Rethinking the natural capital metaphor: implications for education and learning

One way in which the concept of sustainable development has been understood is through the metaphor of natural capital. This sees that the natural world has performing functions similar to those of economic capital. This metaphor is usually developed by applying to Nature standard economic techniques for capital valuation. However, where valuation of economic capital is complex, additional techniques are often used. One such technique is ‘real options’ analysis. Applying this technique to the concept of natural capital tends to lead to its revaluation, and has particular implications for the role of learning. Learning opportunities arising from the real options metaphor are explored through a number of examples.     

Engaging student teachers in meaningful reflective practice

This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity.     

Internal review and self-evaluation — the chosen route to school improvement in ireland?

In recent years there has been an intense debate in many countries concerning the best approach to improving schools. The various methods being tried might be reasonably seen as constituting a continuum ranging from strict external control and inspection at one end, to self-evaluation and internal regulation at the other. In practice, most education systems appear to be moving towards a combination of these methods, involving a degree of external monitors of internal self-evaluation mechanisms. This article analyses the gradual emergence in the Irish education system of such an accommodation. It charts the increased emphasis being placed upon school self-evaluation and argues that it does constitute the best way forward. However, it also highlights a major lacuna at the heart of the emerging system, namely the lack of firm data on which schools can really base effective improvement strategies.     

Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing “Science That Matters” a Standards Based Interdisciplinary Science Course Sequence

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.     

The Experiences of International and Local Students at Three Australian Universities

In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students.

The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.

In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.

The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced.     

Environmental education research in Southern Africa: Dilemmas of interpretation

These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region.