Reviews of research on the attitude–behavior relationship and their implications for future environmental education research

Since the early days of the field, attitude–behavior (A–B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest extends beyond the field’s scope though, in part due to a certain reliance on theoretical and empirical assertions which claim that attitudes serve as a strong precursor and/or predictor of behavior. In this paper, we consider reviews of studies on the A–B relationship in EE and other fields that routinely challenge such assumptions, leading to the questioning of corresponding foci and commitments for research, evaluation, practice, and development. With key findings from these studies hand, we highlight several insights that may be useful for dispelling some of the folklore about what matters in, and what can be argued with, A–B studies, if we are to develop the design, conduct, reporting, and critique of studies and practices of EE reliant on such relationships.     

Reading economics,thinking education: The relevance—and irrelevance—of economic theory for curriculum research

This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education.     

What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching

Abstract

The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice.     

Re‐imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems

Using critical discourse analysis as a methodology for analysis, this paper sets out the nature and form of the challenges directed to the compulsory schooling sector by the knowledge economy that is contained in key policy and related documents put out by the OECD, the World Bank and the UK government. The OECD and the World Bank’s policy agendas are increasingly important in setting policy and programme agendas for the developed and developing countries respectively; however there are important differences between the two institutions regarding how education should be redesigned. The World Bank’s redesign of education favours the market and individualism as the means for developing knowledge and skills for the knowledge economy. The OECD, however, while concerned with human capital formation, rejects the market model in favour of an institutionally embedded liberalism to overcome the problems posed by tacit knowledge. The UK, on the other hand, has promoted the idea of personalized learning. The paper suggests that this idea is particularly problematic for developing a system of innovation for the economy that is dependent on high levels of social interaction.

The first half of the twenty‐first century will, I believe, be far more difficult, more unsettling, and yet more open than anything we have known in the twentieth century. I say this on three premises; none of which I have time to argue here. The first is that historical systems, like all systems, have finite lives. They have beginnings, a long development and finally, as they move far from equilibrium and reach points of bifurcation, a demise. The second premise is that two things are true at these points of bifurcation; small inputs have large outputs (as opposed to times of the normal development of the system, when large inputs have small outputs); and the outcome of such bifurcation is inherently indeterminate. The third premise is that the modern world system as a historical system has entered into a terminal crisis and is unlikely to exist in 50 years. However, since its outcome is so uncertain, we do not know whether the resulting system (or systems) will be better or worse than the one in which we are living, but we do know that the period of transition will be a terrible time of troubles, since the stakes of the transition are so high, the outcome so uncertain, and the ability of small impacts to affect the outcome so great. (Wallerstein, 1999, p. 1)     

Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes

School physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students’ PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice.     

A roadblock to social justice? An analysis and critique of the South African education Roadmap

The article provides an analysis and critique of contemporary debates concerning the quality of education in South Africa from a social justice perspective. In particular the article focuses on the Education Roadmap which has gained support from a range of stakeholders in South Africa including key members of the newly elected government. The Education Roadmap is considered in relation to dominant approaches to understanding education quality within the education literature, namely the human capital and human rights based approaches. It is argued that the Roadmap shares characteristics of both approaches although it is particularly influenced by the former. The article sets out an alternative approach based on social justice principle that, whilst developing and extending aspects of dominant approaches, is considered pertinent because it articulates with historical struggles around education in South Africa. It is suggested that although the Roadmap demonstrates limited characteristics of a social justice approach, it falls short in other key aspects and it is these aspects that must form the basis for ongoing struggles for a more equitable education system.     

Moral spaces,the struggle for an intergenerational environmental ethics and the social ecology of families: an ‘other’ form of environmental education

‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos.     

Big Ideas: A review of astronomy education research 1974–2008

This paper reviews astronomy education research carried out among school students, teachers, and museum visitors over a 35‐year period from 1974 until 2008. One hundred and three peer‐reviewed journal articles were examined, the majority of whose research dealt with conceptions of astronomical phenomena with 40% investigating intervention activities. We used a conceptual framework of “big ideas” in astronomy, five of which accounted for over 80% of the studies: conceptions of the Earth, gravity, the day–night cycle, the seasons, and the Earth–Sun–Moon system. Most of the remaining studies were of stars, the solar system, and the concepts of size and distance. The findings of the review have implications for the future teaching of, and research in, the discipline. Conceptions of the Earth and the day–night cycle are relatively well‐understood, especially by older students, while the Moon phases, the seasons, and gravity are concepts that most people find difficult both to understand and explain. Thoroughly planned interventions are likely to be the most effective way of implementing conceptual change, and such studies have been well‐researched in the past 15 years. Much of this recent research has worked with constructivist theories resulting in methodological and theoretical insights of value to researchers and practitioners in the field. It is recommended that future research should work across the disciplinary boundaries of astronomy education at school and teacher education levels, and aim to disseminate findings more effectively within the education systems.     

Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education

This article is a reply to Gewirtz and Cribb's argument for ethical reflexivity, presented in a previous issue of this journal. These authors compared their views with mine, suggesting a way in which the differences between our positions could be overcome. I argue that, while there is certainly substantial agreement, there are also some fundamental differences between us, notably about the goal of research. Indeed, in my view, what they recommend involves a greatly increased danger of bias and a version of scientism. At issue here is, in large part, the kind of ethical reflexivity that is appropriate in sociological work.     

