Drafts by Julie Singleton
A Conceptual Model for Designing and Evaluating Place-based, Service Learning or Study Abroad E... more A Conceptual Model for Designing and Evaluating Place-based, Service Learning or Study Abroad Education Programs. Head, Heart and Hands refers to the three learning domains, cognitive, affective, psycho-motor reflecting the holistic nature of transformative experience. Reflection, relational knowing and deep engagement are essential aspects of transformative learning theory and can be examined with qualitative data sources. Expansion of perception, expansion of value and active use of concepts are quantitative aspects of transformative experiences to be measured with valid and reliable instruments. It is hypothesized that transformative learning experiences are more likely to occur in a place, such as a natural setting, that offers an authentic, aesthetic context for meaning.
Teaching Documents by Julie Singleton
Books by Julie Singleton
Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with fini... more Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with finite resources. The lack of environmental literacy, sustainability values, connectedness to nature and environmental education as a core subject needs to be addressed through environmental education. In a standards-driven climate, standards are needed to open the gate for inclusion of environmental education in school curricula. This mixed-methods content analysis examines and compares five U. S. state environmental education standards, national environmental education guidelines and the Earth Charter for inclusion of sustainability values. The Earth Charter states the international consensus principles of sustainability values. Data were generated through traditional quantitative coding, computer text analysis and the creation of document profiles through qualitative methods. Triangulation of the findings from these three methods showed that state standards and national guidelines adequately address ecological integrity principles, but not environmental justice principles associated with flourishing, sustainable communities.
Papers by Julie Singleton
Academia Environmental Sciences and Sustainability, Jun 20, 2024
 Building relationships between the classroom and the world outside, between academics and person... more  Building relationships between the classroom and the world outside, between academics and personal experience is the central hypothesis of this commentary and review of literature at the nexus of environmental education, place-based approaches and transformational learning. Further, natural environments are offered as an optimal context for the sensory-rich needs of learning experiences that transform eco-paradigms and develop land ethics. The aesthetic quality of a learning experience is dependent on: the relationships within the community of learners, sensory interaction with the learning context or place, the emotion that arouses, thoughts derived from reflection on the experience and the depth of engagement that ensues. Place-based educational approaches which use local environments as learning context could provide, not only needed educational reforms, but sow the seeds of sustainable behaviors of future generations.Â
This synthesis of literature from several areas offers evidence for a more holistic approach to e... more This synthesis of literature from several areas offers evidence for a more holistic approach to educational reform for a sustainable future. Ideas from transformative learning, experiential education, Native American pedagogy, place-based learning, how the brain learns, the benefits of nature experience, biophilia, ecopsychology, and meaning-making through reflection and relational knowing are combined to justify inclusion of relevant education beyond the classroom walls. The Head, Heart and Hands Model for Transformative Learning is inclusive of the whole learner. Cognitive, affective and psycho-motor domains are addressed. It is hypothesized that transformative learning experiences are more likely to occur in a place, such as a natural setting, that offers an authentic, aesthetic context for engagement and meaning. The model frames an approach to sustainability education that could assist evaluation of place-based program outcomes.
Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks an... more Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. (December 2011) Julie Annette Singleton, B.S., Stephen F. Austin State University; M.Ed., Texas A&M University Chair of Advisory Committee: Dr. Cathleen C. Loving Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with finite resources. Lack of environmental literacy, sustainability values, connectedness to nature and environmental education as a core subject need to be addressed through environmental education. This mixed-methods content analysis examines and compares five state environmental education standards, national environmental education guidelines and the Earth Charter for inclusion of sustainability values. The Earth Charter states the international consensus principles of sustainability values. Data were generated through traditional quantitative coding, computer text analysis and th...
This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. T... more This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. The model was conceptualized from a synthesis of diverse literature, such as sustainable education, transformative learning theories, placed-based learning, indigenous learning approaches, experiential learning, eco-literacy, curriculum theory and conceptual change in science classes. Transformative processes are necessary to change the prevalent anthropocentric eco-paradigm of western culture toward more sustainable values and behaviors. Head, hand and heart is a holistic approach to developing ecoliteracy introduced by Orr (1992) and expanded by Sipos, Battisti and Grimm (2008). The model shows the holistic nature of transformative experience and relates the cognitive domain (head) to critical reflection, the affective domain (heart) to relational knowing and the psychomotor domain (hands) to engagement. Pugh's (2002) pragmatic construct of transformational learning experience offer...
In the Professional Development Community Model of Entry into Teaching Science (PLC-METS), early-... more In the Professional Development Community Model of Entry into Teaching Science (PLC-METS), early-career teacher, middle school teachers in Texas, showed that they face many challenges during induction period such as pressure of high-stakes testing. In the presentation, we will present 1) understanding the novice science teachers' challenges to implement inquiry under the high-stakes testing, 2) redesigning our project model to support novice teachers' struggling with inquiry and high-stakes testing, and 3) describing webinar ...
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Drafts by Julie Singleton
Teaching Documents by Julie Singleton
Books by Julie Singleton
Papers by Julie Singleton