Relevant bibliographies by topics / Community based environmental education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community based environmental education'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Community based environmental education"

1

Xue, Xiongzhi, Huasheng Hong, Luoping Zhang, Xiaochun Xu, and Shawn S. Shen. "Developing public environmental education: Improving community-based environmental management." Aquatic Ecosystem Health & Management 9, no. 1 (January 2006): 105–10. http://dx.doi.org/10.1080/14634980600561508.

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Frate, Dennis. "A Community Based Environmental Health Education Project." Practicing Anthropology 25, no. 2 (April 1, 2003): 11–13. http://dx.doi.org/10.17730/praa.25.2.g814785640951342.

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A long-term partnership between an applied researcher and a particular community can result in numerous positive outcomes. One such result is that after years of continual working in one particular area, a mutual trust develops between the community (residents and organizations) and the investigator. In my case, I have been involved with one particular community for over 30 years; the concept of community operative here is quite broad referring to a specific geographic region, the Mississippi Delta. Mutual trust in this case means that not only can I contact a variety of gatekeepers in the affected community, including individual residents, primary care clinic staff, hospital personnel, and local, state, and federal agency representatives, to solicit their input on a particular health-related query, these same individuals and/or organizations can contact me to seek out my active participation in a particular endeavor of their interest. It is the latter approach I would like to illustrate here with a specific example.
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Niesenbaum, Richard A., and Barbara Gorka. "Community-Based Eco-Education: Sound Ecology and Effective Education." Journal of Environmental Education 33, no. 1 (January 2001): 12–16. http://dx.doi.org/10.1080/00958960109600796.

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Abarca, Marco A. "Aula Verde: Art as experience in community-based environmental education." New Directions for Youth Development 2010, no. 125 (December 2010): 85–98. http://dx.doi.org/10.1002/yd.340.

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Genova, Elenuel T., Mario N. Abeto, and Noel N. Lebrilla. "CHMSC-BFAR Community Based Environmental Conservation." International Journal of Innovative Science and Research Technology 5, no. 7 (August 18, 2020): 1365–70. http://dx.doi.org/10.38124/ijisrt20jul676.

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In 2012, The Philippine National Aquasilviculture Project (PNAP) was forged and formally launched by the Department of Agriculture - Bureau of Fisheries and Aquatic Resources (DABFAR). To implement the PNAP, a Memorandum of Agreement (MOA) was executed by and between BFAR and the Commission on Higher Education (CHED) on December 16, 2011. The study was conducted to assess the status and development of the PNAP program implemented in Southern Negros, at four (4) Municipalities and two (2) Cities. The BFAR downloaded a total fund amounting Php 10,148,812.50 for the four (4) phases of the program wherein, the Php 6,422,762.5 was spent for resource rehabilitation (mangrove planting); Php 845,000.00 for Aquasilviculture; Php 1,140,000.00 for Multi-species hatchery and Php 1,741,050.00 for administrative costs. The total paid mangrove propagules planted in Southern Negros was 978,000 with 30% buffer with a total of 1,144,260 survived propagules planted in 130.4 hectares of coastal land in Southern Negros and commensurate 673 direct beneficiaries. The 274 fisherfolk beneficiaries augmented income from Aquasilviculture project while a total of 1,284 berried wild bluecrab which estimated to produce up to 2 million eggs have been reared in Multi-species hatchery. A conservative estimate of 1% survival in natural habitat under natural conditions represented the contribution of the project for the beleaguered bluecrab capture fisheries. The beneficiaries really appreciate the efforts made by CHMSC-Binalbagan as program implementer based on their responses on the given important factors of service delivery to the community.
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Pilgrim, Alan, and Robert Atkins. "Community Based Environmental Outcomes: The Shire of Mundaring's Environmental Advisory Committee." Australian Journal of Environmental Education 15 (1999): 161–64. http://dx.doi.org/10.1017/s0814062600003748.

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SCHEBERLE, DENISE. "Moving Toward Community-Based Environmental Management." American Behavioral Scientist 44, no. 4 (December 2000): 565–79. http://dx.doi.org/10.1177/00027640021956387.

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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.

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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
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Sharma, AK, BK Yadav, GC Pramod, IS Paudel, ML Chapagain, and S. Koirala. "Community-based medical education: The Nepal experience." Indian Journal of Community Medicine 32, no. 3 (2007): 195. http://dx.doi.org/10.4103/0970-0218.36826.

