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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.
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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Lam, Chi Chung, and John Lidstone. "Teachers’ cultural differences: case studies of geography teachers in Brisbane, Changchun and Hong Kong." Asia Pacific Education Review 8, no. 2 (2007): 178–93. http://dx.doi.org/10.1007/bf03029254.
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Corney, Graham. "Case Studies in Student Geography Teachers' Conceptions of Teaching Environmental Issues." International Research in Geographical and Environmental Education 9, no. 4 (2000): 305–26. http://dx.doi.org/10.1080/10382040008667663.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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de Vries, W. T. "How progressive land titling could foster new surveying practices and land information systems––based on case studies in Namibia." Computers, Environment and Urban Systems 28, no. 5 (2004): 531–44. http://dx.doi.org/10.1016/j.compenvurbsys.2003.11.006.
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Snorek, Julie, Thomas Kraft, Vignesh Chockalingam, Alyssa Gao, and Meghna Ray. "How Social Connections to Local CBNRM Institutions Shape Interaction: A Mixed Methods Case from Namibia." Journal of Sustainable Development 13, no. 6 (2020): 26. http://dx.doi.org/10.5539/jsd.v13n6p26.
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Strong social connections between communities and institutions are essential to effective community-based natural resource management. Connectivity and willingness to engage with actors across scales are related to one’s perceptions of institutions managing natural resources. To better understand how individuals’ perceptions are related to connections between communities and institutions, and how these promote or inhibit interaction across scales, we carried out a mixed methods case study on the multiple actors living and working in the Namib Naukluft National Park in Namibia. We took a descriptive approach to the social network analysis and identified distinct subgroups as well as boundary actors for the community-institutional network. Thereafter, we regressed interview data on connections, perceptions, and willingness to reach out to institutions to understand more about network dynamics. Finally, we performed a qualitative analysis of interview data, to further highlight why community individuals were connected to institutional members. Positive perceptions are associated with greater connectivity for two out of three institutions. Better quality connections between community members and institutions was equated with a greater willingness (of community members) to reach out to an institutional member in only one out of three cases. As in other studies, willingness to reach out may be more strongly correlated to intergroup actor dynamics, as shown by subgrouping in the social network analysis, than one’s perceptions alone. This research highlights that direct interactions between community members and local institutions has the potential to support collaboration in the context of community-based natural resource management.
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Matthews, M. H., A. Airey, L. Tacon, and A. Simpson. "The Influence of the Neighbourhood on Teacher Characteristics: A Case Study of Coventry." Environment and Planning A: Economy and Space 20, no. 5 (1988): 681–88. http://dx.doi.org/10.1068/a200681.
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In this paper the influence of the neighbourhood on teacher characteristics is examined, with particular reference to comprehensive schools in Coventry. The focus is upon a consideration of whether the characteristics of teachers in the inner-city and Social Priority Schools differ from their colleagues in schools in suburban locations and of nonpriority status. It was thought that such an approach would provide an assessment of the efficacy of some aspects of existing spatial policies aimed at alleviating educational disadvantage. A sample of 526 teachers drawn from 8 schools participated in the survey. A questionnaire was used to seek information on demographic, educational, experiential, and attitudinal details. The results suggest that the strong relationship between areas and teachers, recognised in a number of studies conducted in the USA, is little evident in this British case study. Within Coventry there is a lack of interneighbourhood variation in the compositional makeup of teachers. The policy implications of these findings are discussed.
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Meydan, Ali. "The Contribution of Scientific Project Competitions upon High School Students’ Acquiring a Scientific Viewpoint (Geography Lesson Case)." Journal of Education and Learning 6, no. 2 (2017): 294. http://dx.doi.org/10.5539/jel.v6n2p294.
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Scientific research projects competitions for high school students have been held by TUBITAK (The Scientific and Technological Research Council of Turkey) since 1969. Whereas only projects on science were taken into the scope of competition for long years, the projects appropriate to the interdisciplinary approach such as social sciences projects and values education have been started to be included beside science broadening the range since 2000s. In projects, it has been aimed to encourage students studying at high school grade for carrying out studies on basic, social and applied sciences, directing their studies and providing contribution upon the development of current scientific studies. The required qualification is projects’ being originated and developed from own knowledge, skill and original thoughts of the students, and being completed by the support of a counselor.Geography has started to be included in scientific project competitions since 2011. In this research, it was aimed to reveal the importance of secondary education students’ scientific project competitions upon their gaining a scientific point of view depending upon the branch of geography. In the research, case study design as one of the qualitative research methods was used. The study group of the research included 38 geography teachers carrying on their duties in Nevsehir province in 2015-2016 academic year. Semi-structured interview technique was used as data collection tool, and the data were analyzed using content analysis method. Obtained quantitative data were digitized, their frequency and percentage were obtained and interpreted.In the research, it was concluded that participating into scientific project competitions was very beneficial in terms of students, developed viewpoint of students in terms of various aspects, most of the geography teachers considered that the institutions they carried on their duties were adequate for students’ developing projects, teachers considered themselves competent for guiding students during the process of preparing the project, and preparing a project provided significant benefits and experiences for the future of students.
