The contributors to Teaching Sustainability/Teaching Sustainably are all leaders
in sustainable education. Their contributions to this volume report work and
discoveries in all aspects of the sustainable education movement. The chapters
Author: Kirsten Allen Bartels
Publisher: Stylus Publishing, LLC.
Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. “Sustainability as a Core Value in Education” considers the rationale for incorporating sustainability in disciplinary courses. “Teaching Sustainability in the Academic Disciplines” presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. “Education as a Sustainable Practice” reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus.
Author: Learning and Teaching Scotland
Category: Sustainable development
There are many books on foreign language teaching - this book is different because it focuses on the learner and the learning process.
Author: Ulrike Sievers
Publisher: BoD – Books on Demand
Category: Study Aids
There are many books on foreign language teaching - this book is different because it focuses on the learner and the learning process. It starts from the social nature of interactive learning and locates learning in a community of learners, one of whom is the teacher. The conditions for lasting learning in the foreign language are the basis for the teaching methods. These aim to provide a rich and shared learning context, offer individualised support and scaffolding for learning and make the language the medium for learning what learners are interested in as developing persons. It makes teachers into reflective researchers of their practice, thus ensuring that teaching is an art, a craft and a science. The best learning occurs when teachers can read the effects of their teaching on the learning behaviour of the pupils and are able to adapt their approach to be inclusive of all learning types. The approach carefully developed in this book, takes foreign language teaching and learning to a new level. Without losing touch with its origins in Waldorf pedagogy, it also draws on contemporary learning theory. Above all it is an authentic account of the learning journey of a committed and caring teacher.
This book presents an edited selection of chapters compiled under the theme of ‘new international pedagogies’.
Author: Meeri Hellstén
Publisher: Springer Science & Business Media
In our rapidly globalizing world students are able to access learning through mobility, through computer mediated experiences, and through the diverse perspectives of their peers and teachers. All of these components impact on the ways in which universities and their staff prepare and present courses for their students. This book presents an edited selection of chapters compiled under the theme of ‘new international pedagogies’. The objective is to document current pedagogical frameworks and practices in the teaching and learning context of international education. It showcases innovative teaching and learning methods, methodological frameworks and novel pedagogies that contribute to improving the effectiveness of teaching and learning in international settings and diverse student groups. The collection of seventeen chapters offers new debate on applied critical educational thought, innovation in teaching and learning, and culturally sensitive and inclusive curriculum practices across a broad disciplinary spectrum. Of central interest is the production of teaching and learning examples that provide evidence for implementing progress and advancement in the field. The book aims to stimulate further debate, research and application in the field of international pedagogies.
The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of ...
Author: Katrien Van Poeck
The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of sustainability issues and, in particular, with the teaching challenges related to the ethical and political dimension of environmental and sustainability education. Bringing together recent scholarship on the topic, this book translates state-of-the-art academic research into teaching models, methods and tools. Starting with an outline of the challenge of sustainability, it offers insights and models for understanding the interesting yet ambiguous concept of ‘sustainable development’ and the complex process of transforming society in a more sustainable direction (Part I). It then goes on to provide a guide to preparing courses and lessons as well as tools for reflection about teaching practices and the multiplicity of approaches to addressing ethical and political challenges in sustainable development teaching (Part II). Finally, the book offers useful conceptual frameworks, models and typologies about the concrete design and implementation of sustainable development teaching (Part III). This book will be essential reading for students of education, as well as teachers in compulsory and higher education and sustainability education researchers.
This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities.
Author: Walter Leal Filho
This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it.
IN THIS study, the researcher has endeavoured to investigate and to explore how
animation (simulation) could be used effectively to teach Sustainable Architecture
in Secondary School (NCEA level 2, New Zealand). The student age ranged ...
Author: William Van Zyl
Publisher: Five House Publishing
Category: Architectural rendering
Masters level discipline-specific courses in sustainability which integrates
modules on the social, economic, and environmental issues of sustainable
development. The postgraduate faculty teaching on these courses and the
student cohorts ...
Author: Enakshi Sengupta
Publisher: Emerald Group Publishing
This timely book explores the sustainable development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture
This response does not only include greening the campus but also transforming curricula and teaching and learning. This book explains why this is necessary and – crucially – how to do it.
Author: Paula Jones
Category: Business & Economics
How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. This book explains why this is necessary and – crucially – how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability. The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching. Subject areas covered include: geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.
Author: Tamar Novik
Embedding Sustainability into Teaching, Learning and the Curriculum Denise
Summers, Roger Cutting. the first of ... Box 8.2: Once again read through each of
the suggested orientations to teaching sustainable literacy (Dawe et al. 2005, p.5
Author: Denise Summers
This book will enable teachers and managers in the post-compulsory sector to consider a range of approaches to embed Education for Sustainable Development (ESD) in their practice in the post-compulsory sector. There will be the opportunity to consider key debates, useful links and suggested reading to encourage further investigation and development of practice. Fundamentally, this book aims to empower teachers to critically analyse ESD through their own subject specialisms, engage in the debate and learn with their students. Democratic and participative approaches introduced will help readers to question traditional transmissive styles of teaching and learning and move on to the radical and transformative approaches required to embrace ESD. Therefore this book, whilst including illustrative examples, will encourage the reader to look at their own subject specialisms, practice, interests and those of their students to co-construct a curriculum that embeds ESD.
