprofessionaldevelopmentexperience,thecalendarsynthesizedone-week’sworthofimmersioninlearningabouthumanimpactontheChesapeakeBayWatershed.Thesescienceandmathteachersengagedinwatertest-ing,interviewedexperts,andconductedfieldworktoinvestigateenvironmentalissues

Meg Riordan is regional director/school designer with Expeditionary Learning Schools, New York City, New York. Emily J. Klein is an associate professor with the School of Education at Montclair State University, Montclair, New Jersey.

andproposesolutions.Someproducedpublicserviceannouncements,restaurantplace-mats,“harborbands”(avariationonSillyBandz,withshapeslikecrabs,rock-fish,andbottles),andthecalendarabove.Theteachers’enthusiasm was palpable; they were proud of theirworkandoftheirknowledgeinspreadingamessageofenvironmentalaction.Therealpower,oneteacherexpressed,“isintakingthisbacktomyownclassroomsothatmystudentsfeelthewaythatIdorightnow.” Astheanecdoteaboveillustrates,theenvironmen-taleducation(EE)movementhasmuchtocontributetoeducationalreformandmorespecifically,tohowweconstructeffectiveteacherprofessionaldevelop-

Environmental Education in Action

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ment.Literatureaboutenvironmentaleducationdefinesitinmultipleways,andforthepurposesofthisresearchweunderstandEEtobeacollaborationofcontentandpedagogythatengagesstudentsinastudyoftheenvironmentto“encouragebehaviorchangeandaction”(Thomas,2005).FundamentaltoEEarepedagogicalmethodsthatinclude:hands-onactivities,relevantsubjectmatter,andtopicsthatengagestudentsandencourageparticipation.EducationreformersrecognizeEEasaneffectivetoolincapturingstudents’enthusiasmforlearninginsubjectareasranging from math and science to literature (Lieberman, 1994). Research alsoindicatesthatEEpromotesthefollowingqualitiesinstudents:criticalthinking,problem-solving,leadershipcharacteristics,highacademicengagement,andhealthylifestyles(Archie,2003;NAAEE,2001). Environmentaleducationpedagogy isgrounded inaviewof teachingasa“creativeanddynamicprocessinwhichpupilsandteachersareengagedtogetherinasearchforsolutionstoenvironmentalproblems”(http://unesdoc.unesco.org/images/0010/001056/105607e.pdf).Howeveritisnotonlythestudentswhoneedsupportengaginginthissearchbuttheteachers—increatingdynamic,rigorousexplorationofenvironmentalissues.IanRobottom(1987b,1987c,1987d)promotesprofessionaldevelopmenttosupportteachers’pedagogicalapproachestoEE,whichdifferfromtraditionalteachingapproaches.Theseincludeinterdisciplinaryplanning,activeinvestigationoflocalissues,androbustparticipation—withstudents—inactivitiesaroundenvironmentalimprovement. Researchaboutprofessionaldevelopmentinenvironmentaleducationindicatesthatitcanbringaboutsignificantshiftsinteacherthinkingaboutenvironmentalissues(Shepardson,Harbor,Cooper,&McDonald,2002).Arecentstudy(Fleming,2009)identifiedkeyareasofneedforprofessionaldevelopmentinenvironmentaleducation;amongtheseare:involvingcommunitiesinenvironmentalandhealthinitiatives,networkingopportunitiesforteacherstosharebestpractices,strategiesandtechniquesforteachingstudentscritical thinkingskills,andintegratingEEintoK-12curriculum. However,manyteachers,whileinterestedinengagingstudentsinEE,strugglewithsuccessfulintegration,whetherintheclassroomorinconnectingstudentstoout-of-classroomfieldworkopportunities(Barnett,Lord,Strauss,Rosca,Lanford,Chavez,&Deni,2006;Orion,N.,&Hofstein,A.,1994;Shepardson,Harbor,Cooper,&McDonald,2002;Simmons&Young1993;Young&Simmons,1992;).Also,thereislittleresearchabouthowteachersdevelopandimplementcurriculumorusematerialsfromprofessionaldevelopmentexperiences. Thisstudylookedattheworkofanorganizationthatstrivestosupportteachersindevelopingenvironmentaleducationthat“promote[s]thedevelopmentofrespon-sibleandactivecitizenswhoareinvestedinenvironmentalissuesandsituations,andwhoareempoweredbytheirownershipofknowledgeandskills”(Hugerford&Volk,1990).