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Baş, Kenan, and Esen Durmuş. "Social Studies Course from the Perspective of Parents -The Istanbul-Sultanbeyli Case." World Journal of Education 9, no. 4 (2019): 73. http://dx.doi.org/10.5430/wje.v9n4p73.
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The aim of this study is to identify the perspectives of parents on the "Social Studies" course. The case study design,one of the qualitative research methods, was used in accordance with the nature of the study. Data related to the studywere obtained through a semi-structured interview form prepared by the researchers. The data of the study wereobtained from the parents of students attending 5th, 6th and 7th grade of a state secondary school located in theIstanbul-Sultanbeyli district in the spring semester of 2017 and 2018 academic year. The data obtained were analyzedby content analysis. According to the data obtained from the research, the following results were obtained: Themajority of the parents apparently linked the concept of Social Studies to the concepts of History, Geography,Citizenship and Socialization. Parents thought that the subjects related to History, Geography, Citizenship Rights,Culture, Democracy, Human Rights and the life of Mustafa Kemal Atatürk were taught in the Social Studies course.Nevertheless, it was seen that the parents wished to see the concepts such as Love of Motherland, Nation, Communityand National Flag, Etiquette, Cultural Values, Freedom, Democracy, Equality to be taught in the Social Studies courses.While the parents mostly compared the Social Studies courses with such organs as the Brain, Kidney, Heart, Eye,Stomach and Intestine, they considered it as appropriate to place this course in the last places in terms of importance. Inaddition, it was found that majority of the parents did not want their children to become social studies teachers in thefuture.
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Kwee, Ching Ting Tany. "I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching." Sustainability 13, no. 8 (2021): 4195. http://dx.doi.org/10.3390/su13084195.
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Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.
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Et.al, Ruli As’ari. "Developing Students’ Critical Thinking Skills Using the Field Laboratory for Geography Education (Case Study on Mount Galunggung, Tasikmalaya, West Java, Indonesia)." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 2636–43. http://dx.doi.org/10.17762/turcomat.v12i3.1287.
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Purpose of the study: This study aimed to analyze the needs of the field laboratory for geography education which functions as an outdoor learning medium.
 Methodology: The method applied in this study was descriptive qualitative research using three stages, namely preliminary needs analysis studies, field analysis studies through observation and satellite image overlay, and field function analysis for learning purposes.
 Main Findings: The results indicated that the open space (environment) can function as a laboratory that can be used for teaching and learning, research, and community services. In addition, critical thinking skills that can be developed in the field laboratory for geography education included analytical skills, synthetical skills, identifying and problem-solving skills, concluding skills, and evaluating or assessing skills.
 Applications of this study: This study provides geography teachers with information to develop a field laboratory as a learning resource.
 Novelty: There are very few studies that examine field laboratories, whereas field laboratories are indispensable to develop students’ critical thinking skills.
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Salama, Ashraf M. "The Users in Mind: Utilizing Henry Sanoff's Methods in Investigating the Learning Environment." Open House International 34, no. 1 (2009): 35–44. http://dx.doi.org/10.1108/ohi-01-2009-b0005.
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The educational process in schools involves many activities that ultimately aim at testing students' motivation, knowledge assimilation, academic performance, and teachers' productivity. How these activities are accommodated in a responsive environment is a critical issue that deserves special attention especially from users' perspective. This paper analyzes emerging understandings of learning environments. Reactions of teachers and students to classroom and cluster prototypes, among other aspects, against a number of spatial requirements and educational objectives are analyzed and discussed based on two mechanisms. The first is a comparative analysis of reactions of teachers from three elementary schools within Charlotte-Mecklenburg School District. The second part is a case study of a pre-design phase undertaken for redesigning some buildings of North Carolina School of the Arts. The results of this investigation support the assumption on how the school environment has a direct impact on the way in which teaching and learning takes place. A conclusion envisioning the need for going beyond adopting prescriptive measures to address the quality of the learning environment is conceived by highlighting the need to utilize knowledge generated from research findings into school design process, to pursue active roles in sensitizing users about the value of the school environment in reaching the desired academic performance while increasing teachers' productivity.
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Gudonienė, Daina, Agnė Paulauskaitė-Tarasevičienė, Asta Daunorienė, and Vilma Sukackė. "A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL." Sustainability 13, no. 15 (2021): 8495. http://dx.doi.org/10.3390/su13158495.
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Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.
