Environmental Education in New Zealand Schools

This research, presented in four volumes, looked at current practice in environmental education in New Zealand schools using a range of methods. Volume. 1 provides the key findings from each of the research components

Author: Rachel Bolstad, Bronwyn Cowie, Chris Eames, Miles baker, Paul Keown, Richard Edwards, Richard Coll and Neil Rogers
Date Published: 2004

Three key goals of the research were to:

analyse and present characteristics of environmental education practice in New Zealand schools to inform schools' environmental education programmes and practices;
provide direction for the Ministry of Education and Government with respect to future initiatives in environmental education in New Zealand schools; and
facilitate further discussion between New Zealand policy-makers, researchers, and practitioners in environmental education.

The final report is presented in four volumes:

Volume 1: Summary of the Research Findings
This report is an extensive overview of the key findings from each research component as well as the overall findings and implications of the research.

Volume 2: A Review of the National and International Research Literature on Environmental Education Practices
This report provides an overview of environmental education policies and practices in various countries as well as profiling the New Zealand literature.

Volume 3: A Critical Stocktake of the Characteristics of Effective Practice in Environmental Education in New Zealand Schools and Kura Kaupapa Māori
This report provides a national picture of the range of current environmental education practices in New Zealand schools and notes key themes across schools. The data was gathered through a national survey of schools, and interviews with kura.

Volume 4: Case Studies of Environmental Education Practice in Eight Schools and Kura Kaupapa Māori
This report presents case studies of environmental education in schools that are considered to be undertaking innovative environmental education programmes. Each school is individually profiled and the eight cases represent a diverse range of school types and a variety of different approaches.