This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
Author: Neil Taylor
Education for Sustainability is a key priority in today’s schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so that they can learn to make informed decisions and take positive action for a sustainable world. Teachers are ideally placed to educate for sustainability issues, and indeed have a responsibility to do so. However, they often lack support and experience in this area, and constraints of current curriculum priorities can inhibit Education for Sustainability being taught effectively in many classrooms. Educating for Sustainability in Primary Schools: Teaching for the Future addresses this problem by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in the Australian and New Zealand contexts. The book provides a range of educational approaches and examples of activities to support teachers in addressing national requirements for teaching the major primary curriculum learning areas, while simultaneously educating for sustainability. This integrative approach to primary education can promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
This book directly supports sustainability, and is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.
Author: Steven B. Lichtman
Publisher: Macmillan Education AU
Education for Sustainability is a top priority in the present international climate, where the media is dominated by environmental, social, political and economic concerns about current problems that will affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so they can be critically aware of the problems our society faces and take positive action to help preserve their future in a rapidly changing world. While teachers are generally concerned about sustainability issues, perceived constraints of current curriculum priorities commonly inhibit Education for Sustainability from being developed in many classrooms. Education for Sustainability in the Primary Curriculum addresses this dilemma by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in Australian and New Zealand contexts. The book provides suitable approaches and examples of activities to support teachers so that they can address the State and National requirements for teaching all the primary curriculum learning areas, while also addressing Education for Sustainability to promote knowledge of, positive attitudes towards and suitable action for, sustainability in relevant, meaningful, enjoyable and creative ways. The approaches to education for sustainability in this book also support relevant state and national policies, such as the recently introduced Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability (http://www.environment.gov.au/education/nap/), which provides national direction for achieving a sustainable society, and the New Zealand Government's Education for Sustainability (http://efs.tki.org.nz/), which advises schools directly. This book directly supports sustainability, and is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future. A review of Education for Sustainability in the Primary Curriculum can be viewed here:
This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our ...
Author: John Huckle
While governments and NGOs have stated repeatedly that education is crucial if we are to make the transition to sustainable modes of living, there has been little discussion of the radical challenge that this poses for education itself. This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our times. It brings together contributions from environmental educators working in the formal and informal sectors and in continuing education, and provides perspectives on relevant philosophy, politics and pedagogy of education for sustainability, as well as case studies and pointers towards good practice. Education for Sustainability aims to place sustainability at the centre of the education debate, and education within the sustainability debate.
Educating for sustainability in the early years: Creating cultural change in a child
care setting. Australian Journal of Environmental ... Leading sustainable schools:
Exploring the role of primary school principals. Environmental Education ...
Author: Rob Gilbert
Publisher: Cengage AU
Teaching Humanities and Social Sciences, 7e prepares teachers to develop and implement programs in the humanities and social sciences learning area from F-10. It successfully blends theory with practical approaches to provide a basis for teaching that is engaging, inquiry-based and relevant to students’ lives. Using Version 8.1 of the Australian Curriculum, the text discusses the new structure of the humanities and social sciences learning area. Chapters on history, geography, civics and citizenship, and economics and business discuss the nature of these subjects and how to teach them to achieve the greatest benefit for students, both as sub-strands within the Year F-6/7 HASS subject and as distinct Year 7-10 subjects. Throughout, the book maintains its highly respected philosophical and practical orientation, including a commitment to deep learning in a context of critical inquiry. With the aid of this valuable text, teachers can assist primary, middle and secondary students to become active and informed citizens who contribute to a just, democratic and sustainable future.
Bradfield, S.L. (2009), 'The value of sustainability education', Journal of
Management Education, 33 (3), 372–375. Brody ... Paras, E., B. Piche, and L.
Nillas (2010), 'The use of primary sources in high school history classrooms',
Teaching and ...
Author: Jorge A. Arevalo
Publisher: Edward Elgar Publishing
This Handbook strives to enhance knowledge and application within sustainability in management education (SiME) across different academic programs, geographic regions and personal/professional contexts. Cross-disciplinary and boundary-spanning, this book focuses on specific themes and is therefore split into four distinct sections: one on theory and practice, one on transformational interventions in business programs, one on the role of external agents and the last on innovative approaches in SiME.
Educating for sustainability focuses on quality education, at all levels, reorienting
programmes, public understanding and ... Today, a number of both primary and
secondary schools globally are striving to come up with strategies on greening ...