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Expeditionary Learning Schools ExpeditionaryLearningSchools(EL)isanationaleducationtransformationorganization that partners with new and existing schools—elementary, middle,andhigh—inurban,rural,andsuburbanareas.ELworkswithover150schoolstoincreasestudentachievement,promotestrongcultureandcharacter,anddeepenteachers’ practices: “The ELS approach promotes rigorous and engaging cur-riculum;active,inquiry-basedpedagogy;andaschoolculturethatdemandsandteachescompassionandgoodcitizenship”(www.elschools,org).AtthecoreofEL’scurricularmodelare learningexpeditions,whichare interdisciplinary, in-depthinvestigationsoftopicsgroundedinstatestandards. RootedinideasofprogenitorssuchasKurtHahn,JohnDewey,HowardGard-ner,andEleanorDuckworth,ELgroundsenvironmentaleducationinitstendesignprinciples,oneofwhichis“TheNaturalWorld.”Thisprincipleasserts:“Adirectandrespectfulrelationshipwiththenaturalworldrefreshesthehumanspiritandteachestheimportantideasofrecurringcyclesandcauseandeffect.Studentslearntobecomestewardsoftheearthandoffuturegenerations”(www.elschools,org).Thisprinciple, inconjunctionwith theothers (suchas“TheResponsibility forLearning”and“ServiceandCompassion”),articulatesthecorevaluesofEL,shap-ingschoolcultureandcreatingasolidmoralpurposeforteachersandstudents. Organizationally,ELstrivestomeettheneedsofEEprofessionaldevelopmentidentified inFleming’s (2009)studyabove.Professionaldevelopment institutesincorporateopportunitiesforteachersinthenationalnetworktosharepractices;facilitatorsdemonstratewaystoincorporateEEintoscienceandothercontentar-easacrossallgradelevels(throughsharingexpeditiontemplates),schoolcoaches(calledschooldesignersbyEL)modelpracticestoteachersthatpromotestudents’criticalthinkingskills,andELsupportsteachersinstructuringout-of-classroomexperiencesthatbringstudentsintothecommunity,inspireinteractionswithlocalexpertsandculminateinpresentationstoauthenticaudiences. ELoffersallnewlyhiredteachersatwo-week-longintroductiontoits–expedi-tions,andpromoteshands-on,experientiallearningthroughcontent-basedprofes-sionaldevelopment(Klein&Riordan,inpress).Theprofessionaldevelopmentplacesteachersintheroleoflearners,providinganopportunitytoexperiencecompellingtopics,activepedagogyandliteracystrategies,hands-onfieldwork,conversationswithexperts,andcreationofproducts(allcomponentsofexpeditions).Indebrief-ingtheprofessionaldevelopment,facilitatorstrytohelpteachersstepoutsideofthelearnerroletounpackandreflectonexperiencesinordertotransferandapplytheirlearningtotheirownclassroompractice. Thisresearchexploresenvironmentallysustainableschoolpracticesthroughacasestudyofhowoneschooldesign,ExpeditionaryLearning,providesteacherprofessionaldevelopment.Thisprofessionaldevelopmentpromotesenvironmen-tal-basededucationthataimstosupportteachersinlearningandteachingaboutecosystemsandthenaturalworldandhasasitsgoalanimpactonstudentexperi-


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enceandwork.Embeddedwithinthisstudy,andthefocusofthisarticle,aretwocasestudiesof teachersinurbanschoolsdevelopingandimplementingscienceexpeditions,aprimarypedagogicalpracticeintheELschooldesign.Thegoalofbothexpeditionswastoengagestudentsinexploringideasofsustainabilitywithintheircommunities,families,andthelargerworld. Weaskedthefollowing:

1.HowdoesELprovideteacherswithexperiencestodeveloptheknowledgeandskillsneededtoengageinactivitiesassociatedwithenvironmentallysustainablepractices?

2.WhatimpactdidELprofessionaldevelopmenthaveonteachers’cur-riculumandinstructioninenvironmentaleducation?Onstudents’experi-encesandwork?

Theoretical Framework Our theoretical framework is informedby twostrands.Both frameprofes-sionaldevelopmentthroughtheconstructionoflearningexperiencesforteachers.ThefirstemergesfromDarling-HammondandMcLaughlin’s(1995)researchonteacher professional development, which lauds “learner-centered professionaldevelopmentwhichinvolvesteachersasactiveandreflectiveparticipantsinthechangeprocess”(p.597).Theauthorssuggesteffectiveprofessionaldevelopmentreflectsthefollowingcharacteristics:(1)opportunitiesforteacherstoengageinhands-ontasks;(2)afoundationininquiry,reflection,andexperimentation;(3)collaboration;explicitconnectionstoclassroomteachingandstudents’learning;and(4)provideson-goingsupportandcoaching.Thisresearchoffersaconstructforthedesignofteacherprofessionaldevelopmentandwhatsuchteacher-engagementmightlooklikeinpractice.ItconnectsdirectlytoExpeditionaryLearning,whichoffersprofessionaldevelopmentthat“emphasizesactiveteachingandlearning”(http://elschools.org/design/index.html). ThesecondstrandofourtheoreticalframeworkborrowsfromtheCurriculum,SustainableDevelopment,Competences,TeacherTraining(CSCT)project(2008)whichoffersacurriculummodeltosupportteacherprofessionaldevelopmentthatintegratesenvironmenteducationforsustainabledevelopmentintotheircurricula.Thismodel(SeeFigure1)envisionstheteacher’sprofessionalroleasless“commu-nicatorofknowledge”andinsteadasanindividual“inadynamicrelationshipwiththeirstudents,theircolleagues,andthewidersociety”thatis“confrontingissuesofsustainability”(p.27).Todoso,particularcompetenciesareneeded:knowledge,systemsthinking,emotions,ethicsandvalues,andaction.Thosecompetenciesarefurtherinfluencedandinformedbyanotherlayerofskills, including“teaching,reflection, and networking” (http://www.ensi.org/mediaglobal/downloads/Publi-cations/303/CSCT%20Handbook_11_01_08.pdf).The relationship between the


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professionaldimensionsandcompetenciesoffersusadynamiclensthroughwhichtoexaminehowteacherscreateinterdisciplinarystudies,formulatetheircurricularvisionsofEEandsustainability,fosternetworkingopportunities,andorientstudentstolocalandglobalissues. The twoaspectsofour theoretical frameworkare tightly linked.WelocateprofessionaldevelopmentasdefinedbyDarling-HammondandMcLaughlinwithinthecontextofCSCT’smodelonteacherlearning,competencies,reflection,andnetworking.What teacherslearn(theCSCTcompetencies)andhowitplaysout

Figure 1Dynamic Model for ESD Competencies in Teacher Education


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intheirclassrooms,schools,andsocietymatters.WeuseDarling-HammondandMcLaughlin’sresearchtomakesenseofhowthatteacher-learningoccurs.

Methods Thisstudyusesqualitativecasestudymethodsasameansoffocusingdeeplyonthelearningexperiencesoftwoteacherswithinanorganization.Itallowedustolookatwaystheirprofessionaldevelopmentexperiencesinfluencedobservableclassroomworkanddevelopedcurriculum.Casestudymethodsallowforacloseexaminationofthemulti-facetedexperiencesofasingleinstance(Stake,1997),which seemed particularly important in answering questions that tried to tracetheinfluenceofprofessionaldevelopmentthroughteacherscurriculumdesigntoclassroompracticeandstudentexperience.Casestudiesalsomakeuseofdirectobservationandsystematicinterviewing,whichallowedusaccesstoprofessionaldevelopmentexperiences,teacherclassroomsandtotheteachersthemselves(Yin,1994).Thisparticular study focusedon twoScience teachers inExpeditionaryLearningSchoolsinalargeNortheasterncity.

