LEADER 04735nam 22006495 450 001 9910946918503321 005 20250314065231.0 010 $a9783031760334 010 $a3031760336 024 7 $a10.1007/978-3-031-76033-4 035 $a(CKB)37203629200041 035 $a(MiAaPQ)EBC31879518 035 $a(Au-PeEL)EBL31879518 035 $a(DE-He213)978-3-031-76033-4 035 $a(OCoLC)1484385276 035 $a(EXLCZ)9937203629200041 100 $a20250111d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aKnowledge and Willingness to Act Pro-Environmentally $ePerspectives from IEA TIMSS 2019 and ICCS 2016 Data /$fedited by Maria Magdalena Isac, Andrés Sandoval-Hernández, Wanda Sass 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (230 pages) 225 1 $aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-164X ;$v16 311 08$a9783031760358 311 08$a3031760352 311 08$a9783031760327 311 08$a3031760328 327 $aForeword -- Preface -- Chapter 1: Knowledge and Willingness to Act Pro-environmentally. Perspectives from IEA TIMSS 2019 and ICCS 2016 Data ? An Introduction: Maria Magdalena Isac, Wanda Sass, and Andrés Sandoval-Hernández -- Chapter 2: Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments: Wanda Sass, Jelle Boeve-de Pauw, Daniel Olsson, Niklas Gericke, and Peter Van Petegem -- Chapter 3: Operationalization and Methodology in TIMSS: Rolf Strietholt, Purya Baghaei, Yuan-Ling Liaw, Sabine Meinck, and Andrés Strello -- Chapter 4: Environmental Knowledge: Conceptualization and Measurement: Yuan-Ling Liaw, Purya Baghaei, Rolf Strietholt, Sabine Meinck, and Andrés Strello -- Chapter 5: Inequalities on Environmental Knowledge: Andrés Strello, Rolf Strietholt, Yuan-Ling Liaw, Purya Baghaei, and Sabine Meinck -- Chapter 6: School Practices and Environmental Knowledge: Sabine Meinck, Andrés Strello, Yuan-Ling Liaw, Rolf Strietholt, and Purya Baghaei -- Chapter 7: Operationalization and Methodology in ICCS: Diego Carrasco -- Chapter 8: Willingness to Act Pro-Environmentally: Conceptualization and Country Comparisons: Cristobal Villalobos and Diego Carrasco -- Chapter 9: Inequalities on Willingness to Act Pro-Environmentally: Daniel Miranda and Diego Carrasco -- Chapter 10: School Factors and Students? Willingness to Act Pro-Environmentally in the Future: Ernesto Treviño and Diego Carrasco -- Chapter 11: Environmental Knowledge and Willingness to Act Pro-Environmentally ? Final Remarks: Maria Magdalena Isac, Wanda Sass, Andrés Sandoval-Hernández. 330 $aThis open access book utilizes data from two large-scale international assessments?TIMSS 2019 and ICCS 2016?to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes. 410 0$aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-164X ;$v16 606 $aEducational tests and measurements 606 $aEnvironmental education 606 $aStudy skills 606 $aAssessment and Testing 606 $aEnvironmental and Sustainability Education 606 $aStudy and Learning Skills 615 0$aEducational tests and measurements. 615 0$aEnvironmental education. 615 0$aStudy skills. 615 14$aAssessment and Testing. 615 24$aEnvironmental and Sustainability Education. 615 24$aStudy and Learning Skills. 676 $a371.26 700 $aIsac$b Maria Magdalena$01787362 701 $aSandoval-Hernández$b Andrés$01787363 701 $aSass$b Wanda$01787364 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910946918503321 996 $aKnowledge and Willingness to Act Pro-Environmentally$94320760 997 $aUNINA LEADER 02324nam 2200589 a 450 001 9910962635703321 005 20200520144314.0 010 $a0-7618-8206-5 010 $a1-283-61439-1 010 $a0-7618-5279-4 010 $a9786613926845 035 $a(CKB)3360000000435115 035 $a(EBL)1037709 035 $a(OCoLC)855502448 035 $a(SSID)ssj0000720509 035 $a(PQKBManifestationID)12322331 035 $a(PQKBTitleCode)TC0000720509 035 $a(PQKBWorkID)10669646 035 $a(PQKB)11332059 035 $a(Au-PeEL)EBL1037709 035 $a(CaPaEBR)ebr10606667 035 $a(CaONFJC)MIL392684 035 $a(OCoLC)817224985 035 $a(MiAaPQ)EBC1037709 035 $a(EXLCZ)993360000000435115 100 $a20100602d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe end of French rule in Cameroon /$fMartin Atangana 210 $aLanham, Md. $cUniversity Press of America$dc2010 215 $a1 online resource (160 p.) 300 $aDescription based upon print version of record. 311 08$a0-7618-5278-6 320 $aIncludes bibliographical references (p. [133]-139) and index. 327 $aIntroduction -- 1. Political and economic development in Cameroon in the post war era, 1946-1956 -- 2. The implementation of the Loi cadre, 1957 -- 3. The recognition of Cameroon's option for independence, 1958 -- 4. The transition and transfer of power, 1959-1960 -- Conclusion. 330 $aThis study explores the decolonization movement in Cameroon. It analyzes the reforms introduced by France in Cameroon after World War II, the circumstances surrounding the unsuccessful attempt of the UPC to seize independence by force, and the subsequent eradication of this party by an alliance of Franco-Cameroonian forces. 606 $aDecolonization$zCameroon$xHistory 607 $aCameroon$xHistory 607 $aCameroon$xPolitics and government$yTo 1960 615 0$aDecolonization$xHistory. 676 $a967.1103 700 $aAtangana$b Martin-Rene?$01856034 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962635703321 996 $aThe end of French rule in Cameroon$94454563 997 $aUNINA