Author: Amzat, Ismail Hussein
Publisher: IGI Global
A successful administrator is one who applies suitable or appropriate leadership styles in various situations or contexts. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times, as well as promote the accomplishments of their organization. Predictive Models for School Leadership and Practices is an essential reference source that discusses academic administration as well as administrative effectiveness in achieving organizational goals. Featuring research on topics such as teacher collaboration, school crisis management, and ITC integration, this book is ideally designed for principals, researchers, academics, educational policymakers, and teachers seeking coverage on academic leadership and leadership models.
The Initial Training of Primary School Teachers . Circular 14/93 London : DfE .
Department for Education and Employment ( DfEE ) ( 1997 ) . Teaching : High
status , high standards : Requirements for courses of initial teacher training .
Author: Wout Van
Publisher: Peter Lang Pub Incorporated
This book deals with the issue of sustainability as a whole and to its application in the context of higher agricultural education in particular. It contains a wide range of international experiences on the subject, deriving from case studies, projects and research performed in Europe, North America and Oceania. This publication provides a key contribution to the debate on sustainability at university level and on how it is applied to agriculture and rural development.
Issues of social justice are also being used to frame sustainability issues in
science courses. ... have as their primary purpose the teaching and learning of
sustainability, what Sterling called education for sustainability. ... The use of the
whole school to teaching sustainability across content areas has been shown to
have lasting effects on student behaviors into adolescents and adulthood (Ofsted,
Author: Susan K. Stratton
This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and purposefully embed sustainability into teaching and learning. It is a rich resource for exploring and contextualizing sustainability-oriented science education. At this time we find ourselves in a situation in which the earth’s ecological system is under significant strain as a result of human activity. In the developed world people are asking “How can we maintain our current standard of living?” while those in the developing world are asking “How can we increase the quality of our lives?” all while trying to do what is necessary to mitigate the environmental problems. This volume responds to these questions with a focus on educating for sustainability, including historical and philosophical analyses, and pedagogical and practical applications in the context of science teacher preparation. Included are many examples of ways to educate science teachers for sustainability from authors across the globe. This text argues that issues of sustainability are increasingly important to our natural world, built world, national and international economics and of course the political world. The ideas presented in the book provide examples for original, effective and necessary changes for envisioning educating science teachers for sustainability that will inform policy makers.
In primary schools , environmental matters were strongly represented through '
local studies ' , characterised by an ... In GCSE and A level teaching , coverage of
environmental issues tended to relate to examination board syllabuses , with the
Author: Eleanor M. Rawlings
This volume contains essays which describe key developments in the areas of human, physical and environmental geography over the 20th century. It also examines how the teaching of geography has changed, highlighting alterations to the structure and charact
( At Whiteley Primary School , by Hampshire County Council Architects , the
design , use and development of the whole school environment were in fact used
for teaching about sustainability . ) Perhaps the most striking example of design ...
Author: Eleanor Curtis
Publisher: Academy Press
Educational policies and trends are continually changing, and consequently design briefs for school buildings are also in a constant state of flux. School Builders introduces 29 school projects from across the globe, each of which bears testimony to the many changes affecting school buildings. Through these projects, the book also presents a number of pressing and sensitive issues relevant to architects, school governors and anyone else involved in school design. Representing the work of an international range of architects, the featured buildings cover a wide range of briefs: from the technology-led classroom to the sustainable 'green' school; from the tight urban site to wide expansive fields; from the small to the large; from children's involvement to the community's involvement; from state to private; and from safety and security to freedom and horizons. Within this range of issues, new technologies emerge as the main driving force behind the most rapid changes in school design. Technology has allowed schools and learning to change, in terms of both the physical space and the type of activity taking place within it. School buildings must therefore offer more and more flexibility in their design: they need to be able to accommodate potential changes concerning technology, demographics, sustainability policies, urban regeneration, safety and security, and all within (mostly) public budgets - and on top of this, to do so using creative design solutions. The buildings featured here will offer inspiration to anyone seeking to tackle these complex issues of school architecture.
This book offers insights into the educational dimensions of climate change and promotes measures to improve education in this context.
Author: Walter Leal Filho
Publisher: Springer Nature
This book offers insights into the educational dimensions of climate change and promotes measures to improve education in this context. It is widely believed that education can play a key role in finding global solutions to many problems related to climate change. Indeed, education as a process not only helps young people to better understand and address the impact of global warming, but also fosters better attitudes and behaviours to aid efforts towards mitigating climate change and adapting to a changing environment. But despite the central importance of education in relation to climate change, there is a paucity of publications on this theme. Against this background, the book focuses on the educational aspects of climate change and showcases examples of research, projects and other initiatives aimed at educating various audiences. It also provides a platform for reflections on the role education can play in fostering awareness on a changing climate. Presenting a wide range of valuable lessons learned, which can be adapted and replicated elsewhere, the book appeals to educators and practitioners alike.