Setting WeexploretwoELscienceclassroomsengagedinenvironmentaleducation-focusedexpeditions.A7thgradescienceclassroomstudiedtheguidingquestion,“WhatSustainsUs?”throughacase-studyinvestigationoffood,farms,andcommunitygardens.A9thgradescienceclassengagedinanexpeditiontitled,“SurvivalintheCity,”andconsidered“thevalueofresources”and“whywateriscriticalforlife.”The9thgradeclass’sexpeditionservedasthefoundationalexperiencethatfurtherlaunchedawholeschoolinitiativetotargetstudentandcommunityhealththroughraisingawarenessof“urbanfooddeserts,”plantingaschool-garden,andpartneringwithlocalorganizationstopromoteandsustainaccesstohealthyfood.

Participants ParticipantsweretwoELScienceteachersworkinginurbanpublicschools;oneismaleandtheotherfemale,andbothareintheirmid-30s.Wendyhasbeenteachingsincethelate1990’s,andLeehasbeenteachingforsixyears.

Wendy.WendygraduatedfromcollegewithadegreeinnutritionalscienceandshortlyafterwardsjoinedthePeaceCorps.Uponreturningfromabroad,shewasinvitedtojoinaPeaceCorpsteachingfellowsprogramatColumbiaandbecameasecondaryschoolscienceteacher.Herfirstteachingjobwasinaconventionalpublicschool.Wendy,alongwithherformerassistantprincipalandtwootherteachers,thenbecamefoundingmembersoftheirELSchool.Wendytypicallyengagesintwolargeexpeditionswithherstudentsduringtheyear,oneinthefall,andoneinthespring.Shesaysthatabout60%ofhercurriculumisprojectbased,andtoldusthatthedifferencebetweenproject-basedandexpeditionbasedlearningisthatin


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projects,“nootherteachersareinvolved.”Expeditionsinvolveotherteachersasan“integralpartofit.” Theexpeditionthatwasapartofthisresearchwasgroundedinthequestions,“Whatsustainsus?”and“Doweneedafoodrevolution?”ItfollowedonasocialstudiesunitontheAmericanRevolutionandstudentssimultaneouslywereworkingonpoint-of-viewwritinginanEnglishclass.Inclass,studentsreadaloudfromMichaelPollan’sOmnivore’s Dilemma,watchedclipsofJamieOliver’sFood Na-tion,grewvegetablesinalabgarden,andmadeatriptoalocalnaturemuseumtogrowherbs.Theyworkedonproductsthatincludedapoint-of-viewessayaboutahamburgertravelingthroughthedigestivesystemandahealthyeatingbrochurethatwashandedoutatalocalfarmer’smarket.Theyalsowroteanessayaboutwhetherornotwe,asasociety,needafoodrevolutionusingevidencefromthetextstheyhadreadandviewedthroughouttheexpedition.Studentspresentedtheirfinalproductstotheirparents,teachers,staff,andcommunitymembers.

Lee. Leehasbeenteachingforthepastsixyears.Leegraduatedfromcollegewithamajor inbiochemistryandaminorcomputer science.He then receivedaMasterofScienceinbioengineeringandis“allbutdissertation”inadoctoralprograminmolecularbiophysics.Hebeganteachingmathandscienceinthecityin aprogressive school,meaning thatwhenhecame to theELSchoolhewas“usedtointerdisciplinarywork,portfolios,andreal-worldconnections.”Aftertheschoolexperienceda“phaseout,”Lee’snextmovewastoleavetheclassroomandenteraPh.D.program,butherealizedit“wasn’tforhim.”Ayearago,hefoundhimselflookingtoteachinaschoolthatwas“compatiblewith[his]philosophy,”ofeducation,involving:“experientialeducation,adventure,andrisk.”HeappliedtoanELschoolanddiscoveredthatitwasa“goodfit.”HehasbeenteachingatthisELschoolforone-year. Lee’sexpeditionwastitled“SurvivalintheCity”andengagedstudentsinaninterdisciplinary exploration that considered the guiding questions: “Who willsurvive?”“Whyiswatercriticalforlife?”and“Howdowedeterminethevalueofresources?”Specifically, thisexpeditiontargetedkeystandardsthat includedconceptssuchas:

•Thescientificmethodisessential tomakingrationalandresponsibledecisionsaboutprotectingandpreservingtheplanet.

•Theabilitytocriticallythinkaboutanissueandthoughtfullyinterpretin-formationisnecessarytoguideindividualandglobaldecision-making.

•Waterisafiniteresourcethatisessentialforbasichumansurvival.

•Everyenvironmentaldecisionhasasocial,economicandpoliticalimpact.

StudentsinthisinterdisciplinaryexpeditionengagedinbookclubsthatincludedtextssuchasThirst: Fighting the Corporate Theft of Our WaterandParable of the


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Sower,adystopianbookonwaterscarcity,localfoodproduction,politics,povertyandsustainability.Theyconductedfieldworkinwhichtheypartneredwithlocalscientiststotakewatersamplesfromlocalrivers,analyzedata,createlabreports,andcraftaculminatingproduct:publicservicecampaignstoraiseawarenessandpromotepotablewateraroundtheworld.Additionally,akeyproducttoemergefromtheexpeditionwasstudents’developmentofagranttostartaschool-widecommunitygardeninitiativeontheschoolgrounds.Asaresultofstudents’efforts,the2009-2010schoolyearsawtheestablishmentofatargetedgardenprojectman-agerposition,staffedbyaformerELteacher,Hannah.Inthisrole,shecarriedtheexpeditionforwardbybuildingconnectionswithlocalorganizationsandsupport-ingteachersincreatingauthenticconnectionsfromthegardentotheirclassrooms.Hannahbelievesthatthegardenallows“accesstomultiplecontentareas,”and“hasanimpactonthecommunity,”since“kidscanchangetheirenvironment.”

