Developing a School Focused Approach to Continuing Professional Development in Sustainability Education

This article has two aims. Its first is to describe how findings from a questionnaire survey of 96 UK primary schools influenced the theory of action adopted in the SEEPS Project, (Sustainability Education in European Primary Schools, 1997) funded by DGXI and DGXXII of the European Commission and Scottish Natural Heritage. SEEPS is a continuing professional development (CPD) project developed by representatives from 11 European educational systems. The first section of the article outlines how the Project came to adopt a school focused theory of action in CPD, in preference to a centralised or school-based approach. School focused CPD trains trainers and provides them with adaptable materials that can support individualised CPD programmes decided in and by the school and its staff. The second aim is to outline and analyse some of the more interesting inter and intra-regional relationships, correlations and differences which emerged from the survey. We have only included those findings that illuminate CPD provision in sustainability education. This article seeks to share data with others working in environmental education and sustainability education and to stimulate a debate about the relevance of school focused approaches in international discussions about CPD in environmental and sustainability education.     

Avoiding the Hoops: A study of recognition of prior learning processes in Australian faculties of education

Recognition of prior learning (RPL) refers to recognition of non-credentialled or informal learning. In the university context, there are difficulties in determining the appropriateness and extent of experiential learning since there is no research-based modelling to guide the process. This article draws on an Australian Research Council grant project which aims to draw up research-based, nationally applicable protocols and procedures for RPL in education faculties in Australia. It concludes that there is room for greater development of procedures for recognising prior learning than exists in many faculties of education.     

Art,Design and Environment: A Programme for Teacher Education

This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development.     

Design issues on the World Wide Web

Considers the technical aspects of designing a World Wide Web page; including design issues, the particular potential audience, bandwidth effects, HTML limitations, and essential software.     

Special education and the law in the United States: Implications for Australian educators

Recent legislation in the United States aims to revolutionize educational services for handicapped pupils. The principles of this Act, Public Law 94‐142, are examined and possible implications are discussed. The point is made that legal solutions to educational problems can pose many additional problems. However the implementation of this Law warrants the close attention of Australian educators.     

Assessing Differential Item Functioning in Performance Assessment: Review and Recommendations

How can we best extend DIF research to performance assessment? What are the issues and problems surrounding studies of DIF on complex tasks? What appear to be the best approaches at this time?     

Learning From Them Learning From Us. Participating in Citizenship Through a School/District Council Partnership Project

This paper identifies a number of problems facing school councils and examines their possible remit and function. It outlines a project aimed at improving school councils in a rural community college by fostering links with the local district council. The paper summarizes research aimed at understanding the authors' particular concept of participation and responsible action. They describe work undertaken with pupils and adults involved in this project. It concludes that as well as improving the school councils, such work can provide benefits to both partners by widening pupils' understanding of the functions of local government and providing an opportunity for councillors and council officers to connect with young peoples' perspectives.     

Balancing difference and the common good: lessons from a post‐conflict society

Northern Ireland endured a quarter century of political violence from 1969 until the declaration of ceasefires in 1994. Although a political settlement was signed in 1998, the actual implementation of agreed institutions has proved to be very difficult and the actual institutions have been fragile (and are currently under suspension). The purpose of this paper is to examine aspects of the role of education through the years of violence and in the post‐conflict situation. The education system in Northern is divided on the basis of religion, with less than 10% of pupils attending mixed religion schools. There have been a variety of curricular and other initiatives over the years, but their success to date has been limited. The paper will argue that the contribution of education to more positive community relations has been limited because of a tendency to over‐privilege difference. More particularly, the paper will argue that education has failed to grapple with the main consequence of separate schools which is that they perpetuate divisions in the wider society. The paper will suggest that if education is to serve as a vehicle for promoting a discourse of a common good and contribute to the construction of the architecture of a shared society then a more pro‐active approach will be needed in future. The two main initiatives that provide the possibility for such a contribution are the development of a programme for local and global citizenship and support for partnership activities between schools.