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One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
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Janet Soler Corresponding author Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54
In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old. 相似文献
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Paige W. Toller 《Journal of Applied Communication Research》2013,41(1):46-66
This study examines how bereaved parents experience communicating with individuals in their social network. The bereaved parents in this study experienced two dialectical contradictions: (a) between the physical absence of their child and the continuing presence and emotional bond with their deceased child; and (b) between being open or closed when deciding whether to talk about the deceased child to others. Results describe how parents communicatively negotiated these contradictions. The article concludes by discussing practical applications for bereaved parents, bereavement support groups, helping professionals, and individuals within the bereaved parents' social network. 相似文献
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Patrons of map collections often have specific, geographically-based, requests for maps and the information they provide. Map librarians can often meet these needs through personal knowledge of the scope of their collections. For larger collections, this method is unsustainable. This article, therefore, seeks to begin a discussion on how coding could be used to expand the ability of our patrons’ online information seeking methods to meet their information needs. 相似文献
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Paige W. Toller 《Journal of Applied Communication Research》2005,33(1):46-66
This study examines how bereaved parents experience communicating with individuals in their social network. The bereaved parents in this study experienced two dialectical contradictions: (a) between the physical absence of their child and the continuing presence and emotional bond with their deceased child; and (b) between being open or closed when deciding whether to talk about the deceased child to others. Results describe how parents communicatively negotiated these contradictions. The article concludes by discussing practical applications for bereaved parents, bereavement support groups, helping professionals, and individuals within the bereaved parents' social network. 相似文献
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