Data Sources Interviews.Interviewsareakeysourceofdatainqualitativecasestudiesastheyassistresearchersinunderstandingtherecountedexperiencesofthepartici-pants(Bogdan&Bilken,1998;Lincoln&Guba,1985).Weconductedtwoone-hoursemi-structuredinterviewswitheachparticipantandsingleinterviewswithadditionalstaffmembersinvolvedinprofessionaldevelopmentforatotalof10interviews.InterviewsweretranscribedanduploadedontoAtlasti,aprogramusedforqualitativeresearchdatastorageandanalysis.

Site Visits.Weconductedsitevisitsofapproximately20daysofprofessionaldevelopmentandnetworkingactivitiesthroughoutthethreemonthsofdatacollection.Inadditionwespenttwoormorefullschool-dayswitheachofourparticipantsatapre-definedtimeoftheirchoosing.Wecompiledfield-notesduringallobserva-tions.ThesenoteswerethentransferredtoanelectronicformatandloadedontoAtlasti.

Documents.Weaccesseddocumentsfromvariedsources.Wecollectedthreeyearsofmonthlynewslettersrelatedtoprofessionaldevelopment,materialsgiventoteachersduringprofessionaldevelopmentsessions,curriculummaterialswrit-tenbyteachers,studentwritingandprojectsamplescollectedbyteachers,teacherreflections from professional development sessions, professional developmentagendasandplanningmaterials,andSchoolDesignerfield-logsaboutcoachingthetwoscienceteachers.

Data Analysis WebegandataanalysisbycraftinginitialcodeswhileinputtingdataintoAt-lasti.Thesecodesreflectedournascenttheorizingaboutthedataandwecreatedanalyticmemostodeepenourunderstandingsofthesecodes.Thisearlywritingandanalysishelpedusbeginidentifyingcategoriesforthedata.Aswecompleted


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data collection we revisited our data and solidified codes, defining each. Bothresearchersreviewedalldataandcodes.Wetriangulatedourdatainordertofind“convergence[s]ofinformation”(Creswell,1998,p.213).Lastly,aspositedbytheliterature,weconductedmembercheckswithourparticipants (Creswell,1998;Lincoln&Guba,1985).Thisallowedusnotonlytoconfirmourfindings,buttoprovideuswithanadditionalsourceofdata.

Findings InthissectionwehighlightthekeycomponentsofELprofessionaldevelopmentthatareparticularlyimportantinsupportingteacherswhoengageinenvironmentaleducationteaching.WethenexplorethewaysinwhichthetwoteachersnarratedtheirexperiencesofdevelopingknowledgeandskillstargetingEEintotheirpracticesandwhat—ifany—impactthePDhadontheircurriculum,pedagogy,andstudents’experiences.WediscoveredfourkeyaspectsofELprofessionaldevelopment:im-mersionintoreal-worldtasks,inquiry-basedlearning,ongoingsupportatschoolviacoaching,andconnectiontoabroaderworldthroughauthenticaction.

Real-World Tasks Researchonprofessionaldevelopmentinenvironmentaleducationsuggestionstheimportanceofteachersdoingfieldresearchthemselves(Barnett,Lord,Strauss,Rosca,Langford,Chavez,&Deni,2006;Meichtry&Smith,2007;Shepardson,Harbor,Cooper,&McDonald,2002).Aspreviouslymentioned,thediscomfortthatmanyteachershavewithfieldinvestigationsisoftenareflectionoftheirownlimitedexposuretorealworldenvironmentaleducationalexperience.Sherpardson,Harbor,Cooper,andMcDonald(2002)writethat,“Theimplicationforteacherprofessionaldevelopmentisthatit iscriticaltoactivelyengageteachersininvestigatingtheenvironmentthroughdesigningandconductingtheirownenvironmentalresearchprojects,at thesame time integratingenvironmental sciencecontent toexplaintheirresults”(p.35). AllEL teachers entering into a school are required to attend two summerinstitutes,titledSecondarySchoolsWeekIandII.WeekIcentersonimmersingteachersinacondensed“slice”ofascienceorhumanitieslearningexpeditionwithembeddedliteracypractices,specificallyreaderandwriter’sworkshopmodels.Par-ticipantsexperiencecompellingcontent,engageinworkshopstobuildbackgroundknowledge,conductfieldwork,createproducts,presenttoauthenticaudiences,anddebrief/reflectontheactivepedagogystrategiesmodeledintheteachingoflearningexpeditions.WeekII isdesignedtofocusmoredeeplyonothercharacteristicsandstructuresofELsecondaryschoolsrelatedtoassessment,gradingandreporting,curriculum,andotherpragmaticstructuresuniquetotheELmodel. HavingattendedWeekIin2009,Leeexplained,“ThesliceinBaltimorewasmyfirstimmersioninEL.Wedidwhatweexpectedourstudentstodoinclass.I


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feltlikeitwasbeneficialandcompatibletomyteachingandlearning.”Headded,“Itwasreallymeticulousandthoughtful.Westartedwithamysterypiecetomakeeveryonecuriousaboutthecontent.Irememberexperiencingfieldworkandexpedi-tionintruestsense-learningthroughserviceandcreatinganauthenticproduct.”Lee’ssliceofanexpeditioncenteredonwatersheds,investigatingquestionssuchas,“Whataretheuniquechallengesfacingurbanwatersheds?”and“What’smyimpactonawatershed?”TeachersanalyzedtheimpactofurbanizationonBaltimore’swatersheds,visitedlocalwatersheds,conductedwater-testingandanalyses,learnedaboutimpervioussurfaces,andcreatedaneducationaloutreachproducttoinformcitizensaboutwhattheycandotohelpreachthegoalofaswimmable,fishable,andtrash-freeharborby2020.SuchtasksreflectDarling-HammondandMcLaughlin’selementsforeffectiveprofessionaldevelopment.Leecorroboratesthisthroughareflectiononhisexperienceandhowittransferstohisclassroompractice:

[MyELsliceofanexpedition]wasatrueone.Theoneswe’vedoneatschoolhaven’tbeenasgoodasthat.Wehavesomeofthecomponentsoftheexpedition,butneverallofthem—liketheservice.Ourproductsaren’tasauthentic—kidsaren’talwaysdoingsomethingbeneficialforsociety.

