Developing effective academic curricula is key to improving critical literacy skills in students. Ecosocial theory uses the environment as text, meaning that students analyze, interact, and connect with their local environment to learn critical literacy skills. Prior research has indicated that incorporating ecosocial theory has improved student achievement. These studies inspired the Ontario Ministry of Education to implement the Teacher Leadership and Learning Program (TLLP), which aimed to enhance critical literacy skills by using ecosocial theory-based teaching lessons. This study evaluated the effectiveness of the TLLP project by comparing the critical literacy skills of students who were taught using environment as text to those who did not participate in the program.
The authors recruited 2nd and 6th grade students and their teachers in an urban school in northern Canada that was part of the TLLP project. The 2nd and 6th grade classes were 22% and 25% Indigenous students, respectively. The authors approached the study as action-research, meaning that the participants are equal partners in the research. Therefore, the teachers served as the primary researchers for the TLLP project, and the group of researches consisted of two teachers (one for each classroom), a university researcher, and the vice principal of the school. Teacher-researchers employed action-research techniques, meaning that they frequently reviewed and modified their environment-centered teaching plans throughout the project. This helped them establish a set of best practices for developing successful lesson plans. They collected data from various sources, including researcher field notes and reflections, teacher conversations, student observations, in-class projects, student surveys, and photographs of students and teachers engaging with their environment. Pre- and post-project student surveys gathered data on students' perceptions of the environment. All data were analyzed for themes.
The authors' findings suggest that creating curricula based on ecosocial theory and using the environment as text can improve students' critical literacy skills. The authors found that students who participated in the TLLP project had above average EQAO reading and writing test scores.
The authors also noted that teachers improved their teaching skills by becoming more effective in implementing strategies related to ecological education. Teachers were also able to list best practices and approaches for effectively teaching critical literacy skills.
The authors found that additional benefits could result from teaching using ecosocial theory. Findings from the surveys indicated that students' attitudes toward the natural environment became more positive throughout the program, and that students gained knowledge, respect for the environment, and described decreased fear. As more physical activities were incorporated into curricula, students demonstrated fewer negative behaviors, such as fighting with their peers. They instead had more respect and care for their peers. Teachers and parents also reported increased student engagement in the classroom among other positive behavioral changes.
This was a small study that explored the impact of the TLLP in depth. However, findings may vary in other locations or in different classrooms. During the research process, the team of teacher-researchers found it challenging to collaborate at times. Teachers also found it difficult to create learning opportunities and academic activities that accommodated all students. While the authors compared the standardized testing scores of student participants in the TLLP project with average scores, they did not mention how individual scores changed over the course of the project.
The authors recommend that additional teachers incorporate ecosocial theory into lessons, infusing EE across the curriculum. The TLLP creates and disseminates best practices to other teachers and schools. Additional programs like the TLLP will continue to support incorporating ecosocial theory into more classrooms.
The Bottom Line
Ecosocial theory uses the environment as text to support learning in many subjects. Developing academic curricula based on ecosocial theory can improve students' critical literacy skills. Researchers and participants in the Teacher Leadership and Learning Program (TLLP) in Ontario, Canada, worked collaboratively to evaluate the impact of ecosocial theory-based teaching practices on 2nd and 6th grade student achievement in a northern, urban Canadian school. The researchers found that applying ecosocial theory in the classroom created connections with local communities and cultures, and enhanced students' critical thinking and inference skills. Researchers also noted that emphasis on human-environment interaction and community cultural awareness in the TLLP project resulted in additional positive benefits for students, such as behavioral improvements, greater appreciation for and understanding of the natural environment, and greater respect for peers. The authors recommended additional classrooms incorporate ecosocial theory-based teaching practices.