Suchergebnisse

Preliminary Material /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education in Context /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll -- Environmental Education as a Political Event in Papua New Guinea /Ann Ryan -- To Mine or not to Mine on Bougainville /Bert Jenkins and Kathy Jenkins -- Environmental Education in Fiji /Neil Taylor , Kelera Taloga and Sereana Tagivakatini -- Environmental Education in the Sultanate of Oman /Abdullah Ambusaidi and Ahmed Al-Rabaani -- Environmental Education in India /Kartikeya V. Sarabhai and Kiran B. Chhokar -- Environmental Education in a Troubled Land /Princy Selvaruby and Mike Watts -- Emerging from Limbo /Paul Pace -- Environmental Education Programs in Greek Secondary Schools /Evangelos I. Manolas -- Environmental Awareness and Challenges for Environmental Education in Poland /Joost Platje and Krystyna Słodczyk -- An Integrated Model for Environmental Education in Turkey /Muammer Çalik -- Waste Management and Disposal in Botswana /Joseph Thoko Matsoga -- Environmental Education in Botswana /Josiah O. Ajiboye -- The Status of Environmental Education in Namibia /Choshi D. Kasanda -- Environmental Education in Ethiopia /Temechegn Engida and Solomon Areaya -- Participation in School-Based Environmental Education in Tanzania /Upendo Mtaita -- Establishing Environmental Education in the Formal Curriculum in South Africa /Callie Loubser -- Addressing Climate Change in South African Business Education Curricula /Hennie Stoffberg and Paul Prinsloo -- Prospects for and Constraints to Effective Implementation of Environmental Education in Malawi /Gilbert R. Phiri -- Environmental Education in Southern and Eastern Africa /Henry Sammy Wanyama -- Environmental Education in Malaysia /Maria Salih and Noor Azlin Yahya -- Environmental Education in Context /May May Hung Cheng -- Environmental Education in Singapore /Kim Chwee Daniel Tan , Yew-Jin Lee and Aik-Ling Tan -- Helping Displaced People on the Thai-Burma Border Understand their Environmental Rights and Responsibilities /Glenda Kupczyk-Romanczuk -- Conceptions of Environmental Education in Malaysia /Mohd. Zaki Ishak , Hamzah Md. Omar and Mashitoh Yaacob -- Environmental Education in Bhutan /Wangpo Tenzin and Tom W. Maxwell -- Development of Environmental Education in Thailand Under the Philosophy of a Sufficiency Economy /Chanyah Dahsah and Tussatrin Kruatong -- Korean Students' Environmental Literacy and the Environmental Education Program /Hye-Eun Chu and David F. Treagust -- Non-Formal Environmental Education /Nguyen Minh Hang , Do Hai Linh , Nguyen Hong Phuc and Dang Anh Nguyet -- Environmental Education in Context:Observations, Conclusions, and Some Recommendations /Neil Taylor , Michael Littledyke , Chris Eames and Richard K. Coll.

AbstractUtilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.

There are significant personnel shortages in education and rehabilitation in the field of blindness and visual impairment. Some university-based programs that prepare teachers, orientation and mobility specialists, rehabilitation teachers and counselors, and low vision specialists to serve individuals with visual impairments strive to increase the number of service providers and assist professionals in maintaining skills and best practices in many ways. This article provides a brief overview of one approach—distance education.

Through the 1880s, Senator Henry Blair (R-NH) spearheaded an effort to erode local control of education by turning Congress into a source of funds and oversight for state-level primary and secondary schools. The Blair Bill won support from an interregional, interracial, bipartisan coalition. It passed in the Senate on three separate occasions, was endorsed by presidents, and was a frequent topic of discussion among party elites. Yet in 1890 the bill failed for the last time, and local control would go largely unchanged until the 1965 Elementary and Secondary Education Act. In this article we explore the decade-long battle surrounding Blair's proposal. Our analysis focuses on this lost opportunity as a way of highlighting the coalitional and institutional dynamics that work to prevent reform in an otherwise favorable environment. In this way, we contribute to a large literature on the uneven course of American state development.

Chapter One Predicament: How can Education Lead to Happiness -- Chapter Two Social Transformation and Human Education -- Chapter Three Value: From Nationalism to People-centered Orientation -- Chapter Four System: From Government-Run Education to Diversified Education -- Chapter Five Management: Based on the Needs for Students' Growth and Development -- Chapter Six Evaluation: Towards Pluralism and Independence -- Chapter Seven Teaching: Education for Life -- Chapter Eight Education Parties: I Decide My Education.

"The Minister for Children, Education and Lifelong Learning announced (on 30 November 2010) how Wales will respond to the decision by the UK Government to increase tuition fees in higher education institutions in England. This consultation provides details of the work currently under way to implement the new higher education funding and student finance model for Wales from 2012/13 onwards. In addition it explains how the Welsh Assembly Government intends to engage further with stakeholders and delivery partners in the implementation process." - Overview.

An alert, informed electorate is considered vital to a robust democracy, and the main path to that electorate includes formal education. The educated citizen is politically attentive, knowledgeable, and participatory, and the uneducated citizen is not. However, this fact conceals a less favorable effect of education. Educated citizens possess the cognitive skills to reject facts inconsistent with prior dispositions. And educated citizens are among the most invested partisans. Thus education is indispensable for an ideal democratic citizen, but that same education can create a resistant, insular democratic participant. We examine this duality across several prominent empirical cases where political facts are in dispute and employ goal‐oriented information processing theory to generate hypotheses. In each case, we find that the most educated partisans are furthest apart in their factual understanding. Our primary concern resides with the inability of education to overcome powerful partisan motives; education intensifies those motives.