Influences on US middle school teachers’ use of environment‐based education

The term environment‐based education (EBE) describes a form of school‐based environmental education in which an instructor uses the environment as a context for integrating subjects and a source of real world learning experiences. Despite the growing body of evidence that supports the educational efficacy of this instructional approach and its grounding in high‐quality environmental education, relatively few US teachers seem to practice EBE (University of Maryland Survey Research Center 2000 University of Maryland Survey Research Center. 2000. Environmental studies in the K‐12 classroom: A teacher’s view, College Park, MD: Author.  [Google Scholar]). In the context of encouraging more widespread adoption of this formal instructional approach, the author used survey research with a random sample of fifth–eighth grade teachers in US public schools to investigate influences on their decisions to use EBE and barriers to EBE implementation. The study also investigated how perceived influences on and barriers to EBE teachers differed from perceptions of teachers using other forms of environmental education and teachers using neither approach. Results suggest the importance of the following in teachers’ decisions to use EBE: positive environmental attitudes; environmental sensitivity; receptiveness to EBE; teaching context; and environmental literacy knowledge and skills. The influence that best discriminated between EBE teachers and teachers using other forms of environmental education was evidence of positive outcomes. The barrier that best discriminated among EBE teachers, teachers using other forms of environmental education, and teachers not using any form of environmental education was lack of training.     

Notes: Russian Studies of Vision in Relation to Physical Activity and Sports

Abstract

The central purpose of this study was to determine the origin of sports extant in English-speaking countries. The method of research utilized was principally historical-bibliographical and was concerned with the collection, criticism, and synthesis of source material in an effort to establish past actuality. Specific documentary evidence concerning the date, place, and significant circumstances associated with the origins of 95 sports was synthesized. In most instances, establishing the date and place of origin was possible. Often, however, determining the personnel and circumstances connected with the origins was not possible. Charts show the dates of the origins chronologically, the origins attributed to various countries, and the activities from which the 95 sports evolved.     

Competence and knowledge development in competence-based vocational education in Indonesia

Learning Environments Research - Theory and research in the field of competence-based vocational education (CBVE) have advanced enormously during the last decades, although empirical research on...     

Competencies for rural development professionals in the era of HIV/AIDS

The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues related to their work with farming families. Initially 45 rural development professionals from developing countries in the southern hemisphere were interviewed about these competencies, using case stories and questionnaires. Subsequently, 34 individual in‐depth interviews were conducted with rural development professionals from East Africa and Zambian government officials. A focus group discussion with 15 Zambian agricultural extension workers completed the empirical part of the research. The study reveals that there is an urgent need to complement the technical competencies of rural development professionals with more social competencies, such as counselling and communication, lobbying and networking. Recommendations are formulated for competence development of rural development professionals who have to deal with the consequences of the HIV/AIDS pandemic in rural areas.     

Design principles for hybrid learning configurations at the interface between school and workplace

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.     

Environmental action and student environmental leaders: exploring the influence of environmental attitudes,locus of control,and sense of personal responsibility

The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next generation of conservation leaders through fostering action competence in youth. Data from SC3 participants was used to investigate four predictors of adult environmental behavior (environmental attitudes, locus of control, sense of personal responsibility, intention) to explore their predictability of environmental action and intention toward future involvement in environmental action in student environmental leaders. Of the four variables explored, pre-program levels of environmental attitudes was a significant predictor of environmental action. Additionally, changes in levels of environmental attitudes significantly predicted environmental action, with an increase in environmental attitudes being associated with a decrease in environmental action. Pre-program levels of environmental attitudes and sense of personal responsibility, and an interaction between the two, potentially were predictors of intention toward future involvement in environmental action. Changes in pre- and post-program levels of environmental attitudes, locus of control, and sense of personal responsibility did not significantly predict intention toward future involvement in environmental action, nor did environmental action. Implications for programming and research, in light of the study’s limitations, are discussed.     

Book reviews

International Review of Education -