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Abstract
Previous research examined the positive learning outcomes of environmental education (EE), yet few explored how outcomes were achieved through nonformal teaching methods. The purpose of this study was to describe how environmental educators educational background relates to teaching methods used, and perception of effective instruction at Georgia 4-H centers. Six interviews and four observations were conducted with 4-H environmental educators in Georgia who possessed a natural science or non-science educational background. Cross-case analysis compared interview and observation findings. Six main themes emerged from the raw data surrounding participants perception of effective environmental education. Effective instruction involved: novelty, connections, personalization of curriculum based on educator characteristics, management of the learning environment, use of extra resources, and student engagement and inclusion. Banduras triadic reciprocality model provided a basis for interpreting the findings and recommendations for research and practice.