[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597173-105":59,"doc-detail-597173-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","environmental-education-in-schools-an-alternative-framework","Environmental Education in Schools: An Alternative Framework","","An action research study presents an alternative framework for environmental education with students aged 11 to 18. The approach works beyond the timetabled curriculum, using the school buildings and grounds as a model for environmentally responsible management and behavior. It emphasizes criteria intended to produce long-term attitudinal and behavioral change, while reshaping the researcher’s role and increasing participant ownership and control. Findings indicate value where curriculum influence is increasingly difficult, yet school communities view the environment as highly important.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/environmental-education-in-schools-an-alternative-framework/597173/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/environmental-education-in-schools-an-alternative-framework/597173.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What age group and setting does the study focus on?","Question",{"text":112,"@type":113},"The study involves students aged 11 to 18 and uses the school buildings and grounds as the core setting for the learning model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the alternative framework differ from the timetabled curriculum?",{"text":117,"@type":113},"It emphasizes activities outside the timetabled curriculum, embedding environmental practice into how the school environment is managed and how students behave.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the study aim to achieve?",{"text":121,"@type":113},"It aims for long-term attitudinal and behavioral change by using criteria that also shift the researcher’s role and increase participant ownership and control.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597173,1792084539,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Environmental Education in Schools: An Alternative Framework  \nChris Gayford, The University of Reading, UK  \nAbstract  \nA piece of action research is described which involved an alternative approach to environmental education with students of 11 to 18 years. The focus of the work was outside the timetabled curriculum using the school buildings and grounds as a model for environmentally responsible management and behaviour. Emphasis was on adopting criteria which were thought to lead to long-term attitudinaland behavioural change and also those which cast the researcher in a different role and gave a greater sense of“ownership” and control to the participants. The findings suggest that this approach has a good deal to offer in a context where it is becoming increasingly difficult to influence the timetabled curriculum yet where teachers and students feel that the environment is of great importance.  \nRésumé  \nCette recherche-action témoigne d'une approche alternative en éducation relative àl'environnement, impliquant des élèves de 11 à 18 ans. Les activités se sont déroulées endehors de la grille horaire du curriculum et le milieu mêmede l'école-bâtiments et terrains adjacents-est devenu le contexte du développement d'un modèle de gestion et de comportement responsables à l'égard de l'environnement.  \nL'accent a été mis sur l'adoption de critères jugés aptes à induire un changement durable d'attitudes et de comportements, à donner au chercheur un rôle différent et à permettre l'émergence d'un sentiment d'appartenance et decontrôle chez les participants. Les résultats laissent croire qu'une telle approche peut être féconde dans un contexte où il devient de plus en plus difficile de modifier la grille horaire du curriculum et où toutefois les enseignants et les  \n104 Canadian Journal of Environmental Education, 1, Spring 1996  \nélèves croient que l'environnement est de grande importance.  \nEnvironmental education in the school curriculum has experienced a similar recent history in the UK to that of many other counties in the world. It has been part of the timetabled curriculum in secondary schools in the UK (students aged 11 to 18 years) for many years (Gayford, 1986; Goodson 1993) and yet it has signally failed to become established in the way that most environmental educators would have hoped (Gayford, 1991) .  \nEnvironmental education emerged as a recognised area of the curriculum in the UK over 25 years ago. In secondary schools it was treated as a separate subject under the title of either environmental studies or environmental science (Goodson, 1993) . Here it was in competition with established traditional disciplines. As a result it was generally marginalised, being taken by a small minority of students, frequently those of lower ability. This is hardly surprising since there is considerable evidence that new subjects find great difficulty in becoming established in the school curriculum. This is especially the case with interdisciplinary subjects, such as those that are environmentally based, which are usually accorded lower status than other disciplines, particularly those considered to be more rigorous and with apparently a stronger theoretical basis (Layton,1972) .  \nFollowing the Education Reform Act of 1988 in Britain there was a radical review of the formal curriculum where it was generally considered that the most appropriate approach to environmental education was to treat it in a cross-curricular way. The recommended method was to ensure that it was embedded into the subject matter of many of the traditional disciplines (National Curriculum Council,1990a, & 1990b) . However, there was never a statutory requirement that environmental education should be part of the general entitlement of all children, neither was it supported by either the assessment process or the new framework for inspection (Office for Standards in Education, 1993) . The most common result was that those aspects of environmental education tha","cbCaiiKTbxpyDKzH","https://ap.wps.com/l/cbCaiiKTbxpyDKzH","pdf",176230,17,"English","# Abstract\n# Background: Environmental Education in the School Curriculum\n# The Study","[{\"question\":\"What age group and setting does the study focus on?\",\"answer\":\"The study involves students aged 11 to 18 and uses the school buildings and grounds as the core setting for the learning model.\"},{\"question\":\"How does the alternative framework differ from the timetabled curriculum?\",\"answer\":\"It emphasizes activities outside the timetabled curriculum, embedding environmental practice into how the school environment is managed and how students behave.\"},{\"question\":\"What outcomes does the study aim to achieve?\",\"answer\":\"It aims for long-term attitudinal and behavioral change by using criteria that also shift the researcher’s role and increase participant ownership and control.\"}]","Environmental Education in Schools: An Alternative Framework | PDF",43]