02/28/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Stephen Alexander Biller “Enhancing Elementary Environmental Education: Impact Of Place-Based Professional Development On Teacher Efficacy."

Candidate: Stephen Alexander Biller
Degree: Doctoral- Leadership in Schooling
Defense Date: Wednesday, March 13, 2024
Time: Noon
Location: Remote via Zoom
Thesis/Dissertation Title: Enhancing Elementary Environmental Education: Impact Of Place-Based Professional Development On Teacher Efficacy

Dissertation Committee

  • Chair: James Nehring Ed.D., Professor of Education, School of Education, University of Massachusetts Lowell
  • Phitsamay Uy Ed.D., Associate Professor of Education, School of Education, University of Massachusetts Lowell
    Dissertation
  • Mentor: Tara Goodhue, Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
This research investigated the impact of a professional development program on enhancing fifth-grade environmental science teacher efficacy through place-based education (PBE) practices — the Meaningful Watershed Educational Experiences (MWEE) Professional Development Training aimed to promote teacher engagement and increase pedagogical content knowledge. The study utilized a mixed-methods approach, incorporating qualitative and quantitative data collection methods. Results showed significant improvements in teacher efficacy, with participants demonstrating an increased perception of being able to lead lessons in the schoolyard effectively. Results varied based on previous experience in using PBE. More experienced teachers demonstrated less growth, while new and less experienced teachers had more significant growth based on survey results. Teachers reported an increased desire to incorporate more content standards with PBE. This study's findings have important implications for environmental science training geared toward elementary science teachers, fostering and promoting environmental literacy through the use of the schoolyard. Overall, this research contributes to the field of environmental science education and provides insights for effective professional development strategies to enhance teacher efficacy and student learning outcomes.