@article{hartley_stevenson_pereira_peterson_lawson_martinez_2023, title={How a marine debris environmental education program plays to strengths of linguistically diverse learners}, volume={7}, ISSN={["2504-284X"]}, url={http://dx.doi.org/10.3389/feduc.2022.1058864}, DOI={10.3389/feduc.2022.1058864}, abstractNote={Although environmental education (EE) has increased focus on how to best serve diverse populations, one understudied area is how linguistically diverse learners may engage with EE programming. Linguistic diversity is on the rise across the United States; for instance, nearly one-third of all children between the ages of 0 and 8 have at least one parent who speaks a language other than English in the home. This study evaluated impacts of an EE curriculum designed to promote pro-environmental behavior change with a pre-post, treatment-control experimental design among students from linguistically diverse households. In partnership with teachers, we implemented the curriculum in elementary schools across the state of North Carolina, United States. Over two school years (2018–2020), 36 teachers from 31 schools across 18 counties participated in the study, providing 644 paired pre-post student responses (n = 204 control; n = 440 treatment). About 10% of the sample (n = 49 treatment, n = 18 control) reported speaking a language at home other than English. We tested hypotheses that the curriculum would increase pro-environmental behavior change among all students, but particularly among those from linguistically diverse households using multiple linear regression. Results indicate that the curriculum effectively encouraged pro-environmental behaviors for all students on average, but particularly among linguistically diverse students, adding to growing examples of the equigenic effects of environmental and nature-based education. These findings are consistent with research demonstrating that EE can contribute to behavior change among young learners and may be particularly well-suited to resonate with the unique contributions of linguistically diverse learners.}, journal={FRONTIERS IN EDUCATION}, publisher={Frontiers Media SA}, author={Hartley, Jenna M. and Stevenson, Kathryn T. and Pereira, Sasha R. and Peterson, M. Nils and Lawson, Danielle F. and Martinez, Bryan}, year={2023}, month={Jan} }
 @article{reilly_stevenson_warner_park_knollenberg_lawson_brune_barbieri_2022, title={Agricultural and environmental education: a call for meaningful collaboration in a U.S. context}, volume={28}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2022.2040431}, DOI={10.1080/13504622.2022.2040431}, abstractNote={Abstract Blending agricultural education (AE) and environmental education (EE) frameworks is a promising pathway towards the goals of boosting environmental engagement and support for local agricultural systems among broad public audiences. However, thoughtful and intentional collaboration between researchers is needed to facilitate these outcomes. We feel it is important to collapse existing disciplinary walls between AE and EE to effectively reposition both as critical public goods and address inequitable access to environmental and agricultural knowledge among the next generation. In this paper, we outline the historical context for the silos between U.S.-based AE and EE programmatic and research practice. We then present a new collaborative structure for scholars in both fields to work together to build agricultural and environmental literacy in support of environmentally sustainable, economically robust, and socially responsible agroecosystems. Ultimately, we aim to create structures for broader and more collaborative efforts through which to improve agricultural and environmental literacy for new generations of learners.}, number={9}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Reilly, C. and Stevenson, K. and Warner, W. and Park, T. and Knollenberg, W. and Lawson, D. and Brune, S. and Barbieri, C.}, year={2022}, pages={1410–1422} }
 @article{hartley_stevenson_peterson_busch_carrier_demattia_jambeck_lawson_strnad_2021, title={Intergenerational learning: A recommendation for engaging youth to address marine debris challenges}, volume={170}, ISSN={["1879-3363"]}, DOI={10.1016/j.marpolbul.2021.112648}, abstractNote={Youth can impact environmental attitudes and behaviors among adults. Indeed, research on intergenerational learning has demonstrated the influence of young people on adults in their lives for myriad environmental topics. Intergenerational learning (IGL) refers to the bidirectional transfer of knowledge, attitudes, or behaviors from children to their parents or other adults and vice versa. We suggest an educational framework wherein K-12 marine debris education designed to maximize IGL may be a strategy to accelerate interdisciplinary, community-level solutions to marine debris. Although technical strategies continue to be developed to address the marine debris crisis, even the most strictly technical of these benefit from social support. Here, we present 10 Best Practices grounded in educational, IGL, and youth civic engagement literature to promote marine debris solutions. We describe how integrating IGL and civic engagement into K-12-based marine debris curricula may start a virtuous circle benefiting teachers, students, families, communities, and the ocean.