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Lorig, Kate, Virginia M. Gonzalez, and Philip Ritter. "Community-Based Spanish Language Arthritis Education Program." Medical Care 37, no. 9 (September 1999): 957–63. http://dx.doi.org/10.1097/00005650-199909000-00011.

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Dissertations / Theses on the topic "Community based environmental education"

1

Babikwa, Daniel J. "'Environmental policy to community action': methodology and approaches in community-based environmental education programmes in Uganda." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003400.

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This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
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Skoien, Petra, and n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
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Skoien, Petra. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365600.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
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Uithaler, Eldrid Marlon. "Community knowledge, cohesion and environmental sustainability : an educational case study in Clarkson." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003334.

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An ethnographic case study was done in the rural community of Clarkson which lies at the foot of the Tsitsikamma Mountains in the Eastern Cape, South Africa. Rural communities gathered and developed local wisdom on the natural resources around them. The study shows that in the past, life in Clarkson was characterised by such shared wisdom, an abundance of natural resources, as well as strong community cohesion. With the advent of modern lifestyles community cohesion and practices were disrupted and today, people living in Clarkson are less dependent on each other and on local resources. This study suggests that some of the past wisdom, community knowledge, practices and skills that existed for ages in Clarkson, can still be useful today in the context of environmental sustainability. The incorporation of this knowledge into the new outcomes-based education curriculum in South Africa and the local school curriculum, is explored.
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Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.

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The purpose of this thesis was to develop a theory of outdoor learning grounded in the everyday lives of community-based groups and individuals in Australian Western society. The groups involved in this research where from appreciative outdoor leisure and Indigenous communities in Queensland, Australia. These community-based groups engaged with environmental learning and education through non-formal or informal means of sharing pro-environmental knowledge and values. The theory discussed in this thesis was grounded in the outdoor lifestyles of the people involved in this research and examined the epistemological underpinnings of these lifestyles. The outdoor learning that the people in this research implemented on an ongoing basis expanded their own pro-environmental knowledge and values and also assisted others in society to increase their pro-environmental knowledge and values. This research identified that the outdoor learning practices of those in this research were linked intricately to their outdoor leisure and related everyday activities. A model of the symbiotic relationship between outdoor lifestyle contexts, outdoor leisure settings and outdoor learning practices has been developed. The participatory nature of the research and the development of the theoretical framework of outdoor learning required grounded theory methodology supported by a sub-action research process. This dual methodology process combined with the social action or change aim of the research and the need for critical reflection on the neoliberalist social system currently dominant in Australia firmly established the research within the critical theorist (structural) and social action/interpretivist paradigms. The compatibility of the dual methodology enhanced the ability of the research to provide the best possible avenue for voicing the worldviews of appreciative outdoor recreationists and Aboriginal and Torres Strait Islander peoples involved in this research. Twenty-nine non-Indigenous appreciative outdoor recreationists and nineteen Indigenous people were involved in this research. People discussed their lives, the environmental worldviews that underpinned them and their outdoor learning practices. Information was also gathered on the constraints imposed by the neoliberalist ideals of the Australian social system on the outdoor learning practices of the people in this research. This thesis also addressed gaps in the literature on the characteristics of community-based environmental education. In this literature people within the community are represented as those to be educated by formal education advocates rather than those who were able to be educators in their own right. The theory developed in this thesis rejected this 'learner' or 'student' label and explained how the people in this research implemented their own educator role through their outdoor learning practices that were manifested in their outdoor lifestyles and their appreciative outdoor leisure settings. The theoretical framework developed in this thesis explained the implementation of non-formal and informal outdoor learning practices that supported a two-way dialogue of pro-environmental knowledge and values being shared between people with pro-environmental knowledge and values and others with a growing interest. The social context for this two-way dialogue was found in the outdoor network groups with whom the people in this research interacted. These appreciative outdoor leisure and social networks provided strength for the maintenance of subcultures and cultures, working within the dominant Australian Western culture, to increase the environmental literacy of the wider social group. The strength of commitment to their outdoor learning practices was highlighted in the resilience and loyalty to the continuation of these practices despite strong constraints imposed by the maintenance of neo-liberalist ideologies in Australian society. This research indicated a number of Australians implement pro-environmental values, through their outdoor lifestyles, rather than supporting the economic rationalist values of materialism. This thesis has theorised the community-based outdoor learning practices adopted by particular appreciative outdoor recreationists and Indigenous Australians living in Queensland. Their voices contribute to the broader outdoor and environmental education discourse. This thesis has also validated appreciative outdoor leisure as a prominent setting for outdoor learning of pro-environmental knowledge and values and highlighted the valuable contribution leisure could make to the environmental education agenda in Australian society.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Davies, Siân May. "The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003591.

