標(biāo)題: Titlebook: Whole School Approaches to Sustainability; Education Renewal in Arjen E.J. Wals,Birgitte Bj?nness,Ingrid Eikeland Book‘‘‘‘‘‘‘‘ 2024 The Edi [打印本頁] 作者: GERM 時(shí)間: 2025-3-21 19:36
書目名稱Whole School Approaches to Sustainability影響因子(影響力)
書目名稱Whole School Approaches to Sustainability影響因子(影響力)學(xué)科排名
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書目名稱Whole School Approaches to Sustainability網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Whole School Approaches to Sustainability被引頻次
書目名稱Whole School Approaches to Sustainability被引頻次學(xué)科排名
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書目名稱Whole School Approaches to Sustainability年度引用學(xué)科排名
書目名稱Whole School Approaches to Sustainability讀者反饋
書目名稱Whole School Approaches to Sustainability讀者反饋學(xué)科排名
作者: ALERT 時(shí)間: 2025-3-21 22:05 作者: Arthropathy 時(shí)間: 2025-3-22 04:08 作者: Lumbar-Spine 時(shí)間: 2025-3-22 04:33 作者: Chronic 時(shí)間: 2025-3-22 09:43 作者: invade 時(shí)間: 2025-3-22 14:25
Whole School Approaches to Sustainability978-3-031-56172-6Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: 夜晚 時(shí)間: 2025-3-22 19:27
It Takes a Whole School: An Introduction, are in. Since then, a growing group of environmental and science educators have worked tirelessly and determinedly towards promoting an education that engages young people in environmental issues, connect them to nature and the outdoors, and even make them more ‘a(chǎn)ction competent’. Still, arguably, 作者: 去掉 時(shí)間: 2025-3-23 00:04 作者: 傲慢物 時(shí)間: 2025-3-23 04:42 作者: 細(xì)頸瓶 時(shí)間: 2025-3-23 07:05
How to Institutionalize a Whole School Approach to ESDoretical grounding. Moreover, the existing literature shows that it is difficult to accomplish WSA to ESD. This chapter addresses these issues by grounding WSA to ESD in applied methods and theories from the field of school improvement research and exemplifying with empirical findings of how to buil作者: 全國性 時(shí)間: 2025-3-23 13:05 作者: elucidate 時(shí)間: 2025-3-23 14:48
Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approachsal Education, 2020). A transformative and sociocritical epistemological and pedagogical approach (Jickling & Wals, Curriculum and environmental education: Perspectives, priorities and challenges. Routledge, Taylor and Francis Group, 2018) supports the idea that youth must be recognized as full-fled作者: 收藏品 時(shí)間: 2025-3-23 20:42
Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Actionccelerator Program (CAAP). Teachers and administrators from three different schools and at different stages (early, intermediate, and advanced) of whole school sustainability, engaged in critical reflection on their schools’ journeys, shared through three vignettes. The vignettes are followed by a d作者: freight 時(shí)間: 2025-3-24 01:25 作者: misshapen 時(shí)間: 2025-3-24 02:45 作者: Horizon 時(shí)間: 2025-3-24 07:23 作者: fender 時(shí)間: 2025-3-24 12:06
Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Earlty. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenshi作者: 石墨 時(shí)間: 2025-3-24 17:20 作者: 簡略 時(shí)間: 2025-3-24 19:20
Piloting a Self-Assessment Tool for a Whole School Approach to Sustainability in Mongoliation for Sustainable Development pillars within the framework of the financial assistance from the donor-funded project on ESD promotion..It presents the lessons learned and challenges encountered in this pilot program, which may interest the further strengthening of this approach in school manageme作者: extrovert 時(shí)間: 2025-3-25 01:08 作者: jarring 時(shí)間: 2025-3-25 06:46 作者: 索賠 時(shí)間: 2025-3-25 09:59
Students’ Deliberation on ‘Greening’ the School’s Energy Supply: A Case Discussed from a Whole Schooesearch project that investigates students’ deliberative communication when they work with an inquiry project. The project aimed at enabling ‘green transitions’ by inquiring the school’s energy system and thus strengthening the students’ technology awareness. While handling technology as part of edu作者: 收藏品 時(shí)間: 2025-3-25 14:40
A Whole School Approach Towards Sustainability: Assessing the Implementation of a School Programme “ and use different instruments to evaluate the impact of a WSA approach towards waste management and sustainability in Spanish schools. The first instrument is an app that was designed to track the waste generated in different classrooms informing us on the efficiency of the program in terms of wast作者: Heart-Rate 時(shí)間: 2025-3-25 18:19
