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Alive in Alabama: Preschool to Pre-Service

Alive in Alabama: Preschool to Pre-Service. Examining Pathways to Awareness Connecting Preschool Practice to Pre-service Teacher Preparation Presented by Dr. Esther Howard and Dr. Andrea Minear University of West Alabama NAAEE Conference Baltimore, Maryland October 11, 2013.

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Alive in Alabama: Preschool to Pre-Service

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  1. Alive in Alabama: Preschool to Pre-Service Examining Pathways to Awareness Connecting Preschool Practice to Pre-service Teacher Preparation Presented by Dr. Esther Howard and Dr. Andrea MinearUniversity of West AlabamaNAAEE ConferenceBaltimore, MarylandOctober 11, 2013

  2. Pathways to AwarenessConnecting Preschool Practice to Pre-service Teacher Preparation This study examines the 2013 draft of Alabama Alive! A State Environmental Literacy Plan for education K-12 which leads to an on-going case study of 5 preschool teachers’ practice of the Environmental Education curriculum in a university Campus School. Components of the discussion will include actual practice of Environmental Education in the pre-school, university standards for pre-service teacher education, and promising partnerships between them.

  3. What is Alive in Alabama? In early 2013, the Alabama Department of Education (ALSDE) and the Environmental Education Association of Alabama (EEAA) released a draft of Alabama Alive? A State Environmental Literacy Plan, DRAFT. The state plan, designed to provide a comprehensive plan for environmental education that can be incorporated into grades K-12, is also intended to inform and guide the broad spectrum of other interest groups including pre-service and in-service teachers.

  4. What is Alive in Alabama? Key Characteristic #1 FAIRNESS AND ACCURACY Key Characteristic #2 DEPTH Key Characteristic #3 EMPHASIS ON SKILLS BUILDING Key Characteristic #4 ACTION ORIENTATION Key Characteristic #5 INSTRUCTIONAL SOUNDNESS Key Characteristic #6 USABILITY

  5. Making Connections

  6. The Questions With a) Alabama Alive on the horizon in Alabama educational curriculum and b) a funded, functioning restoration of the regions of the Black Belt right in our own backyard… How would we utilize this rich educational resource? With only a vacant lot separating the Campus School and the Black Belt project… Would teachers use this resource?And if so, HOW?

  7. The Study What, if any, valuable resources were available to and being utilized by the Campus School? The Survey – We surveyed 5 Campus School teachers asking what University and local community resources they participated in and shared with the students via field trips. 4 surveys were returned. Findings: Several resources were used occasionally (duck pond), but many resources were underused or not used at all. Follow-up Question: Were the teachers aware of the new Alive in Alabama curriculum standards and the educational value of resources in “our own back yard”?

  8. Making MORE Connections

  9. Extending Connections UWA Pre-service Teacher Curriculum Alabama Alive Environmental Literacy In the Public Schools University and Community Service Organizations Maintain, sustain, nurture and cultivate the Black Belt Project to be an ongoing scientific and historical educational resource, not only for UWA, but for the state of Alabama.

  10. Outcomes… to date Collaboration between: University Faculty, Staff, Campus School and Community - ALFA Women’s Organization and Livingston Primrose Club Four Seasons Garden Grant - Pizza Garden  Pizza Party Community Members joined in to build, plant and maintain the garden Children help plant, harvest, and water the garden Pizza Party using vegetables from the garden Four Seasons Garden will continue at the Campus School to produce 4 seasons of plants.

  11. Future Plans • Expand Collaboration to include: • COE Educational Curriculum Standards • Offer Environmental Education to Pre-service teachers to meet state • Pre-service teachers • Introduce and train the Pre-service teachers, so they can, in turn, teach their students in the schools and return to utilize the gardens at UWA • University Service Projects • Utilizing volunteers from introductory classes, sororities, fraternities, other organizations and clubs

  12. Implications (Dreams) Maintain, sustain and grow the Black Belt Project to be an ongoing scientific and historical educational resource, not only for UWA, but for the state of Alabama. (similar to Montevallo’s American Village)

  13. Further Study What else can we do???

  14. Build a Bridge?

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