ENVIRONMENTAL SCIENCES (050000) > ENVIRONMENTAL SCIENCE AND MANAGEMENT (050200) > Environmental Education and Extension (050203), Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202), Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313), environmental education, curriculum change, action research, whole school change, teacher professional development, Past > Research Centres > Office of Education Research. Education was recognised for its ability to empower, inform and motivate those engaged, the wider community and government to take action on climate change. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Submit an article ... From action to intra-action? Innovation through action research in environmental education : from project to praxis. Environmental Education Research advances research-based and scholarly understandings of environmental and sustainability education. This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. PhD The Role of Action Research in Environmental School Initiatives Generally, action research is expected to fulfil three functions (see Altrichter, 1991): • assistance in coping with practical situations; • assistance in developing, differentiating, and systematising professional competences; The role of education in propelling climate action Climate change presents a borderless and intergenerational phenomenon, with diverse and far-reaching impacts across the global community. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. Basketball Courtanimal Crossing Qr, Sway Tips And Tricks, Pittsburgh Food Truck Schedule 2020, Meeting Invitation Template Word, Thatchers Haze Sugar Content, Dean's Guacamole Dip Walmart, Recycled Canvas Tote Bags, Mysterious Wallpaper Hd, Vet School Fees, Boneless Turkey Breast For Sale, " />
Nov 28

EndNote Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Progress was slow and, at times, the project was in danger of stalling permanently. Dublin Core Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. Human activities are irreversibly changing the environment in which society exists, requiring collective, immediate and profound action on climate change. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. Governments to lead on addressing climate change and the use a multisectoral approach to policy development; Addressing climate change and effective integration into education requires an understanding of the root causes and the social, economic and environmental relationships at play; Climate change be addressed through the use of formal, non-formal and informal education targeting a wide cross-section of stakeholders, including as students, communities, industries and governments; Climate change education should not be restricted by subject, but should be integrated across the curriculum, and requires emphasis on problem-solving and evidence-based thinking; and. thesis, They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. (PDF 2MB), Australian and New Zealand Standard Research Classification > ENVIRONMENTAL SCIENCES (050000) > ENVIRONMENTAL SCIENCE AND MANAGEMENT (050200) > Environmental Education and Extension (050203), Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202), Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313), environmental education, curriculum change, action research, whole school change, teacher professional development, Past > Research Centres > Office of Education Research. Education was recognised for its ability to empower, inform and motivate those engaged, the wider community and government to take action on climate change. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Submit an article ... From action to intra-action? Innovation through action research in environmental education : from project to praxis. Environmental Education Research advances research-based and scholarly understandings of environmental and sustainability education. This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. PhD The Role of Action Research in Environmental School Initiatives Generally, action research is expected to fulfil three functions (see Altrichter, 1991): • assistance in coping with practical situations; • assistance in developing, differentiating, and systematising professional competences; The role of education in propelling climate action Climate change presents a borderless and intergenerational phenomenon, with diverse and far-reaching impacts across the global community. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are.

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