Book‘‘‘‘‘‘‘‘ 2024tized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly int作者: 浮雕 時(shí)間: 2025-3-25 23:19
Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Actioniscussion of shared approaches across the schools that we noted as important—including regenerative practice as a paradigm shift—for moving schools along climate action pathways and whole school journeys as well as shared challenges and emerging opportunities.作者: tenuous 時(shí)間: 2025-3-26 02:26
2523-3084 ach to educational innovation that spans different levels of.In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that 作者: 地名詞典 時(shí)間: 2025-3-26 06:51 作者: 缺陷 時(shí)間: 2025-3-26 08:54 作者: PANG 時(shí)間: 2025-3-26 12:44 作者: oxidize 時(shí)間: 2025-3-26 18:20
How can a Whole School Approach to Sustainability be Inclusive to All Learners? at work in schools, on the one hand, and identifying suitable pedagogical approaches that support more inclusive education, on the other. To this end, 11 experts with different backgrounds and perspectives in relation to inclusive education were interviewed. This chapter illustrates how WSAs can be designed to include all learners.作者: COMA 時(shí)間: 2025-3-26 21:06
The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Educats of the linear, instrumental approaches to institutional coherence on sustainability. Consequently, a redesigned WSAM is proposed, where the liminal space of collaborative inquiry processes forms a navigation centre, attuning tensions and aligning the structures, programme designs, spaces and pedagogies, cultivating transformative coherency.作者: 作嘔 時(shí)間: 2025-3-27 02:50 作者: 使堅(jiān)硬 時(shí)間: 2025-3-27 09:05
Weaving Curriculum, Assessment, and Pedagogy: Global Citizenship Experience Lab School’s Whole-Schooe study exemplifies how approaching school redesign as a process of simultaneously rethinking curriculum, assessment, and pedagogy may instill a more relational way of thinking, which is essential if we are to transcend and transform the social and ecological crises of today.作者: 歌曲 時(shí)間: 2025-3-27 12:25
Students’ Deliberation on ‘Greening’ the School’s Energy Supply: A Case Discussed from a Whole Schoo more sustainable regarding energy sources and energy use. The students handed in their proposals to the headmaster. We argue that deliberative communication initiated by inquiry projects concerning technology that focuses on ‘green transitions’ plays a part in supporting schools to become more sustainable.作者: 迎合 時(shí)間: 2025-3-27 14:30 作者: neuron 時(shí)間: 2025-3-27 18:13 作者: 領(lǐng)巾 時(shí)間: 2025-3-27 21:56
Critical Events in the Systematic Work at an Organizational Level Towards a Whole School Approach torocess, including not only different actions but also reflections, is important for improvement and, furthermore, that the holistic idea is an important dimension that should guide structures as well as teachers’ professional development towards more successful work with ESD in a whole-school organization.作者: Antagonist 時(shí)間: 2025-3-28 03:18
A Whole School Approach Towards Sustainability: Assessing the Implementation of a School Programme “e RR0 programme. Lastly, we use the experiences of the participating schools and teachers to identify the strengths and challenges of each of the principles and as a general reflection of the effectiveness of the RR0 program within the WSA.作者: 文藝 時(shí)間: 2025-3-28 08:29
the mule and white-tailed deer, elk, moose, mountain goat, bighorn sheep, black bear, grizzly bear, lynx, mountain lion, and marmot (Bailey 1918). Small populations of the timber wolf, wolverine, and fisher still exist within the park (Singer 1975a). Quite remarkably, notwithstanding extensive mana作者: 不確定 時(shí)間: 2025-3-28 13:19 作者: 閑聊 時(shí)間: 2025-3-28 16:33 作者: 宣傳 時(shí)間: 2025-3-28 19:59 作者: 易受騙 時(shí)間: 2025-3-29 01:07
émilie Morin,Geneviève Therriault,Barbara Baderl university-led WIL case studies as options for expanding and increasing equitable opportunities for journalism degree students. Ensuring equitable access to practical opportunities, informed by current and future industry requirements, is vital in providing graduates with the skills and experience作者: 到婚嫁年齡 時(shí)間: 2025-3-29 04:36