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This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
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Gaillard, Estelle. "Learning for Change in a Changing Climate: A Community-Based Education Perspective." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366405.

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Climate change is emerging as a dominant challenge to environmental and social sustainability in the 21st century. Decelerating the growth of greenhouse gas emissions and reducing other human impacts on the planet, as well as adapting to the changes already in motion, requires fundamental societal changes. While action is needed at all levels of society, individuals and communities have a critical role to play in changing their own behaviours as well as supporting collective action and policy change. The question about how to effectively ‘educate’ individuals and communities on climate change issues is the subject of a growing body of research. Research to date suggests that the educational response to climate change has concentrated primarily on awareness raising and information dissemination, and that the majority of Australians are now aware of and are concerned about climate change. This calls for alternative educational approaches that can help facilitate climate change learning and action within communities. This research used a multi-method, case study approach drawing from three major theoretical areas: environmental education, with an emphasis on learning and change in communities, social diffusion theory, and climate change communication theories. The selected case study was The Climate Project Australia (TCP), which uses community leaders to educate their respective communities on climate change and promote action and community dialogue on the issue. This research explored how community-based education can play a more transformative role in responding to climate change challenges. More specifically, the research examined whether TCP offers an effective educational model to enhance learning and support change at the individual and collective levels. Qualitative and quantitative data, collected through pre/post questionnaires, semi-structured interviews and participant observation, generated evidence of both learning outcomes and processes.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
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Niane, Mamadou 1961. "ARCVIEW tutorial and database development based on a Senegalese local community cartographic model: Ross-Bethio rural community." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278624.

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Through this work a database and an ARCVIEW tutorial based on a Senegalese local community cartographic model is developed. The Ross-Bethio rural community model was selected as an example of solving methodological problems in natural resources management at the scale of a rural local community. The tutorial developed will also support Geographic Information Systems Instruction for natural resources management in Senegal using a local known database model. The process of solving the problems identified are based mostly on natural resources management concerns of the local community council and will help users to learn and understand the use of ARCVIEW GIS for spatial analysis. A solution is provided that will help the instructors to evaluate their results with these in this study. However, the tutorial is not a self-taught one for ARCVIEW GIS, but an instructional supervised one.
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Lorenz, Lissette. "Rustbelt Theater: Children's Environmental Justice Narratives from South Elyria, OH." Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1338855346.

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Evanshen, Pamela. "The Foundation for Building Community and Establishing Procedures: Brain-based Learning Environments." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4401.

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Books on the topic "Community based environmental education"

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Weekes-Vagliani, Winifred. Lessons from the family planning experience for community-based environmental education. Paris: Organisation for Economic Co-operation and Development, 1992.

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Naimani, Godwin M. Community-based IEC activities and integration of family life education strategies: Are they effective? [Dar es Salaam]: Dept. of Statistics, University of Dar es Salaam, 1994.

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Schau, Erin K. Science-based environmental education programs. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2002.

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Munck, Ronaldo, Lorraine McIlrath, Budd Hall, and Rajesh Tandon, eds. Higher Education and Community-Based Research. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137385284.

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London, Peter. Step outside: Community-based art education. Portsmouth, NH: Heinemann, 1994.

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Knight, Keith. Beginner's guide to community-based arts. Oakland, Calif: New Village Press, 2005.

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Fred, Spooner, ed. Community-based instructional support. Washington, DC: American Association on Mental Retardation, 1996.

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Densler, Mable W. Consumer health education and the Black community: A community-based curriculum. [Atlanta, Ga.?]: GaHBCU Multidisciplinary Center for Gerontology and the Dept. of Community Health and Preventive Medicine, Morehouse School of Medicine, 1994.

