在全校可持续发展的背景下支持K-12教师:四个案例研究

Q2 Social Sciences

Applied Environmental Education and Communication Pub Date : 2020-03-23 DOI:10.1080/1533015X.2020.1740115

Emily Hurd, A. Ormsby

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引用次数: 0

摘要

摘要:我们研究了四所美国K-12学校的整体可持续发展项目在教育工作者价值观、技能和支持方面的实践。基于4个学校访问、35个访谈、4个课堂观察和4个校园参观的结果，本研究分析了支持教师实施K-12可持续教育的方法。结果是基于以下主题呈现的:教育者和校园价值观;教育工作者的技能和挑战;并通过专业发展提供支持。我们提供的建议侧重于利用校园环境作为教学工具的举措，将可持续发展纳入课程，并支持以可持续发展为主题的专业发展举措。

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Supporting K-12 teachers in the context of whole-school sustainability: four case studies

Abstract We examined practices from whole-school sustainability programs in four U.S. K-12 institutions in the areas of educator values, skills, and support. Based on results from four school visits, 35 interviews, four classroom observations, and four campus tours, this study analyzes ways to support teachers with the implementation of K-12 sustainability education. Results are presented based on the following themes: educator and campus values; educator skills and challenges; and support through professional development. We provide recommendations focusing on initiatives to use the campus environment as a teaching tool, incorporate sustainability in the curriculum, and support sustainability-themed professional development initiatives.

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来源期刊

Applied Environmental Education and Communication Social Sciences-Communication

CiteScore

2.30

自引率

0.00%

发文量

期刊介绍： Applied Artificial Intelligence addresses concerns in applied research and applications of artificial intelligence (AI). The journal also acts as a medium for exchanging ideas and thoughts about impacts of AI research. Articles highlight advances in uses of AI systems for solving tasks in management, industry, engineering, administration, and education; evaluations of existing AI systems and tools, emphasizing comparative studies and user experiences; and the economic, social, and cultural impacts of AI. Papers on key applications, highlighting methods, time schedules, person-months needed, and other relevant material are welcome.