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Eileen Merritt
University of Virginia

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Journal article
Published: 22 August 2020 in Journal of Cleaner Production
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Teacher education for sustainability (TEfS) aims to prepare future educators for their role as societal change agents by developing in them specific sustainability competencies. Whereas previous literature has dealt extensively with concepts and empirical work connected to learning objectives in TEfS, this paper links these learning outcomes, or what student teachers learn in individual course offerings, to the learning process—how they learn. In this way, we reveal factors of common teaching and learning formats in TEfS that may either foster learning or hinder it. At Arizona State University (ASU), the TEfS course Sustainability Science for Teachers (SSfT) is a mandatory component of all elementary-education (K–8) programs. As similar requirements appear in more and more teacher-education programs, it is important to understand how learning in course offerings like SSfT should be designed in order to best support student achievement of intended learning outcomes. More than 100 pre-service teachers and four instructors, all taking or teaching the SSfT course at ASU, participated in this single explanatory case study, which adopted a mixed-methods approach. To richly portray students’ learning processes, as well as the outcomes of their learning in the course, this study involved non-participatory observations, a pre/post-course survey, end-of-semester focus groups, and semi-structured interviews. Its findings suggest that four forms of connection (the 4 Cs) namely personal, professional, social, and structural, are particularly impactful on students’ learning in the SSfT course. Finally, these insights are accompanied by a set of recommendations as to what to consider when planning and designing similar TEfS course offerings. Future research should focus on the K–12 students of educators trained in education for sustainability (EfS) to understand the extent to which educators can use their new skills and knowledge to empower and motivate K–12 students to persistently engage in real-world projects that contribute to systemic change.

ACS Style

Jan-Ole Brandt; Matthias Barth; Eileen Merritt; Annie Hale. A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production 2020, 279, 123749 .

AMA Style

Jan-Ole Brandt, Matthias Barth, Eileen Merritt, Annie Hale. A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production. 2020; 279 ():123749.

Chicago/Turabian Style

Jan-Ole Brandt; Matthias Barth; Eileen Merritt; Annie Hale. 2020. "A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability." Journal of Cleaner Production 279, no. : 123749.

Issues and trends
Published: 11 February 2020 in Science Education
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Observation‐based ecology (OBE) generates critical knowledge about the health of ecological systems and human impacts on these systems. Systematic observations of organisms and processes from an early age can help children develop ecological knowledge and skills, and deepen their connection to the natural world. Yet recent educational reforms may privilege other scientific and engineering practices (SEPs) over OBE methods. We used lexical analysis of Next Generation Science Standards documents to identify instances of observational methods suggested in the SEPs and ecology‐related performance expectations (PEs). We identify where observations are included and omitted in these documents. Only 16 of the 175 (9%) learning progression descriptions for the SEPs explicitly mention observations. Nine out of 142 (6%) PEs related to ecology require observations. OBE opportunities were particularly scarce in middle and high school years, and missing entirely from PEs for disciplinary core ideas related to ecosystems and human impacts on ecosystems. We consider how these missed opportunities may constrain place‐based learning in natural environments, and reflect on implications for educators, students, and nonhuman others.

ACS Style

Eileen G. Merritt; Nicole Bowers. Missed opportunities for observation‐based ecology in the Next Generation Science Standards. Science Education 2020, 104, 619 -640.

AMA Style

Eileen G. Merritt, Nicole Bowers. Missed opportunities for observation‐based ecology in the Next Generation Science Standards. Science Education. 2020; 104 (4):619-640.

Chicago/Turabian Style

Eileen G. Merritt; Nicole Bowers. 2020. "Missed opportunities for observation‐based ecology in the Next Generation Science Standards." Science Education 104, no. 4: 619-640.

Journal article
Published: 14 August 2019 in Journal of Science Teacher Education
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ACS Style

Nicole Bowers; Eileen Merritt; Sara Rimm-Kaufman. Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms. Journal of Science Teacher Education 2019, 31, 34 -55.

AMA Style

Nicole Bowers, Eileen Merritt, Sara Rimm-Kaufman. Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms. Journal of Science Teacher Education. 2019; 31 (1):34-55.

Chicago/Turabian Style

Nicole Bowers; Eileen Merritt; Sara Rimm-Kaufman. 2019. "Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms." Journal of Science Teacher Education 31, no. 1: 34-55.

Journal article
Published: 17 July 2019 in Sustainability
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Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College’s 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.

ACS Style

Jason Papenfuss; Eileen Merritt. Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context. Sustainability 2019, 11, 3880 .

AMA Style

Jason Papenfuss, Eileen Merritt. Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context. Sustainability. 2019; 11 (14):3880.

Chicago/Turabian Style

Jason Papenfuss; Eileen Merritt. 2019. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context." Sustainability 11, no. 14: 3880.

Journal article
Published: 11 February 2019 in Renewable Energy
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The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on energy resources aligned with the Next Generation Science Standards. We then trained teachers how to implement the program and develop a service-learning project related to energy conservation with their students. We used qualitative methods to analyze students' open-ended responses from an energy literacy assessment. Students were familiar with solar, hydropower and wind energy, and suggested that solar energy should be used more in the future. Students were more easily able to explain energy transfer in wind turbines and solar panels than in other electricity production systems. Students learned important energy and natural resource concepts in the context of a service-learning program. Discussion focuses on the importance of integrated science instruction that helps students see how their electricity use impacts the environment, and provides them with opportunities to take action. We also suggest important ways that renewable energy companies can contribute to energy and climate literacy initiatives.

