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The 4 steps to college [[electronic resource] /] / KnowHow2Go
| The 4 steps to college [[electronic resource] /] / KnowHow2Go |
| Pubbl/distr/stampa | [Washington, D.C.?] : , : U.S. Dept. of Education, , [2008] |
| Descrizione fisica | 1 online resource (6 unnumbered pages) : illustrations |
| Soggetto topico |
Education, Secondary - Aims and objectives
Student aid - United States College costs - United States - Planning |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti |
Four steps to college
KnowHow2GO.org |
| Record Nr. | UNINA-9910697840103321 |
| [Washington, D.C.?] : , : U.S. Dept. of Education, , [2008] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education for sustainable development in primary and secondary schools : pedagogical and practical approaches for teachers / / Guliz Karaarslan Semiz, editor
| Education for sustainable development in primary and secondary schools : pedagogical and practical approaches for teachers / / Guliz Karaarslan Semiz, editor |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (269 pages) |
| Disciplina | 372 |
| Collana | Sustainable Development Goals series |
| Soggetto topico |
Education, Primary - Aims and objectives
Education, Secondary - Aims and objectives Sustainable development Finalitats de l'educació Desenvolupament sostenible |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato | Education |
| ISBN |
9783031091124
9783031091117 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- As if Everything Depends on It: Educating for Life -- References -- Editor's Preface -- Reference -- Acknowledgement -- Contents -- Contributors -- Abbreviations -- Part I: Introduction to ESD -- 1: Conceptualisation of ESD: Theoretical and Pedagogical Considerations -- 1.1 Introduction -- 1.2 Education for Sustainable Development: Brief History and Theory -- 1.3 Critical Themes and Pedagogical Approaches in ESD -- 1.4 Conclusion -- References -- 2: Prospects for a Better Future: The Significance of ESD in Primary and Secondary Education -- 2.1 My Personal Trip to ESD -- 2.2 The World's Response -- 2.3 My ESD Experience -- 2.4 Brief History of Human Awakening on the Need for Sustainable Development: Human Environment (Stockholm) - Environment and Development (Rio) and Sustainable Development (Johannesburg) -- 2.5 ESD for 2030 -- 2.6 Young Change-Makers and Hope for Future -- References -- Part II: Implementation of ESD: Integrating Theory and Practice -- 3: Curriculum Change and Selective Teaching Traditions: Consequences for Democracy and the Role of Education -- 3.1 Introduction -- 3.2 Selective Teaching Traditions and Democracy -- 3.2.1 Tacit Frameworks -- 3.2.2 The Origins of Research in Science Education -- 3.2.3 Selective Teaching Traditions in Environmental Education -- 3.2.4 Democracy and Action Competence -- 3.2.5 Education and Democracy -- 3.3 Distribution of Selective Traditions: Before and After the Curriculum Change in 2011 -- 3.3.1 The Result of the Comparison Due to Curriculum Change -- 3.4 Discussion -- 3.5 Conclusion and Suggestions -- References -- 4: Outdoor Education for Sustainability with Systems Thinking Perspective -- 4.1 Introduction -- 4.2 Systems Thinking as an Important Skill for Dealing with Today's Complex Problems -- 4.2.1 The Importance of Systems Thinking in ESD.
4.3 Outdoor Education for Sustainability Approach to Foster Systems Thinking Skills -- 4.4 Incorporating Systems Thinking in Outdoor Education for Sustainability: A Learning Activity Example -- 4.5 Conclusion and Suggestions -- References -- 5: Real-World Learning as a Frame for Sustainability in Education -- 5.1 Introduction -- 5.2 Learning Together in Real World -- 5.3 Sustainability and Real-World Learning -- 5.3.1 A Model for Planning Learning Experience About Sustainability in the Real World -- 5.4 Working with the RWL Hand Model -- 5.5 Bringing Together the 'In' and the 'Out' of the School for Learning Towards a Sustainable World -- 5.6 The City Around the School Is a Living Hub for Sustainability and Science Learning -- 5.7 In Conclusion: Why Is There Not More Real-World Learning? -- References -- 6: The Environment: A Question of Justice? -- 6.1 Introduction: The Power Line -- 6.1.1 Social Justice and the Sustainable Development Goals -- 6.1.2 What Is 'Environmental Justice' and Where Does It Come from? -- 6.2 Environmental Justice: Some Educational Implications -- 6.2.1 Environmental Justice and ESD -- 6.2.2 Environmental Justice and the Problem of Knowing -- 6.3 Teaching About Environmental Justice -- 6.3.1 Issue 1: Air Pollution -- 6.3.1.1 Addressing the Big Picture: The Westminster Commission for Road Air Quality -- 6.3.1.2 Leicester City: A Local Authority with Clean Air Equalities on the Agenda? -- 6.3.1.3 Air Pollution: Community Education and Whole School Approaches -- 6.3.1.4 Air Pollution: Curriculum Responses -- 6.3.2 Issue 2: Teaching About Environmental Justice - The Climate Crisis -- 6.4 Conclusion -- References -- 7: You Are Part of the Sustainability Picture: Ideas for Implementation of ESD -- 7.1 Introduction -- 7.2 ESD Integration -- 7.3 ESD Teaching Strategies. 