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Socially critical Environmental Education in Primary Classrooms

Socially critical Environmental Education in Primary Classrooms Author Jane Edwards
ISBN-10 9783319021478
Release 2015-10-26
Pages 261
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The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens’ Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices—essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.



Education and Sustainability

Education and Sustainability Author Daniella Tilbury
ISBN-10 9782831706238
Release 2002
Pages 202
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A publication from IUCN s Commission on Education and Communication (CEC), this book tells the stories of people who work with communities to motivate them to create a more sustainable future. The accounts range from engaging communities through theatre to a revival of indigenous stories to pass on good environmental practice. The publication was produced both to share what educators around the world have learnt and to give them a platform to tell their stories."



Engaging People in Sustainability

Engaging People in Sustainability Author Daniella Tilbury
ISBN-10 2831708230
Release 2004
Pages 137
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Presents a guide to assist educators who are wrestling with educating for sustainability, by reflecting on the theory and practice of how to engage people in sustainable development and a framework of good practice (theory). The publication is intended to inspire actions for the Decade of Education for Sustainable Development (2005-14) by illustrating innovation and practice in education with case studies, examples and interviews. Innovation and experiences in Education for Sustainable Development are highlighted from a broad range of contexts ± formal, non-formal and informal sector



International Perspectives on the Theory and Practice of Environmental Education A Reader

International Perspectives on the Theory and Practice of Environmental Education  A Reader Author Giuliano Reis
ISBN-10 9783319677323
Release 2017-11-15
Pages 236
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The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings. Each contribution offers insights on the authors’ own processes of re-imagining an education in/about/for the environment that are realized through their teaching, research and other ways of “doing” EE. Overall, environmental education has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. In this context, universities, schools, and community-based organizations struggle to promote sustainable environmental education practices geared toward the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational systems are expected to effectively respond to—as well as benefit from—a “greener” and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts worldwide. This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education. This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and difference across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary re-imaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. — Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for outstanding contributions to environmental and outdoor education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)’s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing Environmental Education in both formal and informal settings, the collected authors from several countries/continents present a wealth of cultural, social, political, artistic, pedagogical, and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators, policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. — Rute Monteiro, Professor of Science Education, Universidade do Algarve/ University of Algarve (Portugal).



Outdoor Education in Aotearoa New Zealand

Outdoor Education in Aotearoa New Zealand Author David Brian Irwin
ISBN-10 0908668120
Release 2012
Pages 197
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Outdoor Education in Aotearoa New Zealand has been writing in one form or another for most of life. You can find so many inspiration from Outdoor Education in Aotearoa New Zealand also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Outdoor Education in Aotearoa New Zealand book for free.



Contemporary Studies in Environmental and Indigenous Pedagogies

Contemporary Studies in Environmental and Indigenous Pedagogies Author Andrejs Kulnieks
ISBN-10 9789462092938
Release 2013-06-13
Pages 314
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Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments. This book will be of interest to educational researchers and practitioners who will find the text important for envisioning education as an endeavour that situates learning in relation to and informed by an Indigenous Environmental Studies and Eco-justice Education frameworks. This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness. The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, language and identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.



The Arts in the Primary School

The Arts in the Primary School Author Rod Taylor
ISBN-10 9780415689861
Release 2011
Pages 199
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Firmly based on the authors' personal experience, this book tackles a wide range of issues relating to the teaching of the arts in the primary school. The authors illustrate how primary children of all ages can be educated to both know about and to practice all the major art forms, and how a school staff can effectively accommodate and practice them all, even within the constraints of the National Curriculum. This book is unique in primary school education terms, as its primary focus is specific and it embraces every major art form – dance, drama, literature, music, visual arts and film.



Methodological Advances in Research on Emotion and Education

Methodological Advances in Research on Emotion and Education Author Michalinos Zembylas
ISBN-10 9783319290492
Release 2016-03-10
Pages 299
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This volume presents different conceptual and theoretical frameworks as well as research methods that have helped educational researchers to study emotions. It includes innovative approaches that push the methodological boundaries that have served educational researchers until now and proposes new ways of researching emotions in educational contexts. In particular, this edited volume provides a historical frame for studying emotions. It connects theoretical/epistemological views with choice of research methods and describes specific methods helpful in doing research on emotions as they are grounded in different theoretical and disciplinary traditions such as psychology, philosophy, sociology, history, political science, cultural studies, and feminist studies. Finally, it appreciates the contextual and international dimensions of studying emotions in education and contributes to ongoing debates about the implications of our methodological choices for understanding emotion in education. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a very valuable resource to introduce new scholars in the field alongside established scholars.



