Exploring Teacher Participation and Engagement: Climate Change Professional Development and Collaboration
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| Title: | Exploring Teacher Participation and Engagement: Climate Change Professional Development and Collaboration |
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| Language: | English |
| Authors: | Molly Nation (ORCID |
| Source: | Electronic Journal for Research in Science & Mathematics Education. 2026 29(4):63-80. |
| Availability: | International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Climate, Faculty Development, Middle School Teachers, Communities of Practice, Institutional Characteristics, Low Income Students, Underserved Students, Multiple Literacies, Self Efficacy, Environmental Education, Blended Learning, STEM Education, Teacher Attitudes |
| Geographic Terms: | Florida |
| ISSN: | 2692-241X |
| Abstract: | Sustainable WATERS addressed the critical need to support Title I middle school teachers and students by creating a community of practice (CoP) around modeling and field exploration of climate impacts on Southwest Florida's watershed. The program integrated virtual and field environments to grow access to tools, technology, and expertise in STEM, allow for teacher and student asynchronous participation, and facilitate a long-term connection. The aim of the professional development program was to create a CoP and network of continued engagement and resource support to support climate change education opportunities for students and six middle school STEM teachers in underserved schools. The study outlines the participatory involvement and outcomes of each participant throughout the course of the study. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495592 |
| Database: | ERIC |
| Abstract: | Sustainable WATERS addressed the critical need to support Title I middle school teachers and students by creating a community of practice (CoP) around modeling and field exploration of climate impacts on Southwest Florida's watershed. The program integrated virtual and field environments to grow access to tools, technology, and expertise in STEM, allow for teacher and student asynchronous participation, and facilitate a long-term connection. The aim of the professional development program was to create a CoP and network of continued engagement and resource support to support climate change education opportunities for students and six middle school STEM teachers in underserved schools. The study outlines the participatory involvement and outcomes of each participant throughout the course of the study. |
|---|---|
| ISSN: | 2692-241X |
