School Administrator Influences on Classroom Ocean-Based Curricula: Lessons from a Professional Development Program in Hawaii

Abstract

This article discusses a dissertation study of teachers’ inclusion of ocean literacy content in their classrooms following a grant-funded experience in Hawaii called Project ISLE: Integrated Science Learning Experiences. Upon analyzing 17 different qualitative data sources, the main factor influencing teachers’ classroom inclusion of ocean literacy materials was the availability of administrative support for the program before, during, and after Project ISLE. Implications and recommendations are examined.

Keywords

• ocean literacy
• administration
• science education