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1949-, Sobel David, ed. Place- and community-based education in schools. New York, NY: Routledge, 2010.

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A, Smith Gregory. Place- and community-based education in schools. New York, NY: Routledge, 2010.

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Book chapters on the topic "Community based environmental education"

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Sakurai, Aiko, and Tetsuji Ito. "Community-Based Disaster Risk Reduction Education in Japan." In Interlocal Adaptations to Climate Change in East and Southeast Asia, 89–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81207-2_8.

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AbstractCommunity-based disaster risk reduction (CBDRR) is considered to be the core of any risk reduction approach. CBDRR is defined as an approach that seeks to: (1) reduce the vulnerabilities and increase the capacities of vulnerable groups and communities to cope with, prevent, or minimize loss and damage to life, property, and the environment, (2) minimize human suffering, and (3) hasten recovery (Shaw 2016).
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Saito, Julie, Mary de Sousa, Cathy Nolan, and Arjen E. J. Wals. "34. Grounding the future in the past and the present: community-based sustainability in an old Japanese mining town." In Envisioning futures for environmental and sustainability education, 427–35. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9_34.

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Huang, Yu, Jian Liu, Jin Wang, and Yan-ni Xie. "How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_42-1.

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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Yamauchi, Taro. "Interactions Between Health and Socio-Culture in Sanitation." In Global Environmental Studies, 91–100. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7711-3_6.

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AbstractThis part discusses sanitation from the perspectives of health and well-being. In particular, we focus on the socio-cultural aspects of water, sanitation, and hygiene (WASH) in relation to health. First, we discuss the social determinants of health (SDH) with an in-depth focus on the gender, cultural, and economic disparities that impact access to quality sanitation. We also spotlight sanitation workers, who play a significant part in existing sanitation systems yet unquantified and ostracized. Furthermore, as theoretical underpinnings, we review methodologies to behavioral changes including information dissemination, education approach, and community-based approach. Subsequently, we introduce the three chapters that constitute this part. Chapter 10.1007/978-981-16-7711-3_7 examines relationships between child health (e.g., undernutrition and diarrhea) and its associated factors (e.g., water, sanitation, and hand hygiene) in Indonesia. In Chap. 10.1007/978-981-16-7711-3_8, we argue the transfer of health risks in sanitation and its social allocation (i.e., genders) in Vietnam. Finally, in Chap. 10.1007/978-981-16-7711-3_9, we introduce Participatory Action Research (PAR) involving local children and youth in tackling WASH issues in Sub-Saharan Africa (Zambia). In the end, we reemphasize SDH by mentioning socio-cultural aspects of health and attitudinal and behavioral changes on WASH in society through community-based approach.
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Yitbarek, Sileshi, Yohannes Wogasso, Margaret Meagher, and Lucy Strickland. "Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives." In Life Skills Education for Youth, 245–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_11.

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AbstractPastoralists constitute a large proportion of the population of Ethiopia, representing an estimated 14–18% of the population (MoE, A standard and manual for upgrading Alternative Basic Education (ABE) Centers, Level 1–4 to Level 1–6. Addis Ababa, Ethiopia, 2018a). The provision of formal education through a school-based delivery model has failed to deliver the desired outcomes for Afar children and youth in terms of inclusion and participation, and quality of and relevance of education in support of building pastoralists’ skills for life and thriving. Formal education for pastoralists should be concerned with curricular relevance as experienced from the perspective of the pastoralists’ daily reality and extant knowledge that is well-adapted to environmental conditions and emphasizes collective community wellbeing (Krätli & Dyer, Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009). This chapter explores the ways in which the current curriculum in the Afar region addresses Krätli and Dyer’s (Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009) four dimensions of curricula necessary for pastoralist education to be considered relevant. It also explores key stakeholders’ perspectives about which life skills matter most to the Afar pastoralist community and the extent to which the current curriculum reflects and incorporates these skills. This chapter offers a new perspective on how to reconceptualize and teach these skills through the education system, highlighting recommended adaptations to the curriculum aligned with national and international development goals and notions of quality and relevance. These adaptations respond to the knowledge, attitudes, values, skills, mobility patterns, and calendars grounded in pastoralist populations’ values to maintain a complex and sustainable equilibrium among pastures, livestock, and people.
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Harfitt, Gary, and Jessie Mei Ling Chow. "CBEL in Practice: Case Study 1 Pushing the Boundaries of Community-Based Experiential Learning in Teacher Education Through Innovative and Informal Learning Environments: CBEL in a Marine Theme Park." In Springer Texts in Education, 61–76. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6003-3_4.

