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Hauptsachtitel:
Handbook of Research on Pedagogical Innovations for Sustainable Development.
Erscheinungsort:
Hershey
Erscheinungsjahr:
ISBN:
9781466658561
 
1466658568
Aufsätze:
Kurzinfo:
Verlagsinfo
Education is a key component for progress in both the developed and developing world. It is imperative that society has access to new strides made in the area of sustainability so that current global challenges are resolved.

Handbook of Research on Pedagogical Innovations for Sustainable Development brings together case study examples in the fields of sustainability, sustainable development, and education for sustainable development. This book will be an essential reference for educators, teachers, trainers at all levels of education, sustainable development practitioners, education policy makers, and the public at large.
Inhaltsverzeichnis :
Foreword

Preface

Acknowledgment

Section 1
Pedagogical Theories and Conceptual Frameworks to Address the Issues of Sustainability Education

Chapter 1
Sharing the Load: Developing Capacity for Social Sustainability in Design through Collaboration
Muireann McMahon, University of Limerick, Ireland
Tracy Bhamra, Loughborough University, UK

Chapter 2
Incorporating Place-Based Education to Cultivate Watershed Literacy: A Case Study
Nathan Hensley, Auburn University, USA

Chapter 3
Sustainability in Photography Can Change the World
Rowena H. Scott, Edith Cowan University, Australia

Chapter 4
Integration of Education for Sustainable Development into Formal Secondary Curricula of East Timor
Ana Capelo, University of Aveiro, Portugal

Chapter 5
Interdisciplinary Approaches to Sustainable Development in Higher Education: A Case Study
from Croatia
Dunja Anðiæ, University of Rijeka, Croatia
Sanja Tataloviæ Vorkapiæ, University of Rijeka, Croatia

Chapter 6
Sustainable Development in Business Education: The Role of Entrepreneurship as Pedagogy
Fernando Lourenço, Institute for Tourism Studies, Macao, China & Manchester Metropolitan University Business School, UK
Natalie Sappleton, Manchester Metropolitan University Business School, UK
Weng Si Lei, Institute for Tourism Studies, Macao, China
Ranis Cheng, University of Sheffield, UK

Chapter 7
Integrating Sustainable Design and Systems Thinking throughout an Engineering Curriculum
Robert L. Nagel, James Madison University, USA
Kyle G. Gipson, James Madison University, USA
Adebayo Ogundipe, James Madison University, USA

Chapter 8
Learning about the Different Dimensions of Sustainability by Applying the Product Test Method
in Science Classes
Mareike Burmeister, Institute of Science Education, University of Bremen, Germany
Janine von Döhlen, Institute of Science Education, University of Bremen, Germany
Ingo Eilks, Institute of Science Education, University of Bremen, Germany

Chapter 9
Communities of Practice (CoP) as a Model for Integrating Sustainability into Higher Education
Sandra Murray, University of Tasmania, Australia
Susan Salter, University of Tasmania, Australia

Section 2
Development and Transformation of Sustainable Development Programs: Elementary and Secondary Education

Chapter 10
Using Project-Based Learning to Teach Sustainability Issues to Elementary Students
Ingrid Weiland, University of Louisville, USA
Elisa Pokral, Monroe County Indiana Waste Management District, USA
Kristin Cook, Bellarmine University, USA

Chapter 11
Pass, Fail, or Incomplete? Analyzing Environmental Education in Nova Scotia′s Sixth Grade Curriculum
Elizabeth Spence, Dalhousie University, Canada
Tarah Wright, Dalhousie University, Canada
Heather Castleden, Dalhousie University, Canada

Chapter 12
Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level
Students: A Module on Climate Change, the Ozone Hole, and Summer Smog
Nicole Garner, Institute for Science Education, University of Bremen, Germany
Maria de Lourdes Lischke, Institute for Science Education, University of Bremen, Germany
Antje Siol, Institute for Environmental Research and Sustainable Technologies, University of Bremen, Germany
Ingo Eilks, Institute for Science Education, University of Bremen, Germany

Chapter 13
A System-Wide School-Based Program for Sustainability: Climate Clever Energy Savers
John Buchanan, Centre for Research in Learning and Change, University of Technology, Sydney, Australia
Peter Aubusson, Centre for Research in Learning and Change, University of Technology, Sydney, Australia
Sandy Schuck, Centre for Research in Learning and Change, University of Technology, Sydney, Australia

Chapter 14
Teaching Sustainability Competencies to High School Students using Small-Scale
Community-Based Construction Projects
Mehmet E. Ozbek, Colorado State University, USA
Caroline M. Clevenger, Colorado State University, USA

Chapter 15
Teaching Sustainability as a Social Issue: Learning from Dialogue in a High School Social
Studies Classroom
Jay M. Shuttleworth, Columbia University, USA
Anand R. Marri, Teachers College, Columbia University, USA & Federal Reserve Bank of New York, USA

