@article{carrier_minogue_fraulo_2024, title={Novice Elementary Teachers' Science Teaching: Instructional Planning and Discourse}, volume={7}, ISSN={["1573-1847"]}, url={https://doi.org/10.1080/1046560X.2024.2378623}, DOI={10.1080/1046560X.2024.2378623}, journal={JOURNAL OF SCIENCE TEACHER EDUCATION}, author={Carrier, Sarah J. and Minogue, James and Fraulo, Aimee B.}, year={2024}, month={Jul} }
 @article{fraulo_carrier_busch_2024, title={The making of an outdoor educator: a mixed methods study of identity through voice and discourse}, volume={6}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2024.2365462}, DOI={10.1080/21548455.2024.2365462}, abstractNote={While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners' social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners' development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Fraulo, Aimee and Carrier, Sarah J. and Busch, K. C.}, year={2024}, month={Jun} }
 @article{kendall_carrier_folta_tinka_fraulo_leeds_lukas_2022, title={Can teacher-centered community-based conservation programs influence student household sustainable behaviors near a biodiversity hotspot?}, volume={4}, ISSN={["2578-4854"]}, url={https://doi.org/10.1111/csp2.12648}, DOI={10.1111/csp2.12648}, abstractNote={AbstractLocal communities living on the borders of protected areas can be key drivers of environmental degradation. Community‐based conservation initiatives seek to use sustainable activities as a strategy for mitigating these degradative behaviors while improving livelihoods but must be scalable to the site and sustainable over time. Teacher training, as a means of information transfer to the broader community, is one technique for implementing long‐term sustainable behavior programs. To be effective, sustainability practices must reach beyond behavior change in teachers to influence students and the broader community in which they work. UNITE for the Environment (UNITE) is a community‐based environmental sustainability program located along the border of Kibale National Park in Uganda, a site of high biodiversity, particularly for primates. UNITE focuses on conducting teacher trainings with 12 schools within 5 km of the park. We conducted an evaluation of the effectiveness of the transfer of UNITE's sustainability practices to the broader community. Families of teachers and students from schools that UNITE worked with, as well as control schools, were surveyed to assess their use of sustainable activities promoted by UNITE. Sustainable activities included specific agricultural practices, composting, bee‐keeping and fuel‐efficient stoves, while controlling for possible confounding variables between households including socioeconomic, spatial, and demographic variables. Results revealed that UNITE households, in comparison with control group households, showed greater use of sustainable practices for 12 of 13 behaviors tested. Wealth was the most influential of socioeconomic factors, with wealthier individuals more likely to implement sustainable activities. UNITE participants had greater value of the environment and belief in their ability to affect the environment than members of the control group. This study demonstrates the ability of teacher training programs to influence sustainable behavior, even while controlling for socioeconomic factors, suggesting that other programs should consider this approach to community‐based conservation.}, number={4}, journal={CONSERVATION SCIENCE AND PRACTICE}, publisher={Wiley}, author={Kendall, Corinne J. and Carrier, Sarah J. and Folta, Elizabeth and Tinka, John and Fraulo, Aimee and Leeds, Austin and Lukas, Kristen E.}, year={2022}, month={Feb} }