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Bouras, Christos, Dimitrios Psaltoulis, Christos Psaroudis, and Thrasyvoulos Tsiatsos. "An Educational Community Using Collaborative Virtual Environments." In Advances in Web-Based Learning, 180–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45689-9_15.

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Morales-Doyle, Daniel, Alejandra Frausto Aceves, Karen Canales Salas, Mindy J. Chappell, Tomasz G. Rajski, Adilene Aguilera, Giani Clay, and Delani Lopez. "Reflections on Teaching and Learning Chemistry Through Youth Participatory Science." In Palgrave Studies in Education and the Environment, 229–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_14.

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AbstractThis chapter captures a panel discussion from the 2019 conference of Science Educators for Equity, Diversity, and Social Justice (SEEDS, http://seedsweb.org) in Norfolk, Virginia. The panel included two high school students, three high school chemistry teachers, a community organizer, an administrator for a large urban school district, and a university-based science educator. These panelists, the authors of this chapter, had been collaborating on an initiative to support youth participatory science (YPS) projects in high school chemistry classes. We share this lightly edited transcript of our conversation as a way to communicate perspectives about the opportunities and challenges of YPS from viewpoints across these constituency groups. Our conversation is organized around three questions for reflection: (1) What are some of the challenges and possibilities when it comes to engaging with YPS in science classes? (2) How has engaging in YPS exposed both insights and oversights of scientific ways of knowing? (3) In YPS, what are the relationships between learning science and engaging in political and community issues?
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Conference papers on the topic "Community based environmental education"

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Matnuh, Harpani, and Dedy Ari Nugroho. "Environmental Law Enforcement Based on Local Wisdom Banjarmasin City Community to Realize Sustainable Environmental Awareness." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.114.

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Eschenbach, Elizabeth A., Eileen Cashman, Matt Johnson, and Amy Sprowles. "Connecting environmental engineers to the Klamath river via a placed based learning community." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190541.

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Dewi P.F., Kadek Aria Prima, and Dasim Budimansyah. "The Community-Based Value Education to Develop Environmental Awareness Characters for Elementary School Students." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.23.

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Lucey, Siobhán, Frank Burke, Briony Supple, and Jennie Foley. "Learning spaces in community-based dental education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.17.

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In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.
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G. Horning, Gloria. "Information Exchange and Environmental Justice." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2925.

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The Environmental Justice Movement is an aggregate of community-based, grassroots efforts against proposed and existing hazardous waste facilities and the organizations that assist them. The movement has created a context in which low-income communities and people of color are able to act with power. Using interviews, participant observation, and various archival records, a case study of the organization HOPE located in Perry, Florida, was developed. The case compared key factors in community mobilization and campaign endurance. Special attention was paid to the process of issue construction, the formation of collective identity, and the role of framing in mobilizing specific constituencies. In the case of the P&G/Buckeye Pulp Mill where the community face hazardous surroundings. Environmental inequality formation occurs when different stakeholders struggle for scarce resources within the political economy and the benefits and costs of those resources become unevenly distributed. Scarce resources include components of the social and natural environment. Thus the environmental inequality formation model stresses (1) the importance of process and history; (2) the role of information process and the relationship of multiple stakeholders; and (3) the agency of those with the least access to resources. This study explores the information exchange and the movement's identity on both an individual and group level. When people become involved in the movement they experience a shift in personal paradigm that involves a progression from discovery of environmental problems, through disillusionment in previously accepted folk ideas, to personal empowerment.
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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Sugiartha, I. Nyoman, I. Made Widyantara, and Nyoman Sujana. "Government Responsibilities in Community Participation Based Environmental Management for Bali Regional Development." In Proceedings of the First International Seminar Social Science, Humanities and Education, ISSHE 2020, 25 November 2020, Kendari, Southeast Sulawesi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.25-11-2020.2306761.

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Quinn, Brian, and Ian D Bishop. "Environmental Visualisation as an Informing System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2559.

