Views from the Field: Conservation Educators' and Practitioners' Perceptions of Education as a Strategy for Achieving Conservation Outcomes

Autor/inn/en	Ardoin, Nicole M.; Heimlich, Joe E.
Titel	Views from the Field: Conservation Educators' and Practitioners' Perceptions of Education as a Strategy for Achieving Conservation Outcomes
Quelle	In: Journal of Environmental Education, 44 (2013) 2, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2012.700963
Schlagwörter	Environmental Education; Public Agencies; Discussion Groups; Biodiversity; Sustainable Development; Interviews; Surveys; Nongovernmental Organizations; Conservation (Environment); Public Policy; Efficiency; Outreach Programs; Case Studies; Evaluation Methods + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Öffentliche Einrichtung; Biodiversität; Nachhaltige Entwicklung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Öffentliche Ordnung; Effectiveness; Effektivität; Wirkungsgrad; Jobcoaching; Case study; Fallstudie; Case Study
Abstract	This article presents data from a mixed-methods study that collected data through surveys (n = 656), interviews (n = 15), and discussion groups (n = 75) to explore the use of social strategies such as education and outreach by non-governmental organizations and government agencies to reach outcomes related to biodiversity conservation and resource management. We examine and juxtapose perceptions of conservation practitioners with those of conservation educators regarding the efficacy of education to reach conservation or resource management goals. We explore how to facilitate integration among policy, science, and education efforts, and we suggest theoretical augmentations for conceptions of education and social strategies within conservation organizations. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10