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Brenes-Monge, Melania María, María del Mar Fernández-Martínez, María Dolores Pérez-Esteban, and José Juan Carrión-Martínez. "Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study." Sustainability 12, no. 23 (2020): 10170. http://dx.doi.org/10.3390/su122310170.
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This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to the figure of the teacher, their professional profile, and other factors that are external to them and are related to the context in which they practice. A qualitative method involving a case study of seven teachers was selected according to relevant and maximum variation sampling based on expert criteria. The information was collected utilizing in-depth interviews and systematic observation. The analysis of the information was based on the qualitative data analysis software program ATLAS.ti. The results highlight two categories of factors, those of the teacher, such as vocation, beliefs, teaching model, desire for personal fulfillment, or personal issues, and those of context, such as technical support and support of the management structure of the school, with more significant influence on the processes of appropriation and use of ICT in teaching practices of those factors linked to the teachers themselves.
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Shamatov, Duishon, and Sarfaroz Niyozov. "Trading or Teaching: Dilemmas of Everyday Life Economy in Central Asia." Inner Asia 8, no. 2 (2006): 229–62. http://dx.doi.org/10.1163/146481706793646675.
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AbstractThe paper discusses the effects of the collapse of the Soviet Union on teachers’ life and work in Badakhshan and Osh provinces of Tajikistan and Kyrgyzstan. Challenging some of the assumptions of the Soviet studies about the interaction between teaching and other sources of moneymaking by teachers, the paper illustrates continuities and changes in the pre-Soviet, Soviet and post-Soviet times in terms of role, nature, forms, and ethics of trading and commercial activities in the life of the teachers in the two countries. The paper draws from the two ethnographic case studies carried out in Tajikistan and Kyrgyzstan between 1999 and 2005. The drastic actual changes in the status and work of the teachers in post- Soviet Central Asia has presented teachers with tough choices. One of such choices was whether to become involved in trading and commerce. Teachers’ experience of trading and commercialisation has been contradictory: necessary, possible, rewarding; yet challenging and often disgusting and contrary to the very morality of the teaching profession. The teachers’ life and work serves as windows to the larger issues that have both local and global ramifications. The challenges teachers face in the paper speak to basic issues of human experience: dignity, justice, hope, equity, care and humanity. The paper’s major argument is that while teachers are increasingly gaining from their involvement in trading, it is the societies that are losing, both by loss of the best teachers and by the implications of trading and commercial activities on the education systems in Kyrgyzstan and Tajikistan. The policy makers must make decisions about how teachers could be provided with conditions that enable them to focus on the major priority of their work for the benefit of the future generations of Central Asia.
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Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (2021): 600. http://dx.doi.org/10.3390/su13020600.
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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and attitude towards FW were detected in teachers and pupils after the intervention. Around 30% of FW reduction at lunch was observed in the intervention group but not in the other groups. A decrease of almost half of the average weight was observed during the mid-morning break in the rest of primary groups. The results apparently show that addressing the FW issue in classrooms can have a very positive effect on children’s attitudes. As it is such a cross-cutting issue; it raises awareness about a large group of Sustainable Development Goals, and encourages these young citizens to make conscious decisions and to act responsibly.
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Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (2021): 600. http://dx.doi.org/10.3390/su13020600.
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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and attitude towards FW were detected in teachers and pupils after the intervention. Around 30% of FW reduction at lunch was observed in the intervention group but not in the other groups. A decrease of almost half of the average weight was observed during the mid-morning break in the rest of primary groups. The results apparently show that addressing the FW issue in classrooms can have a very positive effect on children’s attitudes. As it is such a cross-cutting issue; it raises awareness about a large group of Sustainable Development Goals, and encourages these young citizens to make conscious decisions and to act responsibly.
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Verkulevičiūtė - Kriukienė, Daiva, and Angelija Bučienė. "International Academic Exchange of Students and Teaching Staff in Human Geography Study Field: The Case of Klaipėda University / Visuomeninės geografijos studijų krypties studentų ir dėstytojų tarptautiniai akademiniai mainai: Klaipėdos universiteto atvejis." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac 5 (November 6, 2017): 91–103. http://dx.doi.org/10.15823/ge.2017.8.
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The participation in Erasmus and Erasmus+ programmes is the most popular form of mobility among the university teachers and other academic staff as well as students. The geographers of Klaipėda University can study in more than 20 universities of different regions of Europe, and the geography of studies expands from year to year. While studying in foreign countries, they not only deepen their knowledge, but also broaden the geographic scope, acquaint with new people and cultures, strengthen the knowledge of foreign language. From the other side, the students of foreign universities, having been chosen the geographic modules at Klaipėda University, have a possibility to see and learn about the nature of Western Lithuania, social and economic objects, the cultural environment. According to the foreign students, the studies are organized so, that academic staff is able to collaborate with each student immediately, and the atmosphere of studies is very good. Besides the foreign students, Klaipėda University receives also the foreign academic staff, organizes the international practices, develops the projects, and the academic staff of Klaipėda university has a possibility to visit the universities of foreign countries. Those visits give the invaluable benefit to the teachers, because one can receive more experience, and the newly adopted methods may be applied at Klaipėda University.