This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our ...
Author: John Huckle
While governments and NGOs have stated repeatedly that education is crucial if we are to make the transition to sustainable modes of living, there has been little discussion of the radical challenge that this poses for education itself. This is the first book published in the UK to provide an overview of the theory and practice of education for sustainability, making a case for a critical and purposive approach to education which is appropriate to the challenges of our times. It brings together contributions from environmental educators working in the formal and informal sectors and in continuing education, and provides perspectives on relevant philosophy, politics and pedagogy of education for sustainability, as well as case studies and pointers towards good practice. Education for Sustainability aims to place sustainability at the centre of the education debate, and education within the sustainability debate.
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.
Author: Philip Bamber
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
Author: Satish Awate
Table 12.8 Teachers' new Subscales Mean S.D. environmental paradigm
Rejection of exceptionalism 3.1064 1.3111 The reality ... Teaching of education
for sustainable development 1.9864 0.5916 Students' needs in the future 2.1798
Author: John Chi-Kin Lee
Environmental education (EE) and education for sustainable development (ESD) are asserting their growing role in curricula around the world, yet how deeply embedded are they in the learning systems of the Pacific nations? Building on an earlier analysis in China and Taiwan, this volume expands its purview to examine the quality and extent of environmental and sustainable development education in a number of countries in the Asia-Pacific region, including China itself, Taiwan, South Korea, Japan and Indonesia. As well as offering detailed national analyses provided by Asian-Pacific academics and professionals, this work includes examples in the US and Canada and an introduction that assesses the contrasting challenges and positive commonalities among diverse education systems. The chapters reflect leading-edge practice, innovation, and depth of experience and at the same time as detailing locally relevant and culturally appropriate strategies they also provide clear models and strategies for expanding the application and influence of education for sustainable development elsewhere. In doing so, they mirror the global nature of environmental issues as well as the local nature of the solutions.
This book presents sustainable development themes across universities and introduces methodological approaches and projects to the teaching staff.
Author: Walter Leal Filho
This book presents sustainable development themes across universities and introduces methodological approaches and projects to the teaching staff. It has been prepared against this background, to identify ways to better teach about sustainability issues in a university context. It contains a set of papers presented at a Symposium with the same title, held at Manchester Metropolitan University (UK) in March 2017. The event was attended by a number of institutions of higher education active in this field. It involved researchers in the field of sustainable development in the widest sense, from business and economics, to arts and fashion, administration, environment, languages and media studies. Sustainability is seldom systematically embedded in the curriculum at higher education institutions. Yet, proper provisions for curricular integration of sustainability issues as part of teaching programmes across universities are an important element towards curriculum greening. The aims of this book are: (i) to provide teaching staff at universities active and/or interested in teaching sustainable development themes with an opportunity to document and disseminate their works (i.e. curriculum innovation, empirical work, activities, case studies practical projects); (ii) to promote information, ideas and experiences acquired in the execution of teaching courses, especially successful initiatives and good practice; (iii) to introduce methodological approaches and projects which aim to offer a better understanding of how matters related to sustainable development can be tackled in university teaching. Last but not least, a further aim of this book, prepared by the Inter-University Sustainable Development Research Programme (IUSDRP) and the World Sustainable Development Research and Transfer Centre (WSD-RTC), is to catalyse a debate on the need to promote sustainable development teaching today.
On the life and works of Edgar Allan Poe, 1809-1849, American litterateur.
Author: Kirubakaran Samuel I.Sundar
Publisher: Sarup & Sons
Category: Environmental education
On the life and works of Edgar Allan Poe, 1809-1849, American litterateur.
Sustainable learning is flexible and adaptable, with a focus on responsive action
attuned to students' needs, the valid ... Sustainable learning depends on effective
, responsive teachers implementing differentiated teaching, learning and ...
Author: Lorraine Graham
Publisher: Cambridge University Press
Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching – teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity (learning for all), values (learning that matters) and sustainability (learning that lasts). Chapter features include: • 'Think and do' exercises • Examples, case studies and vignettes • Tables, figures and diagrams to help readers visualise core ideas, theories and themes. It encourages teachers to see all students as developing learners and to consider the complexities and diversity of learning in the 21st century. In doing so, it canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning.
Growing Sustainable Children is an indispensable resource for anyone already teaching in a gardening programme, for those starting a programme, or for anyone working with children in a garden or other outdoor setting as a homeschooler, ...
Author: Ronni Sands
Publisher: Lindisfarne Books
Gardening with children is hands-on outdoor education at its finest. With abundant opportunities for experiential learning, the garden is, in many ways, an ideal classroom, and an increasing number of educational initiatives are recognising the many long- and short-term benefits that come with a gardening program for children. Growing Sustainable Children is an indispensable resource for anyone already teaching in a gardening programme, for those starting a programme, or for anyone working with children in a garden or other outdoor setting as a homeschooler, community organiser, or friend of the earth.The book includes a detailed age-appropriate curriculum and activity listings from nursery and kindergarten through high school, as well as a useful overview of the history of gardening education and the evolving consciousness of children.