Hisobservation—onthelackofactioninhisownclassroom—recallstheCSCTmodelofteacherprofessionaldevelopment,whichencouragesteacherstosupportstudentactionbasedonanalyzingtheethicalimplicationsoftheenvironmentalissuesstudied.ThisrepresentsagapbetweenLee’sPDexperienceandtheexperi-enceheconstructedforhisstudents(whetherduetotimeorplanningchallenges).However,theschool’sbroaderworkonaschoolgardeninitiativeillustratesawayinwhichtheschoolcommunitytackledthischallengetorichresults.Hannah,thegardenprojectmanager,expressedinaninterview:

Everyonewasworkingforacommongoal;weincludedeveryone—newstudents,EnglishLanguageLearners,kidsofalldifferentabilities…itwasatruespectrum!Duringthestudents’presentations,theygottoseeotherkids’work,andtheywereblownaway!Theycouldn’tbelievehowmuchtheyhadproduced:Imean,theyweregettinginthenews,onTV,peoplewerebloggingaboutit,andstudentswerethrilled!And,alloftheproductswereauthentic.Someofthestudentsplantedseeds,somesilk-screenedT-shirts,somecreatedamuralthat’smountedincourtyard.It’srealELpractice—wellthoughtoutandimplemented!Studentsalsogainedaccesstodifferentcontentthroughthegarden,andfeltliketheyhadanimpactonthecommunity.

UnlikeLee,Wendywaslessimpressedwithherinitialscienceslice(shelaterexplainedshewasoneoftheearliestparticipantsinanewslice,wellbeforetheprofessionaldevelopmentexperiencehadbeencodifiedbytheorganization).How-ever,shefelttheprofessionaldevelopmentexperienceprovidedthe“backboneoftheproject.”SimilartoLeeandHannah,Wendyalsorecognizestheneedtocreatereal-worldconnectionsforstudentsinordertodeepentheirlearningexperience.Sheelucidates:


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…transferenceisreallyimportanttome.Inanexpedition…Iwasneverinthisbuilding…I was doing water-testing every day. But the kids—their commentwas‘Iactuallyfeellikeascientist,IfeellikeI’mdoingsomething,I’mmakingsomething,I’mnot justsittinginaroomwithsomeonetalkingatme,Imadethis,andnowI’msharingitwithallofyou.’So…withthisone…it’sthatpam-phlet—LookImadethisandnowI’mgivingittothesepeopleandthey’rereadingitandlookmyworkdidsomething—itlefthereandit’sinmycommunitynow.It’snotjustinthisbuilding—someoneelseistakingit.Andit’sthatthatIwantthemtoget—thefeelingthattheycanmakesomethingorbuildsomethingthat’sbeyondthesewalls.

BothLeeandWendyhadexperiencesinprofessionaldevelopmentthatunder-scoredtheimportanceofrealworldexperiences.WhileLeefeelsheisnotalwaysabletofullytransferthattohisownclassroom,heisabletoreflectonthedistancebetweenwhathehasseenaspossibleandwhatheiscurrentlyabletoachieve.Theprofessionaldevelopmentexperiencegavebothteachersamentalimagethatof-fersaframeworkforreflectionandcanthereforehelptoguidetheirpractice.TheCSCTmodelhighlightstheimportanceofreflectionasacriticalteacherskill;ourinterviewsandobservationsofprofessionaldevelopmentactivitiessuggestthatELprofessionaldevelopmenthelpedtobuildthatskillboththoroughthosementalim-agesandframeworksandthroughthedebriefingsessionswediscussfurtheron.

Inquiry-Based Learning AsexplainedintheNationalScienceEducationStandards(1996)professionaldevelopmentatitscoreisabout“learningscience,learningtoteachscience,andlearningtolearn”(http://www.nap.edu/openbrook.php?record_id=4962&page=58).ELprofessestopromoteteacherprofessionaldevelopmentthatis“activeandchal-lenging”andsupportsteachersinengagingtheirstudentsin“longterminvestigationsofimportantquestions”andcompellingtopics.InPD,asLeerecountsabove,teach-ersthemselvesarehookedintocontentinvariousways:amysterypiecetoinspireinquiry,hands-onactivitiesandtextstobuildknowledge,connectionstofieldworkandexpertstonetworkideas,andcollaborationtocraftoutstandingproducts.AsDarling-HammondandMcLaughlintellus,qualityprofessionaldevelopmentmustbegroundedininquiry,particularlyif,astheCSCTmodelsuggests,teacherswanttohelpstudentsinquireaboutsustainabilityandtheenvironment. Leeacknowledgesthatcreatingcuriosityisakeypieceofengagingstudents,andastrategyheexperiencedinPD:“ELiscompatiblewithmyphilosophyoninquiry,adventure,andrisk—Ithinkkidsneedtoexperiment.I’veseeninquiryworkwithkidswherethey’reabletoconstructtheirownmeaning.Ilikethewayitworks.”Engaginginalearningexpeditionhighlightshowinquiryemerges.Wendyelaborates:

…Welookedatdataanddecidedifthissoilwasgoodforplants.It’saboutwhattheyeatandhowit’sgrown.Ifwhattheyeataffectstheirbodiesandwhotheyare,andtheheavymetalsinthesoilarehigh,theythought,“No,no,no!”The


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learningexperiencesweregivensotheywouldgettothisontheirown.That’swhyinquirytakesalotoftime.

