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1.
Abstract

Citizen science is a valuable tool in environmental and formal education in creating scientific knowledge for the researchers and facilitating learning and fostering a positive relationship toward the environment and study species. We present a case study on the Helsinki Urban Rat Project in which students surveyed rat occurrence in their own near environments. According to our results, experientiality, involvement, meaningfulness, freedom to choose, ease of participation, and the rats themselves contributed to students’ increased interest in participation. Furthermore, students described diverse factual, conceptual, procedural, and metacognitive knowledge that they acquired during their participation. In general, students described negative attitudes toward rats, but they less negative views on rats after participation. We reflect on the success of the citizen science project and implications of planning a future citizen science project and incorporating citizen science in formal education.  相似文献   

2.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

3.
《Africa Education Review》2013,10(2):247-266
Abstract

This article focuses on the need for expanded stakeholder involvement as a means of enhancing the Botswana Department of Secondary Education (DSE) HIV and AIDS strategic plan. Research has indicated that the effects of HIV and AIDS on the supply of and demand for education are considerable. Using a questionnaire and interviews, the research has established that the current DSE HIV and AIDS strategic plan lacks comprehensive strategies for preventing HIV spread in schools. Furthermore, the study has shown that there is limited external stakeholder involvement. The study, therefore, has explored how greater success could be realized. The study has concluded that the strategic plan can be improved through expanded external stakeholder involvement at all the stages of the strategic plan. In order to enhance the DSE strategic plan, a stakeholder involvement model is presented.  相似文献   

4.
Abstract

The status of the environmental education component of preservice teacher education programs is unknown nationally. This study surveyed 715 institutions of teacher education using a mail questionnaire. The response rate was approximately 63%. The results indicate that most schools have few requirements related to environmental education, and in the majority of schools environmental education is not institutionalized.  相似文献   

5.
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6.
Abstract

The Professional Student Program for Educational Resilience (PROSPER) was designed to increase students’ ability to stay momentarily engaged in classwork, thus promoting educational resilience. Participants (N?=?277, 51% male, 74% Irish) from two low-income schools in Dublin, Ireland (School A n?=?158; School B n?=?119), were assessed using the intervention’s theory of change: (1) change in knowledge of how to stay engaged in classwork, (2) subsequent change in momentary engagement in classwork, and (3) subsequent longer-term change in dispositions for engagement (i.e., tendency to enjoy learning). Qualitative results demonstrated that PROSPER facilitated students’ knowledge, momentary engagement, and teachers’ involvement with students. Quantitative analyses uncovered changes in knowledge and momentary engagement for both the higher and lower ability tracks in School A. The results give refined information on how this universal-school based program increased students’ momentary engagement and supported their educational resilience.  相似文献   

7.

This article puts forward a case for addressing policy problems in the rigorous pursuit of new practices in faculties of education. Recent policy developments in pre‐service teacher education at Simon Fraser University in British Columbia are discussed in terms of a programmatic rift between study in foundational disciplines, on the one hand, as component bodies of knowledge included in a Bachelor of Education (B.Ed.) degree, and, on the other hand, the practical experiences provided in a 1‐year Professional Development Program. This article includes a discussion of underlying assumptions about the nature of learning to teach that inform a framework for a B.Ed. programme that attempts to strike a better balance and more meaningful integration of academic study and the practice of teaching. The concept of schools of practice is discussed in the context of some of the author's experiences in the Professional Development Program. Excerpts from ‘the Summerfest letters’ ‐ taken from a summer school in science that was taught by SFU education students to a class of elementary children ‐ are presented to demonstrate a potential policy direction to educate teachers in practice.  相似文献   

8.
Background: Schools should be safe spaces for students, teaching staff and non-teaching staff. For the concept of ‘safety’ to be meaningful, it must be interpreted broadly to encompass well-being in its widest sense. A common challenge for schools and educational authorities is, therefore, to manage school safety appropriately not only to prevent physical accidents and incidents, but also with the purpose of creating an environment that promotes physical, emotional and social well-being, both individually and collectively.