Ellen Field,Michèle Andrews,John Hannah,Eleonor Kerr,Drew Stephens,Alison Elliottkplace, as well as it highlights the importance of understanding the social and reflexive process amongst individuals. This chapter makes a theoretical contribution, in that it elaborates sociocultural aspects of a workplace and provides insights into graduate employability by integrating individual作者: Foregery 時(shí)間: 2025-3-29 08:50
Katarina Ron?evi?,Marco Rieckmann in employment, graduates must now ‘seek security in employability’. However, as I will argue in this chapter, the current curricular and pedagogic approaches universities adopt, and indeed the core structural characteristics of university-based education, militate against the development of the cap作者: 爆炸 時(shí)間: 2025-3-29 14:50
Aksel Hugo,Elisabeth Iversenis chapter covers educational objectives for a psychopharmacology curriculum. In addition, this chapter discusses what to teach, how to teach, when to teach, in what settings, and how to evaluate for clinical competency. Our goal is to provide ideas for both new and established residency programs to作者: Absenteeism 時(shí)間: 2025-3-29 16:24 作者: 無目標(biāo) 時(shí)間: 2025-3-29 22:14 作者: 小步舞 時(shí)間: 2025-3-30 03:47
st-century graduate education: that MAs and Ph.D.s who must publish, attend conferences, and teach upper-level courses are regularly taught by professors who did none of these things as graduate students and, in some cases, even as assistant professors. While most graduate faculty members surely und作者: accrete 時(shí)間: 2025-3-30 05:49
Ingrid Eikeland,Astrid Sinnesuate education: that MAs and Ph.D.s who must publish, attend conferences, and teach upper-level courses are regularly taught by professors who did none of these things as graduate students and, in some cases, even as assistant professors. While most graduate faculty members surely understand the ser作者: macular-edema 時(shí)間: 2025-3-30 08:53
Annika Manni,Eva Knekta,Erika ?bergsation abgesichert sind: Bilder auf Mauern, gleichzeitig jedoch auch Bilder au?erhalb der Mauern, Bilder, die ganz grunds?tzlich fehl am Platze sind, sich jeglicher r?umlichen Zuweisung, jeder Einrahmung — auch der photographischen — versperren. Wohl eher unfreiwillig zeigen dies die luxuri?sen Bild作者: 幼兒 時(shí)間: 2025-3-30 15:24
A Whole School Approach: A Synthesis of Interconnected Policy, Practice, and Research Conceptualisattions are made: By framing a WSA as a reflexive thinking tool for . grounded in holistic, systemic, and sustainable perspectives, a WSA has potential to support the integration of continual educational innovation processes and foster a proactive ‘culture of change and reflexivity’ within schools.作者: FUSE 時(shí)間: 2025-3-30 18:12
Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach underpinning this chapter, we used a qualitative methodology to interview youth in the province of Québec (Canada). In this chapter, we illustrate how youth express what is needed to reinforce their sense of empowerment when it comes to climate change and how this sense is consistent with a whole s作者: Fulsome 時(shí)間: 2025-3-30 21:21
Activating the Petals in the ‘WSA Flower Model’: Critical Factors for Sustaining Schools’ Pathways Tfferent paths towards sustainability, yet the crucial factor seems to be that more than one petal in the WSA flower model needs to be activated to sustain a school’s journey towards a WSA. We also acknowledge the important role the overarching partnership played as a catalyst for both activating the作者: 輕浮女 時(shí)間: 2025-3-31 03:56
Book‘‘‘‘‘‘‘‘ 2024f their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development 作者: 放大 時(shí)間: 2025-3-31 08:17
2523-3084 contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development 978-3-031-56174-0978-3-031-56172-6Series ISSN 2523-3084 Series E-ISSN 2523-3092 作者: 脊椎動物 時(shí)間: 2025-3-31 10:02 作者: Pastry 時(shí)間: 2025-3-31 13:55 作者: 單色 時(shí)間: 2025-3-31 18:36
Dries Verhelst,Anna Mogren,Jelle Boeve-de Pauw,Peter Van Petegem作者: Creditee 時(shí)間: 2025-3-31 22:49
Erdenebayar Shinetsetseg,Genendorj Battsetseg,Orsoo Oyuntungalag,Lundaajantsan Temuujin,Mita Nangia 作者: 過剩 時(shí)間: 2025-4-1 05:29