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.     

Religious education and social literacy: the ‘white elephant’ of Australian public education

As a result of globalisation, the boundaries that once limited the trade of ideas and culture have largely dissolved. In Australia, the fruits of intercultural exchange have largely been enjoyed, yet this expansion of Australian interaction with diverse Others has posed a perceived threat to some. This parallel expansion and contraction of cultural engagement demonstrates the need for Australia to represent diversity more adequately as a part of our society. A central point of tension in this discussion is religion. This paper reports on a study that explored the question: Why is it so hard to talk about religion in public classrooms? This narrative inquiry attempts to unpack some of the challenges facing Australian educators at present. This study brings out the conflicting priorities and pressures of the secular system against student needs and puts forward an argument for the development of social literacy education that addresses education about religion in Victorian public schools.     

A longitudinal study of how women's prenatal and postnatal concerns related to the COVID-19 pandemic predicts their infants' social–emotional development

Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, M_age = 32.46 years), and infants (53.18% male, M_age = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants.     

The roots and routes of environmental and sustainability education policy research – an introduction to a virtual special issue

This article introduces the themes of a virtual special issue (VSI) of Environmental Education Research (http://explore.tandfonline.com/content/ed/ceer-vsi) focused on policy research in environmental and sustainability education (ESE). The broad purpose behind preparing the VSI was to consider the challenges involved in linking particular concepts of environment and sustainability with key themes in educational policy, and how this remains a heavily contested practice. Examples drawn from two decades of studies published in the journal show how these might be illustrated, addressed, problematized and possibly transcended. The introduction traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. It also illustrates how researchers within the field might reimagine and reinvigorate policy research on ESE, and how working with researchers from other fields who offer different perspectives, ideas and expertise might aid the cross-fertilisation of a complex terrain of ideas, policy and practice. In so doing, we hope the accompanying VSI inspires renewed interest into the (at times, fickle) relationship between ESE, and the dual worlds of possibility and tension that take place both within, and surrounding, their fields of policy and research.     

A policy trajectory analysis of the internationalisation of Chinese humanities and social sciences research (1978–2020)

Since the Reform and Opening-up in 1978, science and technology research has long been regarded as an engine for China’s modernisation. Comparatively, humanities and social sciences (HSS) research has been overlooked in national policy for a long period. Although China’s science and technology research has gained global prominence, its HSS research remains less visible in the world. This article reviews the policy trajectory of internationalising Chinese HSS research from 1978 to 2020. It identifies changing and unchanged tensions along the policy trajectory, explores the dynamics between the internationalisation and indigenisation (‘Chinalisation’) of HSS, and reveals a hybridisation of ideological openness and vigilance in Chinese HSS research. Based on the examination of those tensions, this article discusses the shifted power paradigm in Chinese HSS, the connotation and challenges of ‘Chinalisation’, and the tensions between national policies, institutional implementation and individual practices.     

Place-based education for environmental behavior: a ‘funds of knowledge’ and social capital approach

In this paper we suggest that a new theoretical framework is needed within environmental education in the discussion of rural, underserved communities in Latin America. We argue that a community-resources approach, comprised of funds of knowledge and social capital, should be incorporated into contemporary research on place- and community-based education and environmental behavior. The model we present builds upon previous research in the areas of education, anthropology, social capital, and environmental education. These perspectives are discussed in accordance with their relevance to high school students in one of the most bio-diverse regions of Central America: the Osa Peninsula of Costa Rica. In this context, we suggest that promoting environmental behavior is both contextualized by and dependent upon social and community interactions, or ‘mediations,’ after Lev S. Vygotsky. We believe that the framework presented here may contribute to increased socio-economic, academic, and environmental benefits for underserved, Latin American communities.     

The response of the Roman Catholic Church to the introduction of vocational education in Ireland 1930–1942

This paper discusses the manner in which the Roman Catholic Church in Ireland attempted to impose denominational control on the system of vocational education introduced by the state in 1930. Considerable research on education has been conducted within the period in question; however, the area addressed in this paper has been largely neglected by scholars in the field. The position of the Roman Catholic Church in Ireland is examined in the context of Church–state relations within Europe with particular reference to the issue of control in education. The paper argues that the Roman Catholic Church in Ireland sought denominational control over vocational education through the introduction of various amendments to legislation dealing with the system.     

A new education for a new era: the contribution of the conferences of the New Education Fellowship to the disciplinary field of education 1921–1938

This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non‐class‐based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferrière, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework.     

What is the nature of the achievement gap,why does it persist and are government goals sufficient to create social justice in the education system?

The ‘achievement gap’ – the term typically used to refer to differences in pupil attainment associated with social class, ethnicity and gender – remains an enduring obstacle to government goals of creating a socially just society. This article explores the nature of the achievement gap and some of the mechanisms that serve to perpetuate disadvantage in education systems providing a context in which to consider the appropriateness of government policies aimed at addressing the gap. Accessing predominantly English research but also consulting studies conducted in other education systems including the US and elsewhere in the UK, we argue that in contrast to its noble rhetoric, government approaches to addressing the achievement gap are preoccupied with standardised assessment and accountability (such as the latest attempt at raising pupil standards in England, the introduction of Academies) while paying little more than lip service to the persistent, underlying roots of inequality.