Purpose: The aim of this research paper is twofold: (a) to explore the concept of safety as it is interpreted by schools and analyse the extent to which schools are committed to the goal of creating safe and healthy school environments; and (b) to identify organisational and management practices that promote the safety of school staff and users.

Design, sample and methods: The research was carried out from a qualitative perspective, based on a study of multiple cases carried out in Catalonia, Spain. The case studies (N = 9 schools) were selected by means of a purposive sampling process in order to obtain a selection of schools covering different education stages and under different types of ownership. The data collection process involved carrying out semistructured interviews (N = 39) with school principals, health and safety officers, teaching staff and non-teaching staff; focus groups with families (N = 2) and a review of general documentation and specific safety documents (N = 58). The data collected were completed and verified by means of interviews with experts (N = 3). The interviews, focus groups and notes arising from the document review were transcribed literally and analysed thematically, following a cross-case analysis structure.

Results: The data analysis indicated that creating safe and healthy environments was not always an explicitly endorsed principle or goal for schools. However, all members of the educational community were involved in ensuring adequate levels of school safety; and diverse management and organisational actions and measures were implemented to ensure physical, emotional and social safety.

Conclusions: We conclude that according to a broad interpretation of safety, which encompasses well-being in its widest sense, a comprehensive school safety management approach had not been fully adopted by schools in the studied sample. Whilst involvement in safety practices was evident, many actions appeared to be carried out without full consideration of the wider promotion of school safety. The study suggests the importance of training and awareness activities for education professionals in order to build and promote safety culture and to facilitate the introduction of a comprehensive school safety approach in the day-to-day management of schools.  相似文献   

9.
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia.

Design Qualitative semi-structured interview study.

Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation.

Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives.

Main outcome measures Perception of and attitudes towards the introduction of sex education in schools.

Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues.

Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation.

Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools.  相似文献   

10.
Helen Abadzi 《Prospects》2007,37(1):3-16
Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Original language: English Helen Abadzi (Greece) An educational psychologist and senior evaluation officer at the Operations Evaluation Department of the World Bank, Washington, DC. She is interested in the applications of cognitive science and memory research to improve the education of the poor. Her recent publications on these topics include several Prospects articles and the book Efficient learning for the poor (World Bank, 2006). E-mail: habadzi@worldbank.org  相似文献   

11.
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.  相似文献   

12.
As we enter the sixth great mass extinction event, an event that points to humanity’s exploitative attitude towards nature, posthumanist ethics offers a different way of engaging with the world, a way which has clear and extensive implications for the way environmental education is taught in South African schools. However, given the official curriculum and assessment practices currently in use in South Africa, can a posthumanist approach to environmental education actually work within the current educational framework of discrete discipline/subject areas and specializations? The paper diffractively engages with the Department of Basic Education National Curriculum Statement: Curriculum and Assessment Policy Statement: Foundation Phase Grades R-3: Life Skills for South Africa (the phase where environmental education is most likely to take place), and superpositions this text with a research study on environmental education undertaken in Canada and key posthumanist notions as they relate to environmental education. The paper concludes with a section on the implications for teachers, teacher development, and teacher training programs (not solely in South Africa) of using such an approach in the teaching of environmental studies.  相似文献   

13.

The Young Scholars Program at the Institute for Systems Research of the University of Maryland at College Park is an innovative summer research experience for high school students from Maryland, Virginia, and Washington D.C. Its goal is to steer talented high school seniors toward higher education and careers in science and engineering. One particularly popular component of this program is a two‐week mini‐coursein robotics. This course utilizes the resources of the Intelligent Servosystems Laboratory of the university to introduce and demonstrate theoretical and practical aspects of robotics. This paper reports on the characteristics that make this a unique effort in robotics‐related education for both the Young Scholars Program participants and the small group of University of Maryland graduate students who have been responsible for the development and instruction of this course.  相似文献   

