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Herausgeber/-in:	Thomas, Ken D.
	Muga, Helen E.
Hauptsachtitel:	Handbook of Research on Pedagogical Innovations for Sustainable Development.
Erscheinungsort:	Hershey
Erscheinungsjahr:	2014
ISBN:	9781466658561
	1466658568
Aufsätze:	50978
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):	↑ http://www.igi-global.com/pdf.aspx?tid=103491&ptid=94912&ctid=15&t=tableofcontents
DOI:	10.4018/978-1-4666-5856-1
Datum des Zugriffs:	09.09.2014