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Sally Birdsall 《Environmental Education Research》2014,20(6):814-835
Understanding sustainability is important, as people need to cope with issues associated with over-population and over-consumption. Education is seen as a key strategy to assist with the development of people’s understandings of this complex concept, which could then lead to them being able to make more sustainable lifestyle decisions. In order to teach this concept, teachers need to understand sustainability. This paper investigated 77 New Zealand student teachers’ understandings of sustainability and the level of self-awareness of their understandings. A definition of sustainability was developed for this research from which two tools were constructed to measure these teachers’ level of understanding and self-awareness. Findings showed that many of these student teachers had simplistic understandings of sustainability that were focused on an environmental component. Further evidence of their low level of understanding was illustrated in the way that over half of this group were not able to accurately rate their own level of understanding. These findings suggest a need for the development of teachers’ understandings of sustainability so that they can plan and teach effective sustainability education programmes. 相似文献
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Public spending on higher education in developing countries: Too much or too little? 总被引：1，自引：0，他引：1
Nancy Birdsall 《Economics of Education Review》1996,15(4):407-419
This paper discusses problems with the prevalent view that public resources for education in developing countries should be reallocated from higher to lower levels of education. There may be a case for maintaining and even increasing spending on higher education, as long as public funds can be directed to research and other “public good” functions of institutions of higher education. Current measures of social returns to primary, secondary and higher education do not reflect unmeasured social benefits at each level; since we do not know the relative size of these benefits across levels, we do not know the true ranking of social returns across primary, secondary and higher education. The true social rate of return to certain components of higher education, such as research and postgraduate training in science and technology, and creation of other skills where social returns probably exceed private returns (such as public administration) is probably high, and in some settings, may now be as high or higher than the social rate of return to primary and secondary education. Moreover, achieving and sustaining adequate levels of quality to capture these social returns requires minimal stability in public financing, arguing against major reallocations away from higher education. But this does not argue for more public spending on all higher education programs. On the contrary; within the envelope of total public spending on higher education, reallocation away from public spending on undergraduate training makes sense, since such training probably has low social compared to private returns, and can be accomplished by greater reliance on private universities and by increasing tuition and other fees in public universities, while ensuring equitable access through loan and scholarship programs. 相似文献
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Rajesh Ram Bev France Sally Birdsall 《Research in Science & Technological Education》2016,34(1):69-84
Background: Research on biosecurity is important as New Zealand’s agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy.
Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand’s economy, human health, the environment, and social and cultural values. New Zealand Year 9 students’ knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand.
Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools.
Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge.
Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity.
Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand. 相似文献
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Sally Birdsall 《Environmental Education Research》2015,21(5):753-776
In order to teach about sustainability, teachers need to be able to translate their personal understanding of this concept into their pedagogy in ways that make it accessible to their learners. This translation process is known as pedagogical content knowledge (PCK). This study investigated the way that two teachers translated their understanding of sustainability into their pedagogy and the effects of this translation on children’s learning (n?=?18). Two interpretive case studies were constructed. Data were generated using interviews and documents. Two frameworks were used to analyse the data. One was a definition of sustainability and the other a model of PCK expressed as pedagogical context knowledge (PCxK) that consisted of four components. The findings showed that the translation of sustainability was a complex interaction of three of the PCxK components with some use of the fourth. Some children developed an understanding of sustainability but only two were able to link their understanding with the scientific concepts taught resulting in ‘diffused learning’. Also, these findings suggest that while the PCxK model used to analyse the translation process had a degree of precision and heuristic power, further refinement is needed in order for this model to explicate teachers’ PCK. 相似文献
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William F. Birdsall 《Ethics and Information Technology》2011,13(2):93-106
The potential contributions information and communication technology (ICT) can make to advancing human capabilities are acknowledged by both the capability approach (CA) and ICT communities. However, there is a lack of genuine engagement between the two communities. This paper addresses the question: How can a collaborative dialogue between the CA and ICT communities be advanced? A prerequisite to exploring collaboratively the potential use of particular technologies with specific capabilities is a conceptual framework within which a dialogue can be undertaken to advance the operationalization of capabilities through the use of ICT. A communicative connection constituted of a dialogic space consisting of the CA and ICT communities and a set of normative values and objectives is proposed. The normative values of the communicative connection are derived from the human right to communicate (RTC) which serves as axiomatic principle of the communicative connection. The shared objectives are to operationalize through the use of ICT both the capability and the right to communicate, which are distinct but present in and reinforce each other. Alternative concepts of communication and freedom of expression to those held by the two communities is presented along with a comparison of the values embodied in the RTC and found in the CA. 相似文献
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The investigative perspective of micropolitics is used in this qualitative, multi-site study to explore the budgeting process within large universities. Implications for library administrators include the identification of specific budget strategies and a better understanding of the role of power and influence in academic life. 相似文献
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AbstractEvaluations of environmental education (EE) programmes and resources are becoming increasingly visible and important. While benefits accrue through evaluation, many programmes and resources have yet to realise these. Issues such as a lack of clear objectives, reliance on traditional, summative approaches and inattention to context have prevented rigorous evaluation occurring. This paper reports on the development of an analytical tool designed to unravel EE resources. Its theoretical basis is a socially acute questions (SAQ) approach and educational configurations teachers use when implementing this approach. Using these configurations, a series of interrogatory questions were developed to unravel a resource writer’s education intent – what type(s) of knowledge are valued, the view of science presented and the view of learning. Two contrasting resources were analysed to test this tool. This analysis revealed that one resource viewed knowledge as universal, had a scientistic epistemic posture and a doctrinal/pragmatic didactic approach whereas the other viewed knowledge as contextualised, had a relativistic epistemic posture and a problematising/doctrinal didactic approach. Consequently, this tool showed that it was able to unravel a resource writer’s intent, identify gaps so teachers could adapt a resource and build capacity for didactics of EE and its evaluation. 相似文献