}, journal={MARINE POLLUTION BULLETIN}, author={Hartley, Jenna M. and Stevenson, Kathryn T. and Peterson, M. Nils and Busch, K. C. and Carrier, Sarah J. and DeMattia, Elizabeth A. and Jambeck, Jenna R. and Lawson, Danielle F. and Strnad, Renee L.}, year={2021}, month={Sep} }
 @article{ennes_lawson_stevenson_peterson_jones_2021, title={It’s about time: perceived barriers to in-service teacher climate change professional development}, volume={27}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2021.1909708}, DOI={10.1080/13504622.2021.1909708}, abstractNote={Abstract The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for teachers may help increase confidence in teaching about climate change. To understand the perceived barriers to participating in CCPD, a survey was conducted with 54 middle school science teachers who did not respond to a previous invitation to participate in a CCPD program. The most significant barrier was time to participate. The participants were also asked to rate their confidence about whether climate change is happening. The results were compared between teachers who were confident climate change was happening and those who were not to examine whether these beliefs influenced teachers’ perceptions of barriers. Those who were confident climate change was happening were less likely to perceive administrative support, interest in the workshop, and knowledge of climate change content as barriers. However, both groups of teachers reported that time was the primary barrier rather than the topic. This suggests that, rather than developing unique strategies, existing best practices in teacher professional development can be used to support CCPD opportunities. Additional recommendations include thinking creatively about how to create time for teachers to attend and making the professional development directly relevant to teacher’s local contexts.}, number={5}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Ennes, M. and Lawson, D. and Stevenson, K. and Peterson, N. and Jones, M.G.}, year={2021}, pages={762–778} }
 @article{clark_pender_peterson_stevenson_lawson_szczytko_2020, title={Reaching Underserved Populations through a Fisheries Education Program}, volume={45}, ISSN={["1548-8446"]}, DOI={10.1002/fsh.10390}, abstractNote={Environmentally literate citizens capable of making informed decisions are essential to successfully managed fisheries. Fisheries‐focused environmental education programs may help build environmental literacy, but experimental evaluations are needed to determine the effectiveness of fisheries education programs. We begin addressing this need with a study of “Shad in the Classroom.” The program engages students in American Shad Alosa sapidissima restoration through rearing and releasing fry. We used a pre/post, treatment (n = 777)/control (n = 57) evaluation during the 2016–2017 academic year. Participation in the program created large improvements in American Shad knowledge between tests (P < 0.001). All students gained knowledge, but African Americans (P < 0.001) and students identifying as “other” races and ethnicities (P = 0.003) fell behind their peers. Shad in the Classroom is an effective tool for teaching children about fisheries management but, may help ethnic minorities the least, suggesting a need to tailor content for diverse students.}, number={3}, journal={FISHERIES}, author={Clark, Kalysha and Pender, Danielle and Peterson, M. Nils and Stevenson, Kathryn and Lawson, Danielle and Szczytko, Rachel}, year={2020}, month={Mar}, pages={131–137} }
 @article{lawson_stevenson_peterson_carrier_l. strnad_seekamp_2019, title={Children can foster climate change concern among their parents}, volume={9}, ISSN={1758-678X 1758-6798}, url={http://dx.doi.org/10.1038/s41558-019-0463-3}, DOI={10.1038/s41558-019-0463-3}, number={6}, journal={Nature Climate Change}, publisher={Springer Science and Business Media LLC}, author={Lawson, Danielle F. and Stevenson, Kathryn T. and Peterson, M. Nils and Carrier, Sarah J. and L. Strnad, Renee and Seekamp, Erin}, year={2019}, month={May}, pages={458–462} }