7.4 Examples of Implementing ESD in the Classroom -- 7.4.1 Exploring Sustainability of the School, the Local Community, and Abroad -- 7.4.2 Concepts of Sustainability: Past, Present, and Future -- 7.4.3 Organic Food, Organic Life -- 7.4.4 A Day Out at a Local Lake -- 7.5 Conclusion: Each Part in the Sustainability Picture Is Important -- References -- 8: Earth as Self: Healing Our Connection with the Earth Through Education -- 8.1 Introduction -- 8.2 The Historical Roots of Prevailing Conceptions of Nature -- 8.3 Education for Sustainability: The Solution or the Problem? -- 8.4 Different Ways of Relating with Earth -- 8.4.1 Connecting with Nature Through the Activation of Imagination -- 8.4.2 Connecting with Nature Through Empathy -- 8.5 Conclusion -- References -- 9: Nature-Inspired Learning: How Nature Can Teach Us to Be Sustainable? -- 9.1 Finding Our Way -- 9.2 Let's Look Outside: Some Ideas About Nature-Inspired Learning -- 9.3 How We Forgot About Nature: Our Divided Nature -- 9.3.1 Our Undivided Nature -- 9.4 Putting Nature-Inspired Learning into Practice -- 9.4.1 Case Study 1: Lessons from Nature - Using Insights from Nature to Inspire and Build a Brighter Future -- 9.4.1.1 A Different Approach to Learning -- 9.4.1.2 An Inquiry Process -- 9.4.1.3 Fancy a Coffee? -- 9.4.2 Case Study 2: Biomimicry - Nature as Design -- 9.5 Variation and Classification: A Different Approach to Traditional Learning -- 9.5.1 Biomimicry Within Design -- 9.5.1.1 A Natural Source of Innovation -- 9.6 Concluding Thoughts: Nature-Inspired Integral Education -- References -- 10: Inspirational Outdoor Education: Learning for Sustainability with the Educational Polygon for Self-Sufficiency in Dole -- 10.1 Introduction -- 10.2 Polygon Dole Is an Outdoor Learning Environment for All Generations -- 10.3 Practical Examples for Education in Nature. 10.4 Holistic Effects of Outdoor Learning Environments -- 10.5 Conclusion -- References -- 11: Implementation of Education for Sustainable Development Through a Whole School Approach -- 11.1 The Role of Whole School Approaches in ESD -- 11.2 Why Adopt a Whole School Approach to ESD? -- 11.3 How Can a Whole School Approach Be Described? -- 11.4 A Model for Facilitating Implementation of ESD via a Whole School Approach -- 11.5 A Strategy to Implement a Whole School Approach -- References -- 12: Building Primary Schools as a Model of Sustainable Communities: Hints for Teachers -- 12.1 Introduction -- 12.2 Education for Sustainable Development in Primary Schools Utilizing Whole School Approach -- 12.3 Precursors of Pro-sustainable Behaviours as Learning Outcomes in the Context of ESD? -- 12.4 Becoming a Model Community Through Whole School Approach: Climate Action Schools -- 12.5 Implications on Learning Outcomes of Sustainable Schools: Where Are We on Our Way? -- References -- Part III: Assessment in ESD: Measuring ESD Learning Outcomes -- 13: Learning Our Way Forward and How We Might Assess That -- 13.1 Introduction -- 13.2 The Competence Turn -- 13.3 A Rounder Sense of Purpose -- 13.4 Purposes of Assessment -- 13.5 Means of Assessment in ESD -- 13.6 Assessment of, for and as ESD -- 13.6.1 Assessment of and for ESD -- 13.6.2 Assessment as (Transformative) ESD -- 13.7 Concluding Thoughts -- References -- 14: Developing and Assessing Sustainability Competences in the Context of Education for Sustainable Development -- 14.1 Introduction -- 14.2 Aims of ESD -- 14.2.1 Development of Sustainability Competences -- 14.2.2 Addressing Values Relevant to Sustainability -- 14.3 ESD Pedagogical Principles and Methods -- 14.4 Assessing Sustainability Competences -- 14.4.1 Basics of Competence Modelling and Assessment. 