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Straková, Zuzana, and Ivana Cimermanová. "Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability." Sustainability 10, no. 10 (2018): 3366. http://dx.doi.org/10.3390/su10103366.
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Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students’ materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann–Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).
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Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (2020): 5568. http://dx.doi.org/10.3390/su12145568.
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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.
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Biasutti, Michele, Eleonora Concina, Sara Frate, and Ibrahim Delen. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8 (2021): 4171. http://dx.doi.org/10.3390/su13084171.
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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.
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Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.
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Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.
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Sund, Per J., and Niklas Gericke. "More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept." Sustainability 13, no. 12 (2021): 6524. http://dx.doi.org/10.3390/su13126524.
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This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.
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Kohnke, Lucas, and Andrew Jarvis. "Coping with English for Academic Purposes Provision during COVID-19." Sustainability 13, no. 15 (2021): 8642. http://dx.doi.org/10.3390/su13158642.
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COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.
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Nugroho, Fajar Agung, and H. Hastuti. "CONSTRAINTS OF GEOGRAPHY TEACHER OF SMA N 1 NGAGLIK IN DEVELOPING THE 2013 CURRICULUM LEARNING DEVICES IN SLEMAN REGENCY." Geosfera Indonesia 4, no. 1 (2019): 44. http://dx.doi.org/10.19184/geosi.v4i1.9294.
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This study aims to determine: (1) the difficulties of geography teachers in SMA N 1 Ngaglik to develop learning media, and (2) how to solve those difficulties. This research was conducted in SMA N 1 Ngaglik. This study used descriptive qualitative method. The subjects in this study were the geography teachers. The data collection techniques used was observation, interviews, and documentation. The data analysis technique in this study used interactive analysis which includes data collection, data reduction, data presentation, and conclusion. The results of this study indicate: (1) the obstacles found in the school like the teachers develop syllabus using a scientific approach only, they have not carried out all learning models in accordance with Curriculum 2013, the difficulties in developing learning media, the difficulties in developing learning media, and the difficulties in assessing balanced attitudes and skills with knowledge, and (2) to solve those difficulties the teacher carries out various ways by discussing and sharing with other geography teacher, participates in MGMP activities from the school to the district level, attends trainings or workshops to add insight and various information for the improvements in developing learning media.
 Keywords: obstacles, learning media, curriculum 2013
 References
 
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Tolppanen, Jäppinen, Kärkkäinen, Salonen, and Keinonen. "Relevance of Life-Cycle Assessment in Context-Based Science Education: A Case Study in Lower Secondary School." Sustainability 11, no. 21 (2019): 5877. http://dx.doi.org/10.3390/su11215877.
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The article introduces a science education intervention using life-cycle analysis of consumer products. The intervention aims to promote lower secondary school students’ science career awareness and interest toward science studies. In this study, two lower secondary school teachers planned an intervention on life-cycle analysis, which aimed to be relevant for the students from an individual, societal, and vocational perspective. The study then examined how students perceived the relevance of the intervention, based on classroom observations, students’ life-cycle presentations, questionnaire responses, as well as interviews. The findings indicate that students found life-cycle assessment to be a relevant topic both from an individual and societal perspective. However, findings on vocational relevance were two-fold, as students gained knowledge on different occupations, but this did not seem to directly affect their future career aspirations.
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Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (2019): 5471. http://dx.doi.org/10.3390/su11195471.
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China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.
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Newton, Clare, Sue Wilks, and Dominique Hes. "Educational Buildings as 3D Text Books: Linking ecological sustainability, pedagogy and space." Open House International 34, no. 1 (2009): 17–25. http://dx.doi.org/10.1108/ohi-01-2009-b0003.
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This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council
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Rodríguez Moreno, Javier, Miriam Agreda Montoro, and Ana Ortiz Colón. "Changes in Teacher Training within the TPACK Model Framework: A Systematic Review." Sustainability 11, no. 7 (2019): 1870. http://dx.doi.org/10.3390/su11071870.
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The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scientific literature applying the documentation as a systematization method was performed. The present study analyses 37 contributions, published between 2014 and 2017, indexed in the Web of Science (WOS) and Scopus databases, with TPACK and TPCK as the applied descriptors. Thus, the documentary analysis was based on four different criteria: public, topic, main results, and methodological design. Results show that all the reviewed publications are mainly focused on studies of basic and higher education where case studies, quantitative empirical studies, and mixed studies are predominant. Consequently, regarding the studies analyzed, there is a lack of longitudinal studies showing the teachers’ actions when applying TPACK in their daily practice.