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The aim of this research was to produce interactive, dynamic, collaborative, engaging, realistic scenes that could be used for educational or community purposes. The visualisations were based on the Macedon Ranges, a scenic area 80 km to the north west of Melbourne. The pedagogical foundations of good practice for on-line leaning and cooperative work were examined. Informing Science provided a framework for describing, evaluating and improving the products of the research. Conclusions from the research are that Informing Science provides an excellent framework for studying Visualisation types of Informing Systems. Editable games such as Sacrifice, Tribes2 and Unreal have promise as visualisation environments and some examples are presented.
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Rae, John, Carole Roberts, and Gary Taylor. "Collaborative Learning: A Connected Community Approach." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2946.

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Collaborative Learning in group settings currently occurs across a substantial portion of the UK Higher Education curriculum. This style of learning has many roots including: Enterprise in Higher Education, Action Learning and Action Research, Problem Based Learning, and Practice Based Learning. As such our focus on Collaborative Learning development can be viewed as an evolutionary. This collaborative and active group learning provides the foundation for what can be collectively called connectivist ‘Learning Communities’. In this setting a primary feature of a ‘Learning Community’ is one that carries a responsibility to promote one another’s learning. This paper will outline a developmental collaborative learning approach and describe a supporting software environment, known as the Salford Personal Development Environment (SPDE), that has been developed and implemented to assist in delivering collaborative learning for post graduate and other provision. This is done against a background of much research evidence that group based activity can enhance learning. These findings cover many approaches to group based learning and over a significant period of time. This paper reports on work-in-progress and the features of the environment that are designed to help promote individual and group or community learning that have been influenced by the broad base of research findings in this area.
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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Reports on the topic "Community based environmental education"

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Kramer, Stefanie. Monitoring and Evaluating Malawi Youth Conservation Engagement after Community-Based Environmental Education Workshops. Portland State University, January 2018. http://dx.doi.org/10.15760/mem.6.

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Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

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Diop, Nafissatou, Modou Faye, Amadou Moreau, Jacqueline Cabral, Helene Benga, Fatou Cisse, Babacar Mane, Inge Baumgarten, and Molly Melching. The Tostan program: Evaluation of a community based education program in Senegal. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1002.

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Ouoba, Djingri, Zakari Congo, Nafissatou Diop, Molly Melching, Baya Banza, Georges Guiella, and Inge Baumgarten. Experience from a community-based education program in Burkina Faso: The Tostan program. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1001.

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Flores, Ivo, Elida Rosa Fonseca, Rosa Flores, Ricardo Vernon, Jorge Solorzano, Suyapa Pavon, Marco Falck, and Alba Sanchez. Increasing use of the IUD through community and clinic based education activities in rural Honduras. Population Council, 2007. http://dx.doi.org/10.31899/rh4.1158.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Bowling, Emily. Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.260.

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Maier, Anna, and Deanna Niebuhr. California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education. Learning Policy Institute, October 2021. http://dx.doi.org/10.54300/806.436.

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The historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver a whole child education. This brief examines key elements of the new law. It then lays out evidence-based principles of high-quality community schools implementation that are grounded in the four researchbacked pillars included in statute and aligned with the science of learning and development. It concludes with a discussion of the technical assistance needed for high-quality implementation.
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Попель, Майя Володимирівна, Світлана Вікторівна Шокалюк, and Марія Павлівна Шишкіна. The Learning Technique of the SageMathCloud Use for Students Collaboration Support. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/1076.

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The article describes the advisable ways of the cloud-based systems use to support students’ collaboration in the process of math disciplines learning. The SageMathCloud-based component that aggregates electronic resources for several math disciplines training is introduced. The learning technique of the SageMathCloud use in the process of educational staff training is proposed. The expediency of this technique implementation for more active take up of innovative approaches, forms and methods of math training with the use of the cloud-based tools is substantiated. The experimental results of the SageMathCloud learning component introduction research along with the methods of its use that were elaborated in the course of the study are presented. The use of the evidence-based technique as improving the educational environment of the university, empowering access to electronic learning resources in the course of math training and engaging with this the educational community and also rising their ICT competence is grounded.
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Wiggins, Noelle. La Palabra es Salud: A Comparative Study of the Effectiveness of Popular Education vs. Traditional Education for Enhancing Health Knowledge and Skills and Increasing Empowerment Among Parish-Based Community Health Workers (CHWs). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.442.

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