Wendyalsoframesherteachingthroughguidingquestions,suchas“Whydoweneedafoodrevolution?”whichdrivesstudents’explorationsofcontent.WhendiscussingWendy’sgrowthasateacheroverheryearsworkingwithELandthroughthedifferentformsofELprofessionaldevelopment,theschoolinstructionalguide,Ben,describedWendy’s“paradigmshift”intermsof“howteachingandlearninglookinscience.”WeknewfromtheCSCTmodelthatthiswassignificant;Wendyhadmadea shiftaway frombeing the“communicatorofknowledge.”AsBenexplainsbelow,thisshiftallowedhertofurtherencourageinquiry-basedpracticeinherclassroomthatisatthecoreofELpedagogy.Practiceofthiskindrequiresabeliefinthepowerofstudentquestions:

She’sseenhowrichtheexperienceisforthekidsandhowarticulatethekidscanbewhentheyhavethoseexperiences.Whenshesawwhatthekidsweredoingshewasabletochangeherthinking...Youcanletgoofsomecontrolofthecurriculumbecauseitsnatureisinquiryforscience.Kidswillautomaticallyaskthosequestionswhenyouletthem…Itrequiresanincredibleleveloffaithinkids…Ihavetobelievethatonekidisgoingtoasktherightquestion.Andthenyoustarttothinkaboutyourwholeclassroomdifferently.It’ssharedcontrolinsomewaysandit’sreallythistonoffaithinkids’abilitytodrivetheirownunderstanding.

Understandingthatinquiryisnotjustapedagogicalpractice,but,infact,aphilo-sophicalshiftintermsofhowteachersunderstandkidsleadstodifferencesinhowtheyorganizeenvironmentalscienceclassrooms.TherewassomeevidenceofthisinthestudentworkfromWendy’sclassroom.TheclassroomwasdottedwithconceptmapsaboutideasrelatedtoTheOmnivores Dilemma thatincludedquestionsandexplorationsofconceptsrelatedto“corn”and“obesity.”Observationdataemphasizeastrongerfocusonproductsthanoninquiryalthoughtherewasinsufficientdatatomakeclearwhichdrovewhat—theproductsortheinquiry. WhileitwascleartousthatinquirywasanessentialcomponentoftheELprofessional development workshops and slices that helped teachers to see itscentralityinenvironmentaleducation,itisclearfromBen’sdiscussionofhisworkwithWendythatforittobeeffectivelyimplementedinpracticeongoingsupportwasnecessary.

Ongoing Support ThecontentknowledgeandinstructionalstrategiesneededtobeaneffectiveScienceteacherarenotstatic.Understandingtheprocessoflearningisalsocontinu-allydeveloping,requiringthatteachersbeinvolvedinconsideringnewapproachestoteaching,assessment,andcurriculum.Researchindicatesthatprofessionaldevelop-mentispotentwhendeepenedthroughon-goingcoachingsupportandcollaborationwithcolleagues(Ball&Cohen,1999;Darling-Hammond&McLaughlin,1995;


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Hawley&Valli,1999;Lieberman&Grolnick,1996;Lieberman&McLaughlin,1992;McLaughlin&Talbert,2001;2006;WarrenLittle,1999;Wilson&Berne,1999).EEteacherswhohaveengagedinprofessionaldevelopmentrequireongoingsupportinthe“professionaldimensions”describedintheCSCTmodelinordertosustaineffortinthesepractices,inparticulargivenhowdifferentsuchpracticesmayseeminthefaceoftheircolleagues(Barnett,Lord,Strauss,Rosca,Longrod,Chavez,&Deni,2006;Meichtry&Smith,2007). Beyondnationalandregionalinstitutes,ELalsoprovidesschool-basedprofes-sionaldevelopmentthroughatwo-prongedapproach.Oneprongisintheformofaninstructionalguide,anon-sitecoachwithafocusonsupportingteachers’implementa-tionoflearningexpeditions—andthecurriculumplanningandactivepedagogythataccompaniesthem.Thesecondlayerisaschooldesigner,generallyon-siteone-to-twodaysperweek,whonotonlyfacilitateswhole-staffprofessionaldevelopment(designedjointlywiththeinstructionalguideandschoolleadership),butalsocoachestheinstructionalguideandteachers,bringingalignmenttotheschool’sprofessionaldevelopmentplan,strategicplan,andothermeasuresofaccountability. BothWendyandLee identifiedon-site support as critical inhelping themtransfertheirprofessionaldevelopmenttoclassroompractice.Forinstance,Leeexpressed,“Theschooldesignerandinstructionalguidefacilitatedtheexpeditionplanningconversationandthenitgainedtractionwiththedevelopmentofourschoolgarden.Thegardenbecamemetaphorforthecityandhowtomakesustainable.”Wendyconcurred,notingthatsheworkedwiththeinstructionalguidetoconstructtheexpeditionandidentifyresources.Inaddition,sheofferedakeytoon-the-groundplanningsupports,explaining:

Fridayswestayuntil3and…wemeetasafacultyandwe’retaught:firstwegottowatchanactuallessonbeinggivenbysomeoneandthenwebrokeitdownforeachofthesteps,what’srequired,whyisitimportant,howdoweuseit,andthenwegottotakeourlessonsthatwe’ve[the7thgradeteam]writtenandchangethemtogetherasagrouptomakethemfitintothegradualreleaseofresponsibility[Ido,wedo,youdo]model.

