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首页> 外文期刊>The journal of environmental education >Influences on and Obstacles to K-12 Administrators' Support for Environment-Based Education
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Influences on and Obstacles to K-12 Administrators' Support for Environment-Based Education

机译：K-12管理员支持基于环境的教育的影响和障碍

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摘要

The term environment-based education (EBE) describes a form of school-based environmental education that uses the environment as a context for integrating subjects and a source of real-world learning experiences. Because of the importance of administrator support in teachers' use of EBE (Ernst, 2009), survey research was conducted to explore influences on and obstacles to administrators' support for EBE implementation, as well as how those influences and obstacles differed from administrators' supporting other forms of EE (environmental education). Results suggest positive environmental attitudes, environmental sensitivity, and receptiveness to EBE are important in efforts to encourage administrator support for EE, whether EBE or other forms of EE. Professional development, such as mentoring, observations, conferences, and self-study, as well as reducing the obstacle of safety/liability concerns appears to be of particular importance when encouraging administrator support for EBE.
机译：基于环境的教育（EBE）一词描述了一种基于学校的环境教育，该形式使用环境作为整合主题和现实世界学习经验来源的上下文。由于管理员支持对教师使用EBE的重要性（Ernst，2009），进行了调查研究，以探讨对管理员支持EBE实施的影响和障碍，以及这些影响和障碍与管理员支持的区别其他形式的EE（环境教育）。结果表明，积极的环境态度，环境敏感性和对EBE的接受度对于鼓励管理员支持EE（无论是EBE还是其他形式的EE）都很重要。在鼓励管理员支持EBE时，诸如指导，观察，会议和自学之类的专业发展以及减少安全/责任问题的障碍显得尤为重要。

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