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Poza-Vilches, Fátima, Abigail López-Alcarria, and Nerea Mazuecos-Ciarra. "A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context." Sustainability 11, no. 6 (2019): 1568. http://dx.doi.org/10.3390/su11061568.
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Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.
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Simon, David. "Bertil Odén, Henning Melber, Tor Sellström and Chris Tapscott, Namibia and External Resources: the case of Swedish development assistance. Research Report No. 96, Uppsala: Nordiska Afrikainstitutet (Scandinavian Institute of African Studies), 1994, 122 pp., £5.95 (SEK 60), ISBN 91 7106 351 X paperback." Africa 66, no. 2 (1996): 324. http://dx.doi.org/10.2307/1161340.
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Albareda-Tiana, Sílvia, Esther García-González, Rocío Jiménez-Fontana, and Carmen Solís-Espallargas. "Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities." Sustainability 11, no. 18 (2019): 4927. http://dx.doi.org/10.3390/su11184927.
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Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.
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MacKay, Makenzie, Brenda Parlee, and Carrie Karsgaard. "Youth Engagement in Climate Change Action: Case Study on Indigenous Youth at COP24." Sustainability 12, no. 16 (2020): 6299. http://dx.doi.org/10.3390/su12166299.
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While there are many studies about the environmental impacts of climate change in the Canadian north, the role of Indigenous youth in climate governance has been a lesser focus of inquiry. A popularized assumption in some literature is that youth have little to contribute to discussions on climate change and other aspects of land and resource management; such downplay of youth expertise and engagement may be contributing to climate anxiety (e.g., feelings of hopelessness), particularly in remote communities. Creating opportunities for youth to have a voice in global forums such as the United Nations Conference of Parties (COP24) on Climate Change may offset such anxiety. Building on previous research related to climate action, and the well-being of Indigenous youth, this paper shares the outcomes of research with Indigenous youth (along with family and teachers) from the Mackenzie River Basin who attended COP24 to determine the value of their experience. Key questions guiding these interviews included: How did youth impact others? and How did youth benefit from the experience? Key insights related to the value of a global experience; multiple youth presentations at COP24 were heard by hundreds of people who sought to learn more from youth about their experience of climate change. Additional insights were gathered about the importance of family and community (i.e., webs of support); social networks were seen as key to the success of youth who participated in the event and contributed to youth learning and leadership development.
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Chytrý, Vlastimil, Janka Medová, Jaroslav Říčan, and Jiří Škoda. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies." Sustainability 12, no. 23 (2020): 10215. http://dx.doi.org/10.3390/su122310215.
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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.
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Lázaro, Santa, Belén Urosa, Rosalía Mota, and Eva Rubio. "Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana." Sustainability 12, no. 20 (2020): 8464. http://dx.doi.org/10.3390/su12208464.
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Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students.
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Leal, Alejandro, Bruno Cruz, and Alejandro Pérez-Duarte. "Architecture and transformation in Mexico City’s UNAM University Campus." VLC arquitectura. Research Journal 8, no. 1 (2021): 151. http://dx.doi.org/10.4995/vlc.2021.13028.
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<p>Architecture in permanent transformation is the starting point of this article, focused on the interaction between material and social aspects of a case study on modern Mexican housing, observing the building’s life in relation to its inhabitants. The Multifamily Apartment Building for Teachers (Multifamiliar para maestros), a faculty housing building at the UNAM campus, is a mid-twentieth-century experimental housing project, developed at the beginning of Mexico City´s densification. Today it is registered in UNESCO’s World Heritage Sites. The case study sheds some important insights into the transformations of a spatial modern utopia facing inhabitants' needs. Numerous differences were detected between the original idea behind the building’s architecture and the reality of its users today, revealing not only the ambiguous nature of the building but also problems derived from the country’s accelerated modernization. The results show contrasting approaches of the intermediate space between the building’s conception, and the constant process of becoming a home, where the scope of its habitability is negotiated. </p>
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Zhang, Qi, Yubing Fan, and Mingyang Zhang. "An Empirical Analysis of Students’ Involvement and Exit Behaviors in College Organizations: The Case of Nanjing Agricultural University in China." Sustainability 10, no. 11 (2018): 3933. http://dx.doi.org/10.3390/su10113933.
