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Resources
  • Who We Are
    • Team
      • Staff
      • Board
    • Story
      • Mission, Vision & Values
      • DEIJ
      • History
      • Financials
    • Network
      • Funding
    • FieldSTEM Model
      • What is FieldSTEM
      • Teachers Talk FieldSTEM
      • Demonstrated Benefits of FieldSTEM
    • Characteristics of FieldSTEM
      • Equity
      • Integrated Learning
      • Career Connected
      • Locally Relevant
      • Field-Based Learning
  • What We Do
    • Programs
      • Dual Language Education Program
      • FieldSTEM® Signature Programs
      • ClimeTime
      • Green Jobs Pathways
      • Project WET/WILD
      • Project Learning Tree
      • Explore the Salish Sea
    • Services
      • Customized Support & Opportunities
      • Professional Learning
    • Resources
      • Resource Directory
    • Policy
      • Educating for a Green Economy
      • Environmental Literacy Plan
  • Our Impact
    • Annual Report
    • FieldSTEM Celebration
    • Latest News
    • "In the Media" PR/Media
    • Environmental and Sustainability Literacy Student Summit
    • Newsletter
  • Engage with Us
    • Invest
    • Calendar of Events
    • Subscribe
    • Contact
    • Careers at PEI

Research Supporting the Need for FieldSTEM

What We Do
  • Programs
    • Dual Language Education Program
    • FieldSTEM® Signature Programs
      • Field Design
      • Field Investigations
      • Fostering Outdoor Observation Skills (FOOS)
      • High-Impact Field Experiences (HIFEs)
      • K-3 Schoolyard Investigations
      • Performance Tasks
      • Guides
      • More PEI Teaching Materials
    • ClimeTime
      • Overview
      • Solutions Oriented Learning (SOL) Storylines
      • Descarga SOLS de PEI
    • Green Jobs Pathways
      • Youth Engaged in Sustainable Systems (YESS)
      • CTE Frameworks
      • Career Cards
      • Teacher Resources
      • Workforce Development
    • Project WET/WILD
    • Project Learning Tree
      • What is Project Learning Tree?
      • Carefully Designed Professional Development
      • High-Quality PLT Instructional Materials (Early Childhood through Grade 12)
      • Extensive Network of Pacific Northwest Forest Education Resources
    • Explore the Salish Sea
  • Services
    • Customized Support & Opportunities
      • Regional Coordinators
      • Customized Professional Learning
      • Examples / Videos / Case Studies
      • Outdoor Education / OSFA / OSWA / WOSFA
    • Professional Learning
      • Professional Learning Opportunities
  • Resources
    • Resource Directory
  • Policy
    • Educating for a Green Economy
    • Environmental Literacy Plan

Decades of academic research and studies have proven the effectiveness of PEI’s programs. Search through our bibliography of supporting publications here.

Standards

PEI provides opportunities for school districts to meet state expectations for Common Core subjects of reading, writing, and math; and the Next Generation Science Standards for science.

FieldSTEM Common Core Applications

N Skerritt. 2014. The Pacific Education Institute

A Comparative Model of Field Investigations: Learning About Science and the Environment Inside and Outside the Classroom

M Windschitl, A Ryken, M Tudor, G Koehler, K Dvornich. 2007. School Science and Mathematics, Vol. 107 No. 1

Student Achievement

PEI supports educators in enhancing science achievement through rigorous environmental science education.

Tahoma Outdoor Academy: Learning About Science and the Environment Inside and Outside the Classroom

O Bartosh, A Ryken, M Tudor, J Mayer-Smith. 2010. Exemplary Science for Resolving Societal Challenges. editor: R Yager

Impact of Environment-Based Teaching on Student Achievement: A Study of Washington State Middle Schools

O Bartosh, M Tudor, L Ferguson, C Taylor. 2009. Middle Grades Research Journal, Vol. 4 No. 4

Outdoor Learning

PEI empowers educators to provide rich learning experiences for students using the outdoors as a classroom.

Day Trips Are Not Enough: A Study Reveals How Combining Environmental Education Day Trips and Extended Outdoor Experiences Can Impact Student Knowledge and Attitudes

K Steinhaus, J Cox, M Tudor. 2009. Thresholds in Education, Northern Illinois University, Vol. 35 No. 3

Field Science Studies

Through FieldSTEM, educators provide opportunities for students to conduct local field investigations, applying reasoned judgement and problem-solving skills.

A Model for Field Investigation in the Science Classroom

J Cox, M Kurtz, P Otto, A Ryken, D Sterner, M Tudor. 2010. Washington Science Teacher’s Journal, Vol. 51 No. 2

Career Connections

Working closely with environmental science, natural resource, and agricultural businesses in regions across our state, PEI encourages educators to connect what students are learning in the classroom to what’s happening in the real world.

Roadmap to a Green Economy: Executive Summary

2020. Pacific Education Institute and E3 Washington

Roadmap to a Green Economy: Full Report

Kathryn Kurtz, Barbara Hins-Turner, Arlene Abbott, Lisa Eschenbach, Lindsey Williams, and Mike Nepean. 2020. Pacific Education Institute and E3 Washington

Outdoor Industry Jobs Report: A Ground Level Look at Opportunities in the Agriculture, Natural Resources, Environment and Outdoor Recreation Sectors

D Wallace, C Dula, R Smith, A Hardcastle, J R McCall, T Allen. 2018 Workforce Training and Education Coordinating Board

PEI Learning Brief: Raising STEM Career Awareness Through CTE-Science Partnerships

Cohen Consulting & Evaluation, LLC. 2017. Pacific Education Institute

FieldSTEM Careers in Washington State

M Thom. 2015. Pacific Education Institute

Cougars and the Community: Through Field Investigation and Civic Partnership, Students Research Human-Cougar Relationships

A Ryken, LB Foreman, M Tudor, G Koehler. 2008. The Science Teacher

Accountability

PEI demonstrates the effectiveness of the FieldSTEM framework through accountability and performance measures.

Evidence for the Validity and Reliability of Environment-based Classroom Assessments as Measures of the Washington State Essential Academic Learning Requirements

C Taylor, K Kurtz Smith, M Tudor, L Ferguson, O Bartosh. 2005. Pacific Education Institute, Technical Report #7

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