Evaluation of pest management curriculum in Hawaii public schools : impact and sustainability

Abstract

Educate to Eradicate is a K-12 curriculum project using termite biology and control as the basis for science education that has been implemented in over 350 Hawaii public school classrooms with more than 12,530 students from 2001 to present. This study was initiated to (1) evaluate the efficacy of Educate to Eradicate curricula, and (2) identify factors that influence the adoption and continuation of pest management curricula in public school classrooms. A mixed methods approach, using surveys, focus groups, and work samples, was used to measure changes in teacher knowledge/ practice, student knowledge, behavior, and engagement. Additionally, effects of teacher and curricular characteristics on project adoption and continuation were assessed. Teachers demonstrated mastery of project content by accurately discussing content, describing their application of curriculum in detail, and sharing curricular modifications and investments. Teachers created original inquiry activities, procured non-fiction resource materials, and constructed lesson props. Early-adopting elementary teachers described additional focus on science to motivate students both before and after Educate to Eradicate adoption. Late-adopting elementary teachers reported at least doubling classroom time devoted to science during the Educate to Eradicate unit. Middle and high school partner teachers reported Educate to Eradicate as their only project-based unit. Teachers were impressed with students' unit-specific content retention. Teachers reported increased student motivation and interest in science. Additionally, teachers described how students applied unit knowledge and skills inside and outside of the classroom during structured and independent activities. Teachers identified the following keys to curricula adoption and continuation: (1) curricula should be tightly and explicitly linked to state standards, incorporate a range of current best-practice pedagogies (including inquiry), include interdisciplinary lessons, and be written/formatted for easy teacher use/adaptation. (2) Professional development should deepen teachers' content knowledge while minimizing additional time demands. Teachers suggested the creation of Educate to Eradicate videos that include science content and lesson modeling. (3) Project supports should excite entire grade levels/departments about curricula, provide technical support, and create user-friendly lessons that minimize teacher time inputs. Teachers need live termites and habitats to continue Educate to Eradicate curricula independently. The goal of this program is a self-sustaining curricula which requires limited institutional inputs, increases science literacy in Hawaii schools, and helps to protect current and future homeowners from incurring structural termite damage.