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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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Suche: Zeitschriftenname-Index: JESD
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
The Earth Charter.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
4
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
317-324
Original-Quelle (URL):
DOI:
10.1177/097340821000400222
Datum des Zugriffs:
20.01.2016
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
New Series Takes an In-depth Look at University-wide Sustainability Programmes.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
3
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
211-212
Original-Quelle (URL):
DOI:
10.1177/097340820900300218
Datum des Zugriffs:
20.01.2016
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
UNESCO Conference Reviews Progress of UN Decade 183 for Education for Sustainable Development at Mid-point.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
3
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
183-184
Original-Quelle (URL):
DOI:
10.1177/097340820900300213
Datum des Zugriffs:
20.01.2016
4. Aufsatz in Zeitschrift
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Hauptsachtitel:
Bonn Declaration.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
3
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
249-255
Original-Quelle (URL):
DOI:
10.1177/097340820900300227
Datum des Zugriffs:
20.01.2016
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Building ESD in Latin America.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
1
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
147-148
Kurzinfo:
To encourage efforts for furthering the UN DESD agenda in Latin America, a meeting titled ′Building Education for Sustainable Development′ was held in Costa Rica from 31 October to 2 November 2006. Plenary sessions were interspersed with working groups to look at how ESD can be integrated in formal and non-formal education systems, and to make recommendations for developing a regional strategy. The first version of the regional strategy document was drafted and also put up for preliminary comments.
Original-Quelle (URL):
DOI:
10.1177/097340820700100124
Datum des Zugriffs:
20.01.2016
6. Aufsatz in Zeitschrift
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Urheber:
Hauptsachtitel:
Introduction to the Special Section: Education Imperatives of the Rio Conventions1.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
6
Z-Heftnummer/-bez.:
2
Themenschwerpunkt:
Special UNESCO Edited Section on the ESD Response to the Three Rio Conventions
Erscheinungsjahr:
Seite (von-bis):
171-179
Original-Quelle (URL):
DOI:
10.1177/0973408212475197
Datum des Zugriffs:
19.01.2016
7. Aufsatz in Zeitschrift
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Urheber:
Hauptsachtitel:
Education for Sustainable Development at the United Nations Conference on Sustainable Development (Rio+20).
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
6
Z-Heftnummer/-bez.:
2
Themenschwerpunkt:
Special UNESCO Edited Section on the ESD Response to the Three Rio Conventions
Erscheinungsjahr:
Seite (von-bis):
295-297
Original-Quelle (URL):
DOI:
10.1177/0973408212475264
Datum des Zugriffs:
19.01.2016
8. Aufsatz in Zeitschrift
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Urheber:
Hauptsachtitel:
UN Decade of Education for Sustainable Development: The First Two Years.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
1
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
117-126
Kurzinfo:
This article has been compiled from materials produced and collected by UNESCO and partner organisations committed to advancing Education for Sustainable Development (ESD). Due to the great diversity in the implementation of the DESD at regional, national and local levels, this report highlights trends and developments that have emerged during the first two years of the Decade. While there is general agreement on principles of sustainability and supporting concepts, there are nuanced differences according to local contexts, priorities and approaches. Each country must define its own sustainability and education priorities and actions. In addition, there is great variety in the responses to the implementation of the Decade in terms of the chosen formats of committees and teams which countries have adopted in their respective contexts. Furthermore, the article highlights some of the many challenges that must be successfully dealt with for the successful implementation of DESD policies, and to achieve its goals.
Original-Quelle (URL):
DOI:
10.1177/097340820700100120
Datum des Zugriffs:
26.05.2014
9. Aufsatz in Zeitschrift
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Urheber:
Hauptsachtitel:
Classroom Earth: National Environmental Education Foundation.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
4
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
149-153
Original-Quelle (URL):
DOI:
10.1177/097340820900400121
Datum des Zugriffs:
20.01.2016
10. Aufsatz in Zeitschrift
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Verfasser/-in:
 
Hauptsachtitel:
Practising Environmental Citizenship in Egypt: Hopes and Challenges Encountered.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
7
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
183-204
Kurzinfo:
This article examines the work of pre-service teachers in a new environmental education course at an Egyptian faculty of education, when they are given the assignment to investigate and take action with respect to an environmental issue in their community(s). Their explorations take us from apartment houses, through the farming countryside, past roadside canals and to city store fronts. Using a theoretical framework provided by critical place-based pedagogy, we analyze their work in (re)inhabitation and decolonization to further identify the challenges to, and the supports for environmental citizenship in Egypt. The Arab Spring resonates as the political backdrop for the research.
Original-Quelle (URL):
DOI:
10.1177/0973408214526489
Datum des Zugriffs:
19.01.2016
11. Aufsatz in Zeitschrift
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Verfasser/-in:
 