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Student organization is considered an important approach for the sustainable development of ideological and political education, and it helps construct learning style and campus culture. This research studies college students’ motivations for their involvement and exit behaviors. Using a binary choice model, we analyze critical factors affecting the involvement and exit behaviors of college students based on social cognition theory, Maslow’s hierarchy of needs, and expectancy theory. On the one hand, our results show active cognition is most influential for the involvement behavior, followed by personal interest. Meanwhile, active cognition is positively affected by mother’s higher education level and senior students’ influence. Respondents who agree that joining organizations brings closer relations with teachers and other students as well as promoting heterosexual communication are more likely to join. On the other hand, the most influential factor for the exit behavior is unclear promotion mechanisms. Low-quality activities and wasting time with organizations cause students to quit. Moreover, lack of training opportunities and professional guidance dampens members’ enthusiasm. Complicated interpersonal relations, bureaucratic style, entering a higher grade and changing psychology cause some members to quit and further affect organizational learning. We provide additional insights on management strategies towards organization sustainability, such as improving leader selection and building harmonious interpersonal relations.
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Blanchard, Kathryn D. "Add Business and Stir." Worldviews: Global Religions, Culture, and Ecology 25, no. 1 (2021): 71–90. http://dx.doi.org/10.1163/15685357-02501004.
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Abstract This essay makes a case for teaching an interdisciplinary undergraduate course at the intersection of religion, ecology, and business. At a basic level, this approach gets students with diverse intellectual orientations and career interests in the same room; letting business and environmental studies majors work together on these questions fosters a variation on interfaith engagement. More deeply, it creates space for them to develop critical self-awareness about their own ethical commitments. The fact that no single instructor can be an expert in all three fields should not prevent us from stepping boldly into uncharted territory. The degradation of the earth is an interdisciplinary problem that requires interdisciplinary solutions, and each of us has something to contribute right now even if we cannot do it all. As teachers and lifelong learners, we can and must model intellectual humility even as we look for ways to take decisive individual and collective action.
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Buenaño-Fernández, Diego, David Gil, and Sergio Luján-Mora. "Application of Machine Learning in Predicting Performance for Computer Engineering Students: A Case Study." Sustainability 11, no. 10 (2019): 2833. http://dx.doi.org/10.3390/su11102833.
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The present work proposes the application of machine learning techniques to predict the final grades (FGs) of students based on their historical performance of grades. The proposal was applied to the historical academic information available for students enrolled in the computer engineering degree at an Ecuadorian university. One of the aims of the university’s strategic plan is the development of a quality education that is intimately linked with sustainable development goals (SDGs). The application of technology in teaching–learning processes (Technology-enhanced learning) must become a key element to achieve the objective of academic quality and, as a consequence, enhance or benefit the common good. Today, both virtual and face-to-face educational models promote the application of information and communication technologies (ICT) in both teaching–learning processes and academic management processes. This implementation has generated an overload of data that needs to be processed properly in order to transform it into valuable information useful for all those involved in the field of education. Predicting a student’s performance from their historical grades is one of the most popular applications of educational data mining and, therefore, it has become a valuable source of information that has been used for different purposes. Nevertheless, several studies related to the prediction of academic grades have been developed exclusively for the benefit of teachers and educational administrators. Little or nothing has been done to show the results of the prediction of the grades to the students. Consequently, there is very little research related to solutions that help students make decisions based on their own historical grades. This paper proposes a methodology in which the process of data collection and pre-processing is initially carried out, and then in a second stage, the grouping of students with similar patterns of academic performance was carried out. In the next phase, based on the identified patterns, the most appropriate supervised learning algorithm was selected, and then the experimental process was carried out. Finally, the results were presented and analyzed. The results showed the effectiveness of machine learning techniques to predict the performance of students.
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Tejedor, Gemma, Jordi Segalàs, Ángela Barrón, et al. "Didactic Strategies to Promote Competencies in Sustainability." Sustainability 11, no. 7 (2019): 2086. http://dx.doi.org/10.3390/su11072086.
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Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.
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Kerner auch Koerner, Julia, Linda Visser, Josefine Rothe, Gerd Schulte-Körne, and Marcus Hasselhorn. "Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample." Sustainability 13, no. 15 (2021): 8440. http://dx.doi.org/10.3390/su13158440.
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Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed.
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Ouf, Mohamed, Mohamed H. Issa, Phil Merkel, and Panos Polyzois. "THE EFFECT OF OCCUPANCY ON ELECTRICITY USE IN THREE CANADIAN SCHOOLS." Journal of Green Building 13, no. 1 (2018): 95–112. http://dx.doi.org/10.3992/1943-4618.13.1.95.
