KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Environmental and Science Education (elektronik) / 2013 / Cilt: 8 - Sayı: 2

Evaluating School-Community Participation in Developing a Local Sustainability Agenda

Efrat EİLAM
Tamar TROP
Sayfa
359–380
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The suitability of the perspectives to school settings is questioned

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Increasingly, international and national statements are calling for the development of local sustainability scenarios within partnerships between schools and their communities.
📊
Temel Bulgular & Veri:Schools’ and parents’ sustainability agendas were compared against the 15 perspectives of the United Nations Decade of Education for Sustainable Development International Implementation Scheme.
💡
Sonuç & Katkı:The suitability of the perspectives to school settings is questioned
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Increasingly, international and national statements are calling for the development of local sustainability scenarios within partnerships between schools and their communities. The present study addresses the question of reciprocity in such partnerships, by comparing the sustainability agendas underlying schools’ educational programs to the sustainability agendas of the students’ parents. The study was conducted among four urban school-community systems in Israel, implementing sustainability education. The results revealed a lack of reciprocity. Schools and parents belong to two different populations, with different sources of influence. Schools’ agenda seems to be mostly influenced by ministerial centralization. Schools’ and parents’ sustainability agendas were compared against the 15 perspectives of the United Nations Decade of Education for Sustainable Development International Implementation Scheme. Parents’ agendas were highly compatible with the perspectives, whereas schools’ educational programs, focusing mainly on environmental science, lacked compatibility with the perspectives. The suitability of the perspectives to school settings is questioned

🔖

Bu Makaleye Atıf Yap

EİLAM, E., TROP, T. (2022). Evaluating School-Community Participation in Developing a Local Sustainability Agenda. International Journal of Environmental and Science Education (elektronik), Cilt: 8 - Sayı: 2, 359–380. https://ajindex.com/articles/540780

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (3)

  1. Alterman, R., & Churchman, A. (1991). Israel's neighborhood renewal program: The great experiment and its lessons. [Hebrew]. Haifa, Israel: Samuel Neaman Institute Books, Technion. Armstrong, P., & Bottomley, E. (2003). Sustainable schools program – A one-stop shop for sustainability education. Paper presented at the Annual Conference of the North American Association for Environmental Education, Anchorage, AK. Retrieved 10 March, 2011 from http://naaee.org/conferences/alaska/procee dings_2003.pdf. Arnstein, S. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 4, 216–224. Australian Government Department of Environment, Water, Heritage, and the Arts. (2009). Living sustainably: The Australian Government's national action plan for education for sustainability. Canberra, Australia: Commonwealth of Australia, Department of the Environment, Water, Heritage and the Arts. Australian Government Department of Sustainability, Environment, Water, Population and Communities. (2011). The Australian Sustainable Schools Initiative (AuSSI). Canberra, Australia: Commonwealth of Australia. Retrieved on 10 March, 2012 from http://www.environment.gov.au/education/ aussi/index.html. Ban, K.-M. (2007). My priorities as Secretary General. Retreived 28 September, 2011 from http://www.un.org/sg/priority.shtml.
  2. Battles, D., Reichard, J. S., Rich, F. J., & Franks, M. E. (2001). Environmental literacy for all students: assessment of environmental science courses in a new core curriculum. Paper presented at Geographical Society of America Annual Meeting, Statesboro, GA, USA. Bluhm, W., Hungerford, H. R., McBeth, W., & Volk, T. L. (1995). The middle school report: A final report on the development and pilot assessment of the middle school environmental literacy instrument. Unpublished research paper, Southern Illinois University at Carbondale, Carbondale, IL. Bogan, M. B., & Kromrey, J. D. (1996). Measuring the environmental literacy of high school students. Florida Journal of Educational Research, 36(1). Retrieved on 6 February, 2013 from http://www.coedu.usf.edu/fjer/1996/1996_
  3. Bogan.htm. Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for ESD-schools: Guidelines to enhance the quality of education for sustainable development. Vienna, Austria: SEED - Austrian Federal Ministry of Education, Science and Culture. Churchman, A., & Sadan, E. (2003). Participation: Your way to make a difference. [Hebrew]. Tel Aviv, Israel: Hakibbutz