Suchergebnisse

Forests are increasingly recognized for their role, importance and multifunctionality in terms of provisioning, regulating and cultural ecosystem services they provide. Even if timber production remains the most economically valuable provisioning service in Primiero, the importance of and need for multifunctionality of forests is acknowledged. This article analyses the development of Forest Ecosystem Services (FES) governance innovation strategies by the Provincial Forest Agency as a policy entrepreneur in the area of Primiero, in Trentino, northeast of Italy. Based on detailed case study material, we create the heuristic of Kingdon's three streams model in order to reconstruct the development of and negotiations around the introduction of innovative approaches to the problem, policy and politics levels and to identify the chosen or missed windows of opportunity to deliver innovation in FES management. Findings show that the main issues perceived by the local stakeholders concern loss of biodiversity, of cultural identity and historical landscape values. The policy-entrepreneurial initiatives undertaken by the Forest Agency represent a governance mix of direct project execution, financial incentives, organisational incentives and information-based activities. The results highlight its efforts to move beyond the traditional top-down approach based on widely available public funds and towards coordination and collaborations among stakeholders, contribution of private investments, bureaucracy simplification and interconnection between participatory and institutional processes.

Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. ; Funding: This work was supported by the European Union Erasmus+ Programme under grant agreement #2017-1-DE03-KA201-035669.