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Through building performance simulations, previous studies showed the effect of occupants on buildings' energy consumption. To further demonstrate this effect using empirical evidence, this study analyzed the effect of occupancy on real-time electricity consumption in three case-study schools in Manitoba. Within each school, one classroom as well as the gymnasium were sub-metered to collect real-time electricity consumption data at half-hourly intervals. The study focused on electricity consumption for lighting and plug loads, which make up 30% of energy consumption in Canadian commercial and institutional buildings. A comprehensive method was developed to investigate energy-related occupant behaviour in the sub-metered spaces using four different tools simultaneously: 1) gymnasium bookings after school hours over a four-month period, 2) half-hourly observations of lighting and equipment use in the sub-metered spaces in each school over a two-week period, 3) a daily survey administered to teachers in the sub-metered classrooms over a two-week period, and 4) occupancy and light sensors to evaluate actual recorded occupancy and light use durations over a four-month period. Results showed that recorded occupancy durations over a 4-month period only explained less than 10% of the variations in classrooms' lighting electricity consumption, meaning that lights may have been used frequently while classrooms were unoccupied. Results also showed the differences in gymnasiums' electricity consumption were still statistically significant between the three schools, even after school hours and when the gymnasiums were not used or booked for other activities. This study is the first to provide in-depth evaluation of the effect of occupancy on electricity consumption in Canadian schools.
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Valverde-Berrocoso, Jesús, María del Carmen Garrido-Arroyo, Carmen Burgos-Videla, and María Belén Morales-Cevallos. "Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)." Sustainability 12, no. 12 (2020): 5153. http://dx.doi.org/10.3390/su12125153.
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The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies.
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Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.
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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage.
 Keywords: map literacy, social studies learning, spatial thinking
 
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Rodríguez, Carolina, Rafael Sánchez, Natalia Rebolledo, Nicolás Schneider, Jennyfer Serrano, and Eduardo Leiva. "Cost–Benefit Evaluation of Decentralized Greywater Reuse Systems in Rural Public Schools in Chile." Water 12, no. 12 (2020): 3468. http://dx.doi.org/10.3390/w12123468.
Full textAbstract:
Water scarcity is one of the most important climatic threats in recent times. In Chile, the north and north-central areas, with predominantly arid or semi-arid climates, have been strongly affected by the low availability of water, as well as by overexploitation of water resources derived from the negative effect caused by some sectors of the economy such as agriculture and mining. Only 53% of households in rural areas in Chile have access to drinking water from a public network. To date, some pilot greywater treatment systems have been implemented in rural public schools. This paper presents an economic analysis of pilot systems for greywater treatment from three case studies. The results showed that the implementation of these systems would not be economically feasible, since the initial investment costs can exceed USD 5200, which is not offset by the water savings. However, other benefits, such as thermal regulation, better life quality, and the feeling of well-being and satisfaction of students and teachers should be considered to be paramount for the evaluation of treatment systems. In addition, current levels of treated greywater could allow irrigation of 6.24, 5.68, and 3.56 m2/person in the Alejandro Chelén, El Guindo, and Pedro de Valdivia schools, respectively. These results contribute to a better understanding of the social role that should be applied to the evaluation of ecological systems that save water and improve the well-being of the population.
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Wang, Jiayi, and Gerard A. Postiglione. "China’s minorities without written scripts." Journal of Asian Pacific Communication 18, no. 2 (2008): 166–90. http://dx.doi.org/10.1075/japc.18.2.04pos.
Full textAbstract:
The Chinese state sees language as an essential determinant in ethnic minority schooling. The use of minority language as a medium of instruction is viewed as a way to increase attendance rates and strengthen socialization into a national ideology. However, the policies differ for those ethnic miorities with or without a commonly used written script. Among the minorities without a script are the 300,000 strong Dongxiang, an ethnic group with the lowest level of literacy and school access in China. There is virtually no systematic research on the role of language in school access for Chinese minority groups without a written script. In particular, there is a lack of analysis of the Dongxiang (and similar groups without a written script) learning and school discontinuation. This research aimed to identity the major difficulties in school based learning for the Dongxiang speaking children. Specifically, it explores local perspectives on how language and other factors are related to school enrolment and achievement. In order to accomplish this, the research combined a variety of data gathering methods, including survey questionnaires, open ended interviews, in-depth interviews, field visits, observations, and case studies to analyze the difficulties of language transition faced by Dongxiang ethnic minority children. The results reveal that although native language does not directly cause schoolchildren to discontinue their studies, it has an important indirect influence, especially on the girls. The research results also show that Dongxiang ethnic minority schoolchildren in the early years of schooling generally cannot understand their teachers’ Chinese teaching, which results in poor school performances, a decline of interest in learning, a frustrated sense of achievement, and a decline in self-respect. Many students drop out as part of a vicious cycle that sees a reproduction of poor conditions for learning.
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Wang, Wenhui, Yin Zhang, Jing Han, and Ping Liang. "Developing teenagers’ role consciousness as “world heritage guardians”." Journal of Cultural Heritage Management and Sustainable Development 7, no. 2 (2017): 179–92. http://dx.doi.org/10.1108/jchmsd-06-2015-0023.