Wendyassertedthatthisprofessionaldevelopmentinfluencedherpractice,elabo-rating,“Itmotivatedmetorewritemylessons,toredootherthingsorfigureouthowtomakeitworkbetterand…itmadememuchmoreefficient.”Herreflectionechoesthetheoreticalmodelsinformingthisresearch:thatteachereffectivenessinenvironmentaleducationreliesuponreflection,ongoingsupport,andcollaborationwithanetworkofcolleagues.Shepointstoco-operativeplanningamonggrade-teammembers,whichoffersanopportunitytosynthesizeconceptsandskillsfrommanydisciplines.Suchisthepermeability,oreventhebreakingdown,ofsubjectboundariespromotedbyenvironmentaleducation. Theworkoninquirydescribedabove,socriticaltothekindofenvironmentaleducationthatfostersbehaviorchangeandaction,requiresongoingsupport,par-


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ticularlyfornewELteachers.EarlyonBenworkedcloselywithWendyondesign-ingandimplementingexpeditionswhilenow,hetoldushisworkislargelyintheearlystagesofexpeditiondevelopment.Forthisparticularexpeditionhehelped“coachherthroughhowtocomeupwithabigenoughquestion.OnceIdothatwithhersherunswithit.Ithinkshe’sgettingclosertodoingthatbyherself.Idotonsofthinkalouds.Whatcanwetapinto“rightnow”?SoIstartwiththat.”Thiskindofcoaching,coupledwithanemphasisonenvironmentaleducationfocusedoninquiryhelpsanELteacherfosteracommunityofinquiryinherclassroomamongherstudents. Bothpiecesofourtheoreticalframeworkemphasizetheimportanceofrela-tionships,fromcoachingtonetworkingandcollaboration.Throughoutthestudyandthedevelopmentandimplementationoftheseexpeditionsweobservedhowtheserelationshipsoverlappedandworkedtogether;collaborationwithcolleaguesandnetworkingwithlocalcommunitygroupswereparticulartoenactingexpedi-tions,butthecoachingrelationshipworkedtosupportourparticipantsbothwiththecreationoftheexpeditionsaswellastheday-to-dayteachingofthem.ThisisalignedwithDarlingHammondandMcLaughlin’sresearch,whichidentifiescoachingasanessentialsupportforeffectiveprofessionaldevelopment,butourresearchfindingsalsoindicatehowcomplexandlayeredthatcoachingneedstobetoprovideacoherentandthoughtfulexperienceforteachers.

Connection to a Broader World through Authentic Action Research suggests that teacher professional development in environmentaleducationshouldinvolveparticipants“intheactiveinvestigationandameliorationofthe realworldproblemsofrelevancetothecommunitiesinwhichtheyteach”(http://unesdoc.unesco.org/images/0010/001056/105607c.pdf).Teachersshouldthenencouragestudentstobeactivelyinvolvedinsolvingrealworld problemsaspartofanenvironmentaleducationcurriculum.Learninghowtodothisiscomplex,andaportionoftheELsliceisdedicatedtoexperiencingthekindofactivistorientedenvi-ronmentalworkthatthetwoteachersherehavetriedtoconstructfortheirstudents.Forexample,thissummer,teachersstudiedthedynamicsofthehydrologiccyclewithanemphasisontheChesapeakeBayWatershedandtheBaltimoreHarbor.Thefieldworkinvolveddatacollection,observations,andwaterqualitymonitoringtoinvestigatehowhumansimpacttheirenvironment.Alongwithextensivetextmaterialsandtheuseoflocalexpertstheteacherscreatedaneducationaloutreachproducttoadvocateforaswimmable,fishable,trash-freeharborby2020. Throughouttheexperience,teachersshiftedbetweentworoles:studentandteacher.Whileimmersedasstudents,theylearnedrichsciencecontentfacilitatedthroughactivepedagogystrategies;whilereflectingasteachers,theydebriefedtheexperiencesandconsideredhowtheymighttransfertoclassroompracticeoradapttobetterfittheircontext.Thisshiftingbetweenstudentandteacher“hat”(seeKlein&Riordan,inpress)throughoutprofessionaldevelopmentiskeytohelpingteachers


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buildreflectivecapacityandmoreeffectivelyconstructintentionalenvironmentalcurriculum. Wendyfeltthemostimportantworkherstudentsdidwaswhenshelinkedstu-dents’learninginher7thgradeScienceExpeditiontothebroaderworld.Shedescribedthelearningthatcameoutofstudents’brochurescreatedtohandoutatthefarmer’smarketaswellastheiressaysonthequestion“Doweneedafoodrevolution?”

Themostpowerful[outcome]Ithoughtweretheconnectionsthattheymadetothemselvesandthentherealizationofhowunhealthysomeoftheirdietsarebasedonfamilytime,whentheyeat,andwhoishome.Theydidareallygoodjobofconnectingittopeople’sschedulesasopposedtomoneyoranything-justwheretheylived,wheretheywerelocated,andwhatwasgoingoninpeople’slivesandhowtheywereforcedtoeatthiskindoffoodbecausenobodywashometocookforthem.Thisiswhattheywereabletomakeontheirown…

WhileWendy’sstudentswereclearlyabletodosomeimportantthinkingaroundtheideasoffood,nutrition,andsustainability,therewerelimitationsintermsofthekindofactionshefeltsheandherstudentscouldtakewithintheirexpedition.AtonepointWendysuggestedthatwhileitmightbeinterestingforstudentstoexaminethefoodintheschool’scafeteria,

…itdidn’tseemrighttoletthemthinkthattheyhadsomechanceinchangingthatwheninfactwedon’t.There’snothinginmypowerthatwouldenablethemtomakeanyrealchangeorimpactintheschoollunches,atleastnotyet.Wecanlookatthem,wecantalkaboutthem—maybeitwillhelpinfluencetheirfoodchoicesintheschoollunchbutIcan’tmakeachangeinthatrightnow.