14.4.2 ESD Research on Competence Modelling and Assessment -- 14.5 Conclusion -- References -- 15: Application-Oriented Development of Outcome Indicators for Measuring Students' Sustainability Competencies: Turning from Input Focus to Outcome Orientation -- 15.1 Introduction -- 15.2 Theory -- 15.2.1 Defining Fitting Indicators for ESD in Schools: From Input to Outcome Orientation -- 15.2.2 Operationalization of ESD Outcomes, Theoretical Background, and Disciplinary Connectivity -- 15.3 Methods -- 15.3.1 Sustainability Knowledge -- 15.3.2 Attitudes Towards Sustainability and Self-Reported Sustainability-Related Behavior -- 15.4 Key Findings -- 15.4.1 Sustainability Knowledge -- 15.4.2 Sustainability Attitudes -- 15.4.3 Sustainability Behavior -- 15.5 Validation of New Indicators-Establishing Impact-Relevance of ESD Outcome -- 15.5.1 Validation Through the Connection to Established Indicators -- 15.5.2 Validation Through Prediction of Impact-Relevant Behavior -- 15.6 Limitations and Conclusions -- 15.6.1 Why Is Measuring Relevant for Teachers? -- References -- 16: Assessing Learning Outcomes for Sustainability in Primary and Secondary Schools in the UK -- 16.1 Introduction -- 16.2 Case Studies: Framework Application -- 16.2.1 Primary School Case Study -- 16.2.1.1 Year 6 Energy Questionnaire -- 16.2.1.2 Year 5 Water Questionnaire Results -- 16.2.1.3 Year 4 Food Questionnaire -- 16.2.1.4 Year 4 Storyboard Results -- 16.3 Secondary School Case Study -- 16.3.1 Self-Assessment Questionnaire Results -- 16.4 Discussion and Suggestions -- Appendix -- Primary School -- Year 6 -- Student Questionnaire -- Student Feedback -- Teacher Feedback -- Year 5 -- Student Feedback -- Teacher Feedback -- Year 4 -- Student Questionnaire -- Secondary School -- Year 9 -- References -- 17: The Body in Mind: Ideas for Assessing Sustainability Literacy. 17.1 Introduction. |
| Record Nr. | UNINA-9910767515303321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Tomorrow's high school : creating student pathways for both college and career / / Gene Bottoms
| Tomorrow's high school : creating student pathways for both college and career / / Gene Bottoms |
| Autore | Bottoms Gene |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2022] |
| Descrizione fisica | 1 online resource (220 pages) : illustrations |
| Disciplina | 373.1102 |
| Collana | Gale eBooks |
| Soggetto topico |
High school teaching
College preparation programs School-to-work transition Education, Secondary - Aims and objectives |
| ISBN |
1-4166-3088-0
1-4166-3089-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Praise for Tomorrow's High School -- Title Page -- Copyright -- Table of Contents -- Introduction: Tomorrow's High School -- Chapter 1. Setting Bold Goals -- Chapter 2. Building District Buy-In to Give All Students a Career Focus -- Chapter 3. Sharing Leadership to Achieve Continuous Improvement -- Chapter 4. Powerful Assignments: A Critical Component of CTE Classes -- Chapter 5. Developing Powerful Mathematics Assignments -- Chapter 6. Developing Powerful Literacy-Based Assignments -- Chapter 7. Building Successful Transitions into High School -- Chapter 8. Rethinking Senior Year: A Launching Pad, Not a Rest Stop -- Chapter 9. Empowering Counselors and Teachers to Help Students Find Their Path to Success -- Chapter 10. Acting on Our Beliefs to Achieve Bold Goals and Transform Our Schools -- Acknowledgments -- Downloadable Appendixes -- Notes -- Index -- About the Author -- Related ASCD Resources -- Back Cover. |
| Record Nr. | UNINA-9910795839303321 |
Bottoms Gene
|
||
| Alexandria, Virginia : , : ASCD, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Tomorrow's high school : creating student pathways for both college and career / / Gene Bottoms
| Tomorrow's high school : creating student pathways for both college and career / / Gene Bottoms |
| Autore | Bottoms Gene |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2022] |
| Descrizione fisica | 1 online resource (220 pages) : illustrations |
| Disciplina | 373.1102 |
| Collana | Gale eBooks |
| Soggetto topico |
High school teaching
College preparation programs School-to-work transition Education, Secondary - Aims and objectives |
| ISBN |
1-4166-3088-0
1-4166-3089-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Praise for Tomorrow's High School -- Title Page -- Copyright -- Table of Contents -- Introduction: Tomorrow's High School -- Chapter 1. Setting Bold Goals -- Chapter 2. Building District Buy-In to Give All Students a Career Focus -- Chapter 3. Sharing Leadership to Achieve Continuous Improvement -- Chapter 4. Powerful Assignments: A Critical Component of CTE Classes -- Chapter 5. Developing Powerful Mathematics Assignments -- Chapter 6. Developing Powerful Literacy-Based Assignments -- Chapter 7. Building Successful Transitions into High School -- Chapter 8. Rethinking Senior Year: A Launching Pad, Not a Rest Stop -- Chapter 9. Empowering Counselors and Teachers to Help Students Find Their Path to Success -- Chapter 10. Acting on Our Beliefs to Achieve Bold Goals and Transform Our Schools -- Acknowledgments -- Downloadable Appendixes -- Notes -- Index -- About the Author -- Related ASCD Resources -- Back Cover. |
| Record Nr. | UNINA-9910813807803321 |
|
Bottoms Gene
|
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| Alexandria, Virginia : , : ASCD, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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