Full textAbstract:
Purpose As one of the nearest and most important groups of resource guardians, local teenagers are an important force for current and especially future world heritage protection. Nurturing their awareness of world heritage protection is an important way to achieve the sustainable development of world heritage sites (WHS). The purpose of this paper is to present a case study of local teenagers of Tai’an city in China with the aim of examining how they have developed consciousness of their role as “world heritage guardians.” Design/methodology/approach Semi-structured interviews are used to examine the awareness of 15 local teenagers on world heritage protection. The interview results are then qualitatively analyzed by using a systematic coding process. Findings The analysis shows that the formation of the guardianship role is realized through three dimensions: recognition, emotion, and action, which are subjected to role awakening, role identifying, and role strengthening stage by stage. The personal experiences of the interviewees, as well as the impact from surrounding groups both serve to influence the formation of their role as “world heritage guardians.” Research limitations/implications The framework constructed in this study on the development of teenagers’ role consciousness cannot only apply to world heritage and environmental contexts in terms of awareness of the need for conservation, but be used toward behavioral studies of other age groups. Practical implications The findings can be used as a practical guide for school teachers, government officials, and heritage managers to better carry out educational programs in terms of heritage tourism and sustainable development of WHS for teenagers. Originality/value The teenagers’ population is underrepresented in the literature in terms of community involvement with world heritage. This study is meaningful because the focus is on improving local teenagers’ awareness of the value and importance of world heritage and their preservation.
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Marin, A. F., and M. A. Brovelli. "ACADEMIC TRACK OF FOSS4G 2019 BUCHAREST – THE ASYMPTOTIC CONNECTION BETWEEN SOFTWARE AND DATA: PREFACE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W14 (August 23, 2019): 1–2. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w14-1-2019.
Full textAbstract:
<p><strong>Abstract.</strong> FOSS4G stands for Free and Open Source Software for Geospatial. It is the flagship event of OSGeo. Each FOSS4G has its special aura, kindly designed by each Local Organising Committe, sharing the local culture and spirit with the greater community. In 2019, geo-spatial.org, the OSGeo Local Chapter of Romania, won the honour of organising the geospatial event of the year. FOSS4G 2019 was held in Bucharest (Romania), in three of the most important buildings of this city: National Theatre of Bucharest, InterContinental Hotel and Faculty of Geography from the University of Bucharest.</p><p>Following the established tradition of FOSS4G conferences, at the 2019 edition, an Academic Track ran in parallel with the General Track. The main purpose of this track was to bring together researchers, teachers, developers, users and practitioners carrying out research activities in geospatial domains, with an emphasis on the open source solutions. All types of topics such as results achieved, case studies, work in progress, academic endeavours to conceptualize, assess or teach open source geospatial software and data, were welcomed. The Academic Committee discouraged prevalent presentations of technologies or use cases without properly justifying originality to the scientific state of the art, emphasizing on particular novelty.</p><p>At this edition, 53 papers were submitted to the Academic Track. These were blind reviewed by 3 reviewers. Finally 38 scientific papers were selected for publication in this volume of the ISPRS Archives. The editors would like to thank all the authors, the members from the Scientific Committee and the Organizing Committee for their valuable contributions. We hope you enjoy reading the proceedings.</p>
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Cherepanova, Ekaterina, Matvey Alyoshin, and Mikhail Khudorozhkov. "Perm State University and Perm Agro-Technological University: experience of joint field training practices for students of natural scientific faculties." InterCarto. InterGIS 25, no. 2 (2019): 406–12. http://dx.doi.org/10.35595/2414-9179-2019-2-25-406-412.
Full textAbstract:
The main task of modern educational process in higher education is to maximize the theoretical learning on any discipline of the curriculum to its applied aspects. The most important condition for successful mastering of the basic educational program of higher education of any direction is the sequence of mastering by students all its parts—disciplines, practices and state final attestation. Educational practices for students of natural science faculties of higher educational institutions (in our case, students of the Faculty of Geography of PSU and students of the Faculty of Soil Science, Agrochemistry, Ecology and Commodity Studies of PSATU), whose educational activities are related to research of the natural and anthropogenic environment by various methods, occupy a special place. The main purpose of this type of practice is to acquire primary skills and to consolidate theoretical knowledge obtained in the course of theoretical training. Such practices, as a rule, are held on some educational and scientific bases, training and experimental farms, hospitals, where the reference natural and anthropogenic elements are present, and basic and modern data processing technologies are used. With the efforts of the teachers of the Perm State National Research University (PSU) and the Perm Agro-Technological University (PSATU), a joint field training project was implemented. The main goal of such initiative is to involve students from different areas of training in a full cycle of production activities of an enterprise working with spatial data, from the collection and analysis of primary spatial data to the issuance of a completed cartographic product. Within the framework of the practice, field and cameral work was planned and carried out at one of the largest agricultural enterprises of Perm Region, the main activity of which is cattle breeding, meat and dairy cattle breeding, and the cultivation of leguminous and cereal crops. The result of the work is presented in cartographic works—cartograms of soil fertility indicators. Keywords