Whatwasuncleartouswaswhytheprojectcouldnotmoveinthatdirection.Itseemedagenuineopportunitygiventhe“revolutionary”natureoftheinquiry,butthereseemednospaceforinitiatingaction.And,infact,perhapswaryofopeningacanofwormsbeyondhercontrol,Wendyneverlookedatortalkedaboutschoolluncheswithherstudents. Leeindicatedthatheobservedashiftinhisstudents’engagementwhentheybegantointeractwiththebroadercommunity.InhisexpeditionLeefirstcreateda“needtoknow”byposingthequestion,“WhycanIdrinkthewaterthatfallsfromtheskybutcan’tdrinkthewaterinthelocalriver?”StudentsthenlearnedcontentsimilartothatwhichLeehimselfexperiencedintheELSchoolsInstitute.Theycollecteddatawithexperts,investigatedpollutedwaterinthelocalarea,madeconnectionsbetweenhumanactionsandimpactonecosystems,consideredhowindividualchoicesandsocietalactionscancontributetoimprovingtheenvironment,andexploredscientificinnovationsformakingpotablewateraccessibleworld-wide. Leeshared:

TowardsthemiddleandendoftheExpedition,whenIwastakingkidstoplacesIsawthemaskingquestiontoactualpeople—farmers.Theyaskedaboutthequalityoffood,whereitwasgrown,andthenthefarmersrespondedbackwithtechnical


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details.Thekidsarenowwillingtoaskgoodquestionsandareabletoconnecttodifferentclassesandthecommunity.Ithinkthatwasimportanttome—thecontentwas important,butmore importantwere theconnections inclassesandworldaroundthem.Forkids,it’shardtoseeconnectionsinthingsabstract—studyingtheenvironmentallowsthemtoseeitforreal.

Thereareanumberofsignificantaspectstotheseinteractions:Leeexhibitsthe“faith”inkidsthatBendescribes—thattheywillaskrealquestionswhenfacedinauthenticcontextswithpeoplewhohaveinformationtogivethem.Intheac-tionofcreatingauthenticexperiencesthatconnectstudentstoabroaderaudience,hepromotedaccountabilityandstudentsresponded.Lee’sexpeditionaskedthestudentstoseethemselvesasactivecitizensintheircommunitiesandinthelargerworld—atrueinterconnectedsystem.InthecreationandenactmentofthefinalproductsweseetheheartoftheCSCTmodelinaction—theconnectionofthecompetenciesinfivedomains:knowledge(aboutthehydrologiccycleofclimateandwater,toxicity,andadvocacy,action(plantingthegardenandpartneringwithlocalorganizations,values(aboutthevaluesofsustainability),emotions(relatedtohealthandsustainability),andsystemsthinking(throughunderstandinghowpiecesareinfluencedwithinthewhole—suchasecosystemsorhumanactions)situatedwithintheoverallteachercompetencies:teaching(onadailybasisbutinawaythatwaslessaboutteacheras“communicatorofknowledge”andmoreasteacherengagedindynamiccollaborationwithstudents),reflecting/visioning(bothbeforewithELsupportstaffandotherteachers/staffwithinthebuildingandthroughouttheexpedition),andnetworking(withotherteacherswithintheschool,supportstaffwithinEL,andlocalorganizations)—allcompetenciesLeehadtodrawontodothisworkeffectively. Itbecamecleartheculminationoftheexpedition—presentationstooutsideaudiencesandlaterdevelopmentoftheschoolgarden—wasessentialinimpactingstudentworkandhelpingthemtoconnecttoabroadercommunity.Whatseemedtomotivatestudentstoinquireandconnectcontentthroughoutmultiplesubjectareaswaswhenmeaningfulactionbuiltwithintheprojectrequiredthis.

Implications Our research yields a number of implications on various policy levels forprofessionaldevelopmentinenvironmentaleducation.Atitsheart,professionaldevelopmentinenvironmentaleducationshouldinspirecuriosity,beparticipatory,andpractice-based.Itshouldencouragetheactiveinvestigationofrealproblems,ratherthanabstract,withanemphasisonproblemsolvinganddecision-making—andsupportteachersintransferringthosepedagogicalpracticestotheirinteractionswithstudents.Bothteachersinthisstudyweresuccessfultovaryingdegreesin“encouragingbehaviorandchangingaction”intheirstudents.TheworkofWendy’sstudentsdemonstratesaremarkableawarenessabouttheimpactofthefastfood


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dietonurbanyouth.Yetitwascleartherewasroomforincreasedaction.Lee’sstudentslaunchedsubstantialactionintheirschoolbyfirstexhibitingtheirworkatthelocalcityhallandinvitingcommunitymemberstolearnabouthumanimpactontheenvironment,andthenbysparkingthedevelopmentoftheschool’sgarden.Long-termstudentbehavioralchangewasnotwithinthescopeofthisstudyandshouldbefurtherexplored. Broadly,onareformlevel,EEhasmuchtoteachprofessionaldevelopersaboutengagingteachersandcreatingactivecitizens.AsindicatedfromLeeandWendy’sexperiences,throughpromotingauthenticandrelevantteacherexperiences,teachersaremorelikelytoengagestudents,helpthemrealizeconnectionsandpatterns,raisequestions,andactonthevaluesofsustainability,suchas:Whomadethisdecisionandwhobenefitsfromit?Havethelong-termrepercussionsbeenconsidered? Ifwewanttocontinuetosupportteachersinundertakingrichinquiry-basedexperiences,wecannotrelysolelyonprofessionaldevelopmentprogramswhichmayfundonlyoneortwoteachersinasingledepartmentsorschool.Lackofsupportamongcolleaguesmaymakesustainedimplementationchallenging. OneadvantageofamodellikeEListhatthenatureofanexpedition-basedschoolmodelprovidesthestructuresthataremostconducivetoenvironmentaleducation.Teacherscitethe“timeandenergy”neededtoimplementthekindofenvironmentaleducationrequiredhereinasabarriertoimplementingEE(Ernst,2009).However,ELteachersareexpectedtoimplementexpeditions,andELpromotesschoolstructuressuchascommonplanningandblockschedulingtoallowteachersadequatetimeandsupporttoimplementthemwell.Effectiveenvironmentaleducationbenefitsusall;toliveinaworldistoimpactit—bothpositivelyandnegatively.Tosustainourworld,weneedlargerscaleschoolreformthatbuildsvaluesintotheschoolsystem. Lastly,students’responsestoenvironmentalissuesthroughactionremainakeyareaforstudy.Theenergyincitedbytheseprojectswasevidentintheirwork,theirwillingnesstotalkwithresearchersinformallyabouttheirlearning,andintheactionstheyundertooktosparktransformation.Inourshrinkingworld,sustainingtheenvironment reliesonstudentsbecomingproblem-solvers,critical-thinkers,andultimately,change-makers.

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