14.
ABSTRACT

This paper examines how initial proposals for grant‐maintained (GM) schools were developed by the Department of Education and Science (DES) as it took them forward into legislation. Drawing on interviews conducted with officials involved in creating a statutory framework for GM schools, the paper addresses wider issues of policy generation including the extent to which civil servants influence the content of education policy. In the case of GM schools policy, this study suggests that the DES developed the original policy proposals in ways unforeseen by its early advocates. It concludes by reviewing the significance of recent changes to the policy and argues that these have to be interpreted in light of the government's ideological commitment to bring ‘market principles’ to the education service.  相似文献   

15.
《Africa Education Review》2013,10(4):632-646
ABSTRACT

Strategic planning is crucial in facilitating sustainable development of schools. It enables schools to survive and cope with changes and challenges from government policies and market forces. There is broad agreement that all stakeholders need to be part of school strategic planning. In response to the lack of evidence suggesting stakeholders’ involvement – specifically that of Heads of Department (HOD) – in strategic planning in schools, and its value in ensuring that all stakeholders execute their duties, HODs’ experiences regarding their involvement in strategic planning were explored. Qualitative research was undertaken and semi-structured interviews were employed to generate data. The study reveals that the HODs were involved in some form of planning but there is no evidence suggesting their participation in substantive issues on strategic planning. Further, the study reveals that transparency-driven leadership and collaboration are key factors to ensure HODs’ participation in strategic planning. The findings suggest that the involvement of HODs is crucial towards improving teaching and learning.  相似文献   

16.
Abstract

In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”.  相似文献   

17.
《Africa Education Review》2013,10(2):259-278
Abstract

Legislation to reform schooling in a democratic South Africa has focused attention on the rights and responsibilities of parents as empowered stakeholders in education. However, it is argued that comprehensive parent involvement is a prerequisite for improving the culture of teaching and learning in schools. Against the background of a literature review which examines legislation affecting parents, this article draws on a qualitative inquiry of parent involvement in a small sample of public primary schools in South Africa selected by means of purposeful sampling. The findings indicated that the schools were doing more to involve parents than is legally required. Strong leadership from principals together with formal organisation of parent involvement has established parent-friendly schools, regular home-school communication and innovative parent volunteering. Certain reservations to parent involvement were detected in principals' attitudes. The study suggests that, together with enabling legislation, schools can develop valuable initiatives to make parents more active and equal partners.  相似文献   

18.
Abstract

This study examined the perceptions of teachers and students during the first year of implementation of the International Baccalaureate (IB) Diploma Program at a high school. The research team interviewed all IB teachers and students regarding their decision to teach/enroll in IB; how IB differed from teaching/taking regular courses; and other facets related to the Program. IB faculty and students perceived the Program positively, believing it challenged them to be better teachers and higher achieving students. The study also cited the increased workload of teaching/taking IB courses and its impact. Policy recommendations are offered for schools utilizing the IB for the first time, and guidance is provided to parents regarding the suitability of IB as an option for gifted students.  相似文献   

19.
The Law Enforcement Assistance Act of 1965 prompted a nationwide movement to create and expand police education programs at colleges and universities across America. This paper details the actions of the well-established Washington State University Department of Police Science and Administration program in response to the passage of the 1965 Act. Among the actions taken, the program’s leaders responded to calls for their expert advice in setting up new programs, increased the number of undergraduates in their program to answer greater demands for college training opportunities for current and future police officers, and admitted more students to their graduate program so as to provide qualified teachers for new academic programs being created through the Act’s funding.  相似文献   

20.
Field News     
Abstract

The recent (1990) establishment of a new campus of the University of Washington at Tacoma (UWT) has led to the development of an upper-division environmental curriculum within an interdisciplinary arts and sciences framework. All of the natural sciences at UWT were founded under the rubric of environmental science, which was integrated with a range of other disciplines' perspectives on the environment, to form a more comprehensive environmental education program. The community-oriented mission, evolving structure, and flexibility of this relatively new urban commuter campus allowed the authors to create a multitiered environmental education program that broadly integrates environmental issues into interdisciplinary undergraduate education and is consistent with national and international environmental education goals. In this study, the authors compare the curricula developed at UWT with other new and established environmental programs nationally.  相似文献   

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