Young Children s Play and Environmental Education in Early Childhood Education

Young Children s Play and Environmental Education in Early Childhood Education Author Amy Cutter-Mackenzie
ISBN-10 9783319037400
Release 2014-01-18
Pages 88
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In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada



Creating Environments for Learning

Creating Environments for Learning Author Julie Bullard
ISBN-10 9780134015392
Release 2016-01-19
Pages 448
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This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. In this easy-to-read resource, pre- and in-service teachers get practical help for designing play-based environments that ensure effective teaching and learning while meeting national and state standards. Creating Environments for Learning presents basic information and environmental and curricular possibilities through numerous examples, photos, and videos that demonstrate early childhood theories, child development, current research, and curriculum standards and outcomes in action. It emphasizes the importance of considering multiple aspects including the standards and children’s interests, developmental levels, and cultural and geographic backgrounds. The new edition includes expanded information on diversity, early childhood theories, working in K- through third-grade settings, and 21st century learning initiatives that allow students to be better prepared for early childhood settings. The most current information on research, curriculum standards, and play-based learning, plus numerous examples and over 140 color photos make this resource practical, interesting and understandable for future and practicing teachers in family childcare homes, childcare centers, preschools, and elementary schools.



The Inclusion of Environmental Education in Science Teacher Education

The Inclusion of Environmental Education in Science Teacher Education Author Alec Bodzin
ISBN-10 9048192226
Release 2010-08-13
Pages 352
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In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.



Toward a Theory of Instruction

Toward a Theory of Instruction Author Jerome Seymour Bruner
ISBN-10 0674897013
Release 1966
Pages 176
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This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. Mr. Bruner, Harper's reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.



Environmental Education in a Climate of Reform

Environmental Education in a Climate of Reform Author Sylvia Christine Almeida
ISBN-10 9789463002172
Release 2015-10-29
Pages 6
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"India is grappling with serious environmental issues that have been largely sparked by its galloping economy. As a measure of its seriousness to reduce the environmental impacts it has spearheaded numerous policy initiatives. One of the major thrusts of the proposed initiatives to curb environmental degradation has been to create an informed and well-educated citizenry. The federal mandates have triggered new curriculum policies and the compulsory teaching of environmental and sustainability education at all levels in all education institutions. This volume examines the policy practice conundrum. It looks at how national and international policy reforms reach practitioners – in this case teacher educators. Furthermore, it unravels how teacher educators understand environmental education, the ways in which they negotiate its demands on their busy schedules, what helps them in determining relevant issues within this and finally how they implement these policies in their everyday practices. It is evident from this book that while there have been some really well meaning development of policies, their impact on teacher educators’ practice, and therefore student teachers’ learning about Environmental Education is limited. The study showed that while these teacher educators had a clear understanding of the environment and saw the need/importance of incorporating Environmental Education in their daily practices they had very little scope to do so. There were numerous factors that constrained implementation. The book provides inputs on global policy practice gaps. It offers valuable insights to a global audience grappling with understanding the ways in which environmental education policies are put into practice in emerging economies like India. The final argument is thesis that while policy reforms are a step in the right direction they need to be backed up with strong implementation systems in order to be successful."“div>



The Classroom of Choice

The Classroom of Choice Author Jonathan C. Erwin
ISBN-10 9780871208293
Release 2004
Pages 229
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Provides a variety of strategies for teaching and classroom management.



