Designing resilient energy education programs for a sustainable future

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dc.citation.epage14en_US
dc.citation.spage1en_US
dc.citation.volumeNumber8en_US
dc.contributor.authorLane, J. F.en_US
dc.date.accessioned2019-02-13T09:35:41Z
dc.date.available2019-02-13T09:35:41Z
dc.date.issued2015en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractEffective teacher professional development in energy education is essential to creating a sustainable future. This article highlights and describes three key components of the Wisconsin K-12 Energy Education Program (KEEP) that have led to two decades of increased statewide energy literacy. The success of the program can be attributed to supportive partnerships that guide staff, the development of an adaptive conceptual framework, and a professional development network for teachers. We offer these components as a guide for other energy education programs to promote future successes in teacher professional development in energy education.en_US
dc.identifier.issn2151-7452
dc.identifier.urihttp://hdl.handle.net/11693/49408
dc.language.isoEnglishen_US
dc.publisherPrescott Collegeen_US
dc.source.titleJournal of Sustainability Educationen_US
dc.subjectConceptual frameworken_US
dc.subjectEnergy educationen_US
dc.subjectOrganizational resourcesen_US
dc.subjectPartnershipsen_US
dc.subjectProfessional developmenten_US
dc.titleDesigning resilient energy education programs for a sustainable futureen_US
dc.typeArticleen_US

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