Teacher Education for Sustainability. I. Global Change Education: The Scientific Foundation for Sustainability     

Mortensen  Lynn L. 《Journal of Science Education and Technology》2000,9(1):27-36

Our schools and educators face a compelling responsibility to serve society by fostering the transformations needed to set us on a path to sustainable development in the 21st century. Education for Sustainability is a new paradigm, that is based on a life long learning process that leads to an informed and involved citizenry having the creative problem solving skills, scientific, technological, and social literacy, and a commitment to engage in responsible actions that will help ensure an environmentally sound and economically prosperous future for all. This paper and the following paper, from a soon to be published book, Education for a Sustainable Future: A Paradigm of Hope, edited by Keith A. Wheeler, focus on the need to have science imbedded at the core of the Education for Sustainability paradigm and the need to increase and enhance teacher education to better be able to create the necessary interdisciplinary thinking critical to transform learners for the next millennium.  相似文献   

Using a Behavior Change Model to Document the Impact of Visits to Disney's Animal Kingdom: A Study Investigating Intended Conservation Action     

Lynn D. Dierking  Leslie M. Adelman  Jackie Ogden  Kathy Lehnhardt  Lance Miller  Jill D. Mellen 《Curator: The Museum Journal》2004,47(3):322-343

Abstract Over the last 10 to 15 years, zoos and aquariums have set out to influence visitors' conservation‐related knowledge, attitudes, affect, and behavior. In 2000, the Institute for Learning Innovation collaborated with Disney's Animal Kingdom (DAK) on a comprehensive baseline study conducted to assess the outcomes of a DAK experience on visitors in four areas: knowledge, attitudes, affect, and behavior. This article describes one aspect of the comprehensive study: an investigation of the long‐term (two‐to‐three‐month) impact of a visit to Conservation Station at Disney's Animal Kingdom on visitors' intended conservation action. The study used a behavior change model from the health arena: the Prochaska Model of Behavioral Change. The model proved helpful but had some drawbacks, suggesting the need to develop a more sensitive change model. The implications of this study could assist institutions in thinking about what audiences or messages to emphasize in order to influence behavior.  相似文献   

A GUEST EDITORIAL     

Lynn D. Dierking  Carol D. Saunders 《Curator: The Museum Journal》2004,47(3):233-236

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Reviews     

Kim Sterelny  John Forge  Ivan Crozier  Sverre Myhra  Randall Albury  Steve Clarke  Yvonne Luxford  David Philip Miller  Lynn K. Nyhart  Mary Chan  Richard McDonough  Peter J. Riggs  Allan Franklin  Robert Nola  David Bloor  Mark Cortiula  Thomas Nickles  David Oldroyd  Nicolas Rasmussen  John Forge  William A. S. Sarjeant 《Metascience》1998,7(2):331-418

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Addressing Sexism With Children: Young Adults’ Beliefs About Bias Socialization     

Lacey J. Hilliard  Lynn S. Liben 《Child development》2020,91(2):488-507

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Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency     

Tuire Koponen  Kenneth Eklund  Riikka Heikkilä  Jonna Salminen  Lynn Fuchs  Douglas Fuchs  Mikko Aro 《Child development》2020,91(4):1063-1080

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

Preservice teacher inquiry: Creating a space to dialogue about becoming a social justice educator     

Marvin Lynn  Renée Smith-Maddox 《Teaching and Teacher Education》2007

In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice teachers to reflect on and dialogue about existing ideals of social justice and equity with regard to teaching diverse learners. This process acknowledges that alternative learning spaces in teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators. While the process is a valuable one, we offer a critical analysis of our own processes. In particular, we discuss the need for the creation and implementation of strategies that help pre-service teachers build their capacity to teach in diverse urban classrooms.  相似文献   

Correction to: The treatment adherence of paraprofessional behavior training programs: a systematic literature review     

Zarate  Kary  Barcus  Courtney Lynn 《European Journal of Psychology of Education - EJPE》2023,38(3):1317-1340

European Journal of Psychology of Education - The professionalization of paraprofessionals through training is elemental in providing supports to students with disabilities. Through a systematic...  相似文献