ACS Style

Eileen G. Merritt; Nicole Bowers; Sara E. Rimm-Kaufman. Making connections: Elementary students’ ideas about electricity and energy resources. Renewable Energy 2019, 138, 1078 -1086.

AMA Style

Eileen G. Merritt, Nicole Bowers, Sara E. Rimm-Kaufman. Making connections: Elementary students’ ideas about electricity and energy resources. Renewable Energy. 2019; 138 ():1078-1086.

Chicago/Turabian Style

Eileen G. Merritt; Nicole Bowers; Sara E. Rimm-Kaufman. 2019. "Making connections: Elementary students’ ideas about electricity and energy resources." Renewable Energy 138, no. : 1078-1086.

Journal article
Published: 29 December 2018 in Sustainability
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Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support the need and potential for EfS courses for educators, particularly in the United States where such courses are not typically required or even offered at most universities.

ACS Style

Eileen Merritt; Annie Hale; Leanna Archambault. Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability 2018, 11, 155 .

AMA Style

Eileen Merritt, Annie Hale, Leanna Archambault. Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability. 2018; 11 (1):155.

Chicago/Turabian Style

Eileen Merritt; Annie Hale; Leanna Archambault. 2018. "Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course." Sustainability 11, no. 1: 155.

Journal article
Published: 26 May 2018 in Discourse and Communication for Sustainable Education
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The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

ACS Style

Eileen G. Merritt; Leanna Archambault; Annie E. Hale. Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education 2018, 9, 18 -35.

AMA Style

Eileen G. Merritt, Leanna Archambault, Annie E. Hale. Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course. Discourse and Communication for Sustainable Education. 2018; 9 (1):18-35.

Chicago/Turabian Style

Eileen G. Merritt; Leanna Archambault; Annie E. Hale. 2018. "Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course." Discourse and Communication for Sustainable Education 9, no. 1: 18-35.

Article
Published: 07 June 2017 in Research in Science Education
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The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

ACS Style

Eileen G. Merritt; Jennie Chiu; Erin Peters-Burton; Randy Bell. Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms. Research in Science Education 2017, 48, 1321 -1337.

AMA Style

Eileen G. Merritt, Jennie Chiu, Erin Peters-Burton, Randy Bell. Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms. Research in Science Education. 2017; 48 (6):1321-1337.

Chicago/Turabian Style

Eileen G. Merritt; Jennie Chiu; Erin Peters-Burton; Randy Bell. 2017. "Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms." Research in Science Education 48, no. 6: 1321-1337.

Review article
Published: 28 November 2016 in Phi Delta Kappan
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Teachers are dedicated, wise, and thoughtful change agents who need more time to identify problems they see in their schools or classrooms and work individually and collectively on solutions. They need both more time for individual planning and time to collaborate with colleagues who teach the same grades or the same subjects. A productive day of teaching requires substantial planning time to choose effective strategies, design lessons, prepare materials and collaborate with others. Any good teacher will tell you this, and they do, whenever they are asked. Some possible ways to provide more time for planning without breaking the school budget are by shortening the school day for students, embedding more teacher work days into the school calendar, or creatively increasing staff.

ACS Style

Eileen G. Merritt. Time for teacher learning, planning critical for school reform. Phi Delta Kappan 2016, 98, 31 -36.

AMA Style

Eileen G. Merritt. Time for teacher learning, planning critical for school reform. Phi Delta Kappan. 2016; 98 (4):31-36.

Chicago/Turabian Style

Eileen G. Merritt. 2016. "Time for teacher learning, planning critical for school reform." Phi Delta Kappan 98, no. 4: 31-36.

Articles
Published: 01 June 2012 in School Psychology Review
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The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher–child interactions and children's social behaviors (aggression with peers, exclusion by peers, prosocial behaviors) and self-regulatory skills (behavioral self-control); and (2) to examine whether emotionally supportive teacher–student interactions contributed differentially to social and self-regulatory outcomes for first-graders at risk for school difficulty based on sociodemographic characteristics compared to counterparts with fewer sociodemographic risk characteristics. Participants were 178 students and 36 teachers in seven rural schools. Results indicated higher teacher emotional support related to lower child aggression and higher behavioral self-control. Emotional support was equally important for all children regardless of the number of sociodemographic risk factors. Results provide evidence for the contribution of teacher behaviors to students' social behaviors and self-regulatory skills, and suggest the importance of classroom interactions in children's acquisition of social and emotional competence. Discussion focuses on plausible mechanisms and implications for interventions.

ACS Style

Eileen G. Merritt; Shannon B. Wanless; Sara E. Rimm-Kaufman; Claire Cameron; James L. Peugh. The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review 2012, 41, 141 -159.

AMA Style

Eileen G. Merritt, Shannon B. Wanless, Sara E. Rimm-Kaufman, Claire Cameron, James L. Peugh. The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review. 2012; 41 (2):141-159.

Chicago/Turabian Style

Eileen G. Merritt; Shannon B. Wanless; Sara E. Rimm-Kaufman; Claire Cameron; James L. Peugh. 2012. "The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade." School Psychology Review 41, no. 2: 141-159.