 
Hauptsachtitel:
Emerging Communities of Practice: Regional Centres of Expertise Discuss Themes and Evaluations.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
2
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
17-20
Original-Quelle (URL):
DOI:
10.1177/097340820800200107
Datum des Zugriffs:
20.01.2016
12. Aufsatz in Zeitschrift
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Verfasser/-in:
 
Hauptsachtitel:
Students in Possession of the Issues of Tomorrow: An Innovative Student-led Course Project.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
2
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
173-179
Kurzinfo:
This article describes an educational experiment, a studentled course called ′Learning in Sustainable Development′ offered at the teacher training programme at Stockholm University, Sweden. Its purpose was to foster empowerment and action competence among teacher-students in the field of education for sustainable development (ESD). The course content included methods for using case studies to teach issues of ethics and values in ESD. The course was designed to involve students in a democratic process so that the course content changed with the needs and concerns of each class. The students especially appreciated the practical and methodological teaching ideas and the way the course closely related to the needs and concerns of the everyday lives of teacher-students. By including two students in planning and developing the course, a bottom-up perspective was obtained and students felt ownership of the content.
Original-Quelle (URL):
DOI:
10.1177/097340820800200215
13. Aufsatz in Zeitschrift
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Verfasser/-in:
 
Hauptsachtitel:
Prospective Teachers′ Perceptions about the Concept of Sustainable Development and Related Issues in Oman
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
10
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
3–19
Kurzinfo:
Abstract

This study aims to investigate, from the Omani′s prospective, teachers′ perceptions about the concept of sustainable development (SD) and three related issues (cultural diversity, renewable energy and equity). The sample consisted of 159 prospective teachers from Sultan Qaboos University. Data were collected via a questionnaire comprising a list of 41 SD points.

The results showed that the main source of knowledge for prospective teachers concerning the concept of SD is school textbooks. They also showed that prospective teachers had high perceptions of the concept of SD and the three related issues. In addition, there are no statistical differences found between male and female prospective teachers′ perceptions about the concept of SD, cultural diversity and renewable energy. However, the results showed significant statistical differences between male and female prospective teachers in the equity domain. Finally, the results showed no statistical differences due to prospective teachers′ specializations (humanities versus science).
Original-Quelle (URL):
DOI:
10.1177/0973408215625528
Datum des Zugriffs:
16.04.2018
14. Aufsatz in Zeitschrift
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Verfasser/-in:
Hauptsachtitel:
Climate Change Education for Mitigation and Adaptation.
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
6
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
191-206
Kurzinfo:
Abstract

This article makes the case for the education sector an untapped opportunity to combat climate change. It sets forth a definition of Climate Change Education for Sustainable Development that is comprehensive and multidisciplinary and asserts that it must not only include relevant content knowledge on climate change, environmental and social issues, disaster risk reduction, and sustainable consumption and lifestyles, but also a focus on the institutional environment in which that content is learned to ensure that schools and education systems themselves are climate-proofed and resilient as well as sustainable and green. The article presents evidence-based findings on the factors that influence skills, attitude and behaviour change the most, in order to determine what works for formal and non-formal climate change education content, including environmental education, climate change and scientific literacy, and education for sustainable lifestyles and consumption. The evidence shows that educational interventions are most successful when they focus on local, tangible, and actionable aspects of sustainable development, climate change and environmental education, especially those that can be addressed by individual behaviour. Finally, given that the majority of evidence that exists is anecdotal, often in case study format without monitoring and evaluation processes in place that could lead to quantitative as well as qualitative data, the article highlights remaining questions and areas of research that need to be investigated in order to guide effective climate change education policy and practice.
15. Aufsatz in Zeitschrift
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Verfasser/-in:
Hauptsachtitel:
Challenging the Focus of ESD: A Southern Perspective of ESD Guidelines.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Education for Sustainable Development
Z-Jahrgang:
5
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
141-146
Kurzinfo:
Abstract:
In parallel to the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany, UNESCO organised a group of 25 young education for sustainable development (ESD)-engaged people from 25 countries to bring perceptions, demands, suggestions and contributions to the conference. Prior to the conference the group was divided into four clusters to carry out and structure discussions on specific matters. This article discusses two ESD assumptions--about poverty and partnerships--that arose in one cluster. Both issues are addressed critically and challenge ESD to broaden discussions.
Original-Quelle (URL):
DOI:
10.1177/097340821000500116
Datum des Zugriffs:
14.01.2016


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