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From Local Observations to Global Relationships

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Assessing Schools for Generation R (Responsibility)

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 41))


This chapter begins by describing a study of the implementation of NatureWatch , a citizen-science ecological monitoring program with local elementary and secondary schools. Our research suggests that this and similar programs are viable models for K-12 school-based ecological monitoring. We further our ideas by expanding on the promise of using these school-based ecological programs as contexts for authentic ecological science and community-based monitoring practices. With important implications for policy pathways in schools, our exploration provides perspective on how to envision the outcomes stemming from these environmental monitoring practices as key indicators of school achievement, notably in the area of environmental literacy. We conclude by highlighting the potential of school-based environmental monitoring partnerships in developing global relationships between schools in Canada, the USA, and other nations, providing an important holistic dimension to school achievement.

The one thing I’ve learned is how unhealthy our school field must be….that there’s a total lack of anything in our field. When you go beyond our field, we do see things, so it makes me wonder what the kids are playing on out there? So beyond an academic outcome but more of a social conscience one, what do we have our children playing on, and what do we have to do as a school to ensure that there is something healthy out there? (Interview with an elementary teacher, WormWatch monitoring, June 2007)

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Correspondence to Xavier Fazio .

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© 2014 Springer Science+Business Media Dordrecht

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Fazio, X., Karrow, D.D. (2014). From Local Observations to Global Relationships. In: Mueller, M., Tippins, D., Stewart, A. (eds) Assessing Schools for Generation R (Responsibility). Contemporary Trends and Issues in Science Education, vol 41. Springer, Dordrecht.

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