Chapter 16
Systems Thinking about Severe Storms in Social Studies Education
Thomas Chandler, Columbia University, USA
Margaret Crocco, Michigan State University, USA
Anand R. Marri, Teachers College, Columbia University, USA & Federal Reserve Bank of New York, USA

Section 3
Approaches in Higher Education to Teaching and Learning Sustainability and Sustainable Development Concepts

Chapter 17
Integrating Sustainability within Higher Education
Angus W. Stewart, Edith Cowan University, Australia

Chapter 18
Teaching about Sustainability: Raising Consciousness and Taking Action
Richard Penaskovic, Auburn University, USA
Dennis R. DeVries, Auburn University, USA
Nanette E. Chadwick, Auburn University, USA

Chapter 19
Teaching of Sustainability: Higher Education (HE) Case Studies
Sue Haile, Newcastle University, UK
Jarka Glassey, Newcastle University, UK

Chapter 20
The Reinvention of an Unremarkable Building through Adaptive Reuse: A Case Study
Deborah Schneiderman, Pratt Institute, USA
Anne L. Carr, HKS Architects, Inc., USA

Chapter 21
Sustainability, Ethics and Education: What′s Accounting Got to Do with It?
Tehmina Khan, RMIT University, Australia

Chapter 22
Physics of Energy: A Sustainability-Themed University Travel Course
Katrina Hay, Pacific Lutheran University, USA

Chapter 23
Green Chemistry: Classroom Implementation of an Educational Board Game Illustrating Environmental Sustainable Development in Chemical Manufacturing
Mike Coffey, Nottingham Trent University, UK

Chapter 24
Designing Sustainability Curricula: A Case Following Chemical Engineering Curriculum
Redesign
Madoc Sheehan, James Cook University, Australia

Chapter 25
Using Accreditation to Foster Education for Sustainability in Higher Education: The
Implementation of the Peace with Creation Project at Eastern Mennonite University
James Yoder, Eastern Mennonite University, USA
BJ Miller, Eastern Mennonite University, USA

Chapter 26
Implementing an Interfaculty Elective ″Sustainable Development″: An Intervention into a University′s Culture between Organized Scientific Rationality and Normative Claim
Renate Hübner, Institute of Intervention Research and Cultural Sustainability, Alpen-Adria University, Austria
Franz Rauch, Institute of Instructional and School Development, Alpen-Adria University, Austria
Mira Dulle, Institute of Instructional and School Development, Alpen-Adria University, Austria

Section 4
Contemporary Approaches to Adult Education for Sustainable Development

Chapter 27
Analyzing Farmers′ Learning Process in Sustainable Development: The Case of Organic Paddy Farmers in North Sumatra, Indonesia
Diana Chalil, University of Sumatera Utara, Indonesia

Chapter 28
Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable
Agriculture Education Curricula
Damon Cory-Watson, Duke University, USA

Chapter 29
Synchronous E-Learning on Rural Sustainability: A Reflection on a Course with Six
Universities across Canada, Mexico, and the United States
Denise M. Golden, Lakehead University, Canada
Alex S. Mayer, Michigan Technological University, USA
Brian E. McLaren, Lakehead University, Canada
Jason E. Dampier, Lakehead University, Canada
Patrick T. Maher, University of Northern British Columbia, Canada
M. A. (Peggy) Smith, Lakehead University, Canada
Mirella Stroink, Lakehead University, Canada

Chapter 30
′Growing Oak Trees′ - Education for Sustainable Design: Building a Sustainable Design
Literacy in Undergraduate and Professional Designers
Adam de Eyto, University of Limerick, Ireland

Section 5
Education for Sustainable Development: Problems, Prospects and Promise

Chapter 31
Are University Lecturers Literate in Sustainability?
Noora Kokkarinen, Liverpool John Moores University, UK
Alison J. Cotgrave, Liverpool John Moores University, UK

Chapter 32
Transforming University Curricula towards Sustainability: A Euro-Mediterranean Initiative
Vassilios Makrakis, University of Crete, Greece

Chapter 33
Embedding Sustainability Learning: Robustness in Changing Circumstances - Perspectives
from a United Kingdom (UK) Higher Education Institution (HEI)
Ros Taylor, Kingston University, London, UK
Elise Barron, Kingston University, London, UK
Katherine A.T. Eames, Kingston University, London, UK

Chapter 34
Efforts to Promote Sustainable Development through Education in Cambodia
Yuto Kitamura, The University of Tokyo, Japan

Chapter 35
Digital Textbook in Personal Learning Portfolios: A Case of Interdisciplinary Pedagogical
Innovation for Sustainability
Elena Railean, Academy of Sciences, Republic of Moldova

Chapter 36
Intercultural Communication and Sustainable Leadership: The Case of a Joint Master Course
Nelly Kostoulas-Makrakis, University of Crete, Greece

Compilation of References

About the Contributors

Index
Original-Quelle (URL):
DOI:
10.4018/978-1-4666-5856-1
Datum des Zugriffs:
09.09.2014