Embedding Education for Sustainable Development in higher education: A case study examining common challenges and opportunities for undergraduate programmes   总被引：1，自引：0，他引：1  

Paula Jones  Colin J. Trier  Jonathan P. Richards 《International Journal of Educational Research》2008,47(6):341-350

This paper explores the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programmes in the School for Earth, Ocean and Environmental Science (SEOES) at the University of Plymouth. The main purpose of the research was to identify current ESD related teaching and learning in a science-based undergraduate programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the embedding of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers concerning how this can best be done. There is a general concern that additional embedding into the degree programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed.  相似文献   

Are reading and behavior problems risk factors for each other?     

Morgan PL  Farkas G  Tufis PA  Sperling RA 《Journal of learning disabilities》2008,41(5):417-436

Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously.  相似文献   

The challenge of greening technologies—Environmental policy integration in Finnish technology policies     

Paula Kivimaa  Per Mickwitz 《Research Policy》2006,35(5):729-744

The integration of environmental principles into other policies is perceived as essential in order to combat environmental problems as efficiently as possible. Environmental policy integration in Finnish technology policies is assessed empirically by focusing on technological R&D support at all levels, from policy strategies to project funding decisions. The actors making and implementing technology policies have grasped the idea of environmental protection and environmental issues have been identified especially at the strategy level and in some technology programmes. However, the integration is not overarching and no assessment of environmental impacts is required in funding applications.  相似文献   

Ethics of automated vehicles: breaking traffic rules for road safety     

Reed  Nick  Leiman  Tania  Palade  Paula  Martens  Marieke  Kester  Leon 《Ethics and Information Technology》2021,23(4):777-789

Ethics and Information Technology - In this paper, we explore and describe what is needed to allow connected and automated vehicles (CAVs) to break traffic rules in order to minimise road safety...  相似文献   

Misconceptions,Knowledge, and Attitudes Towards the Phenomenon of Radioactivity     

Morales López  Ana Isabel  Tuzón Marco  Paula 《Science & Education》2022,31(2):405-426

Science & Education - The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education...  相似文献   

Impact of the COVID-19 lockdown on gifted and non-gifted primary school students' well-being and motivation from a self-determination perspective     

H. Elise Samsen-Bronsveld  Sanne H.G. Van der Ven  Paula P.A.M. Speetjens  Anouke W.E.A. Bakx 《Journal of Research in Special Educational Needs》2023,23(2):100-115

This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction.  相似文献   

Contradictions in mathematical modeling with digital technologies     

Molina-Toro  Juan Fernando  Rendón-Mesa  Paula Andrea  Villa-Ochoa  Jhony Alexander 《Education and Information Technologies》2022,27(2):1655-1673

Education and Information Technologies - This article presents an analysis of contradictions expressed by pre-service mathematics teachers when performing two modeling tasks using their own...  相似文献   

Mathematics in Secondary Psychiatric Schools: Curricular and Assessment Policies and Practices     

Joseph Calvin Gagnon  Paula Maccini  Candace Mulcahy 《Exceptionality》2014,22(1):51-67

The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between respondent and nonrespondent schools on demographic variables. Results indicate a disconnect between the mathematics curriculum and state assessments. Approximately half teachers responded that their school relies on standard district or state curriculum, and the curriculum and instructional materials are aligned with assessments to a great extent. Only about 40% and 30%, respectively, reported that schools are supervised and teachers are provided professional development to facilitate the alignment of curriculum with state assessments to a great extent. Additional results and implications are discussed.  相似文献   

An instrument for analyzing arguments produced in modeling‐based chemistry lessons     

Paula Cristina Cardoso Mendonça  Rosária Justi 《科学教学研究杂志》2014,51(2):192-218

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Leading change as a professional: working across boundaries     

Pauline Joyce  Paula Kinnarney 《Action Learning: Research and Practice》2014,11(2):167-178

This paper outlines an initiative, namely a leadership symposium, which developed from a chance meeting of like-minded academics, who were trying to achieve similar outcomes with their student groups; namely, to include the scholarly activity of disseminating graduates’ action-oriented projects. One group of graduates comprised a mix of healthcare professionals, the other group comprised teachers. Both were leading change projects across their professions. One group was guided by action research and the other by action learning. This paper outlines the graduates' experiences of their challenges, opportunities and learning from leading these change initiatives. Arising from the symposium exchanges, the authors focus on the unique opportunity of the event as a distinctive space for exchange of learning across professions. Findings from qualitative data collected for the symposium are supported by situated learning and existing literature.  相似文献