Urban Environmental Education Review

Urban Environmental Education Review Author Alex Russ
ISBN-10 9781501712784
Release 2017-06-01
Pages 330
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Urban Environmental Education Review explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics in Urban Environmental Education Review range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities. The ten-essay series Urban EE Essays, excerpted from Urban Environmental Education Review, may be found here: naaee.org/eepro/resources/urban-ee-essays. These essays explore various perspectives on urban environmental education and may be reprinted/reproduced only with permission from Cornell University Press. Contributors Jennifer D. Adams, Brooklyn College, CUNY; Olivia M. Aguilar, Denison University; Shorna B. Allred, Cornell University; Daniel Fonseca de Andrade, Federal University of the State of Rio de Janeiro; Scott Ashmann, University of Wisconsin–Green Bay; Dave Barbier, University of Wisconsin–Stevens Point; M'Lis Bartlett, University of Michigan; Michael Barnett, Boston College; Simon Beames, University of Edinburgh; Chew-Hung Chang, Nanyang Technological University; Tzuchau Chang, Taiwan Normal University; Louise Chawla, University of Colorado Boulder; Lewis Ting On Cheung, Hong Kong Institute of Education; Belinda Chin, City of Seattle Parks and Recreation; Polly L. Knowlton Cockett, Grassroutes Ethnoecological Association; Laura B. Cole, University of Missouri; Jason Corwin, Seneca Nation; Amy Cutter-Mackenzie, Southern Cross University; Maria Daskolia, National and Kapodistrian University of Athens; Jacqueline Davis-Manigaulte, Cornell University Cooperative Extension; Victoria L. Derr, California State University, Monterey Bay; Giuliana Dettori, National Research Council of Italy; Bryce B. DuBois, Cornell University; Janet E. Dyment, University of Tasmania; Johanna Ekne, Ekne Ecology; Thomas Elmqvist, Stockholm University; Johan Enqvist, Stockholm University; Mariona Espinet, Autonomous University of Barcelona; Ellen Field, James Cook University; Rebecca L. Franzen, University of Wisconsin–Stevens Point; David A. Greenwood, Lakehead University; Randolph Haluza-DeLay, King's University, Edmonton; Marna Hauk, Prescott College and Institute for Earth Regenerative Studies; Joe E. Heimlich, The Ohio State University; Alexander Hellquist, Uppsala University; Cecilia P. Herzog, Pontifical Catholic University of Rio de Janeiro; Yu Huang, Beijing Normal University; Hilary Inwood, University of Toronto; Marianna Kalaitsidaki, University of Crete; Matthew S. Kaplan, Pennsylvania State University; Chankook Kim, Korea National University of Education; Hiromi Kobori, Tokyo City University; Cecil Konijnendijk van den Bosch, University of British Columbia; Jada Renee Koushik, University of Saskatchewan; Marianne E. Krasny, Cornell University; Shelby Gull Laird, Stephen F. Austin State University; John Chi-Kin Lee, Hong Kong Institute of Education; Raul P. Lejano, New York University; Mary Leou, New York University; Kendra Liddicoat, University of Wisconsin–Stevens Point; Shih-Tsen Nike Liu, University of Taipei; David Maddox, The Nature of Cities; Karen Malone, Western Sydney University; Mapula Priscilla Masilela, Rhodes University; Elizabeth P. McCann, Antioch University New England; Marcia McKenzie, University of Saskatchewan; Timon McPhearson, The New School; Sanskriti Menon, Centre for Environment Education; Denise Mitten, Prescott College; Martha C. Monroe, University of Florida; Timon McPhearson, The New School; Mutizwa Mukute, Rhodes University; Harini Nagendra, Azim Premji University; John Nzira, Ukuvuna-Urban Farming Projects; Lausanne Olvitt, Rhodes University; Illène Pevec, Fat City Farmers; Felix Pohl, Independent Sustainability Consultancy; Andrew Rudd, UN-Habitat; Alex Russ (Alexey Kudryavtsev), Cornell University; Tania M. Schusler, Loyola University Chicago; Soul Shava, University of South Africa; Philip Silva, Cornell University; Nonyameko Zintle Songqwaru, Rhodes University; Marc J. Stern, Virginia Polytechnic Institute and State University; Robert B. Stevenson, James Cook University; Erika S. Svendsen, USDA Forest Service; Geok Chin Ivy Tan, Nanyang Technological University; Cynthia Thomashow, IslandWood and Antioch University Seattle; Mitchell Thomashow, Philanthropy Northwest; Arjen E. J. Wals, Wageningen University; Kumara S. Ward, Western Sydney University; Robert Withrow-Clark, Butte College; Wanglin Yan, Keio University



Excellence in Environmental Education

Excellence in Environmental Education Author
ISBN-10 MINN:31951D02033325E
Release 1999
Pages 107
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Excellence in Environmental Education has been writing in one form or another for most of life. You can find so many inspiration from Excellence in Environmental Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Excellence in Environmental Education book for free.



Early Years Learning and Development

Early Years Learning and Development Author Maria Evangelou
ISBN-10 1847755658
Release 2009
Pages 112
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Early Years Learning and Development has been writing in one form or another for most of life. You can find so many inspiration from Early Years Learning and Development also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Early Years Learning and Development book for free.