scholarly journals Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

2018 ◽  
Vol 9 (1) ◽  
pp. 18-35 ◽  
Author(s):  
Eileen G. Merritt ◽  
Leanna Archambault ◽  
Annie E. Hale
Keyword(s):  
Elementary Classrooms ◽  
Early Career ◽  
Read Aloud ◽  
Classroom Behaviors ◽  
Early Career Teachers ◽  
Instructional Resources ◽  
Web Based ◽  
The Sustainable Development ◽  
Development Goals ◽  
Pre Service Teacher

Abstract The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability more than implementing sustainability into the curriculum. Read-aloud books and videos were used frequently, suggesting the need for available high quality children’s books and videos on sustainability topics. Supports that were most helpful to teachers included school-wide initiatives, curricular and instructional resources, like-minded colleagues and supportive administrators. Lack of time and alignment with curricula were barriers that hindered some teachers’ progress, suggesting the importance of systemic curricular reform that brings awareness to the Sustainable Development Goals.

What do teachers share within Socialized Knowledge Communities: a case of Pinterest

2018 ◽  
Vol 3 (2) ◽  
pp. 97-122 ◽  
Author(s):  
Sihua Hu ◽  
Kaitlin T. Torphy ◽  
Amanda Opperman ◽  
Kimberly Jansen ◽  
Yun-Jia Lo
Keyword(s):  
Cognitive Demand ◽  
Early Career ◽  
First Century ◽  
Sense Making ◽  
Mathematical Meaning ◽  
Early Career Teachers ◽  
Knowledge Communities ◽  
Instructional Resources ◽  
Content Type ◽  
Mathematics Knowledge

PurposeThe purpose of this paper is to examine early career teachers’ Socialized Knowledge Communities (SKCs) as they relate to the pursuit of mathematics knowledge and teaching. The authors investigate Pinterest, a living data archive, as an opportunity to view teachers’ sense-making and construction of instructional resources. Through this lens, the authors examine how teachers form and share mathematical meaning individually and collectively through professional collaboration.Design/methodology/approachThis work characterizes teachers’ curation of mathematical resources both in the kinds of mathematics teachers are choosing and the quality therein. Finally, the authors examine through epistemic network analysis how teachers are sense-making through a statistical approach to identifying their organization of mathematics curation by typology and cognitive process demand.FindingsResults show that sampled teachers predominantly curate instructional resources that require students to perform standard algorithm and represent mathematics relationships in visualization within Pinterest. Additionally, the authors find the resources curated by teachers have lower cognitive demand. Finally, epistemic networks show teachers make connections among instructional resources with particular types as well as with different levels of cognitive demand as they sense-make their curated curriculum. In particular, difference in teachers’ internal consideration of the quality of tasks is associated with their years of experience.Originality/valueTwenty-first century classrooms and teachers engage frequently in curation of instructional resources online. The work contributes to an emergent understanding of teachers’ professional engagement in virtual spaces by characterizing the instructional resources being accessed, shared, and diffused. Understanding the nature of the content permeating teachers’ SKCs is essential to increase teachers’ professional capital in the digital age.

Examining the Virtual Diffusion of Educational Resources across Teachers’ Social Networks over Time

2020 ◽  
Vol 122 (6) ◽  
pp. 1-34
Author(s):  
Yuqing Liu ◽  
Kaitlin T. Torphy ◽  
Sihua Hu ◽  
Jiliang Tang ◽  
Zixi Chen
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Early Career ◽  
Virtual Space ◽  
Local Context ◽  
Early Career Teachers ◽  
Instructional Resources ◽  
School Year ◽  
Seeking Behavior ◽  
Career Teachers

Context Individuals’ curation within social media provides a window into their sensemaking and conceptions of what is worth knowing. Within education, a majority of teachers use social media for professional purposes to access and share instructional resources. Purpose This work examines Pinterest.com and the intersection of influence across virtual and physical spheres as teachers choose and curate instructional resources. Setting: The study is conducted on 19 schools over five districts in three Midwestern states. Participants The sample consists of 108 elementary teachers in total: 34 early career teachers and 74 colleagues. Research Design This is a longitudinal observational study designed to repeatedly measure and track teachers’ online resource-seeking behavior over 52 weeks in the 2015–2016 school year. Data Collection and Analysis Resource curation data were collected for each teacher, as well as early career teachers’ egocentric school network and online network data. Using generalized linear growth modeling approach to examine relationships between teachers’ curation of resources, we identify differences in the impacts of teachers’ social networks across physical and virtual space. Findings Results indicate that teachers following one another within Pinterest have a higher rate of curating a resource, but Pinterest seems to act as a bridge between those less connected teachers within a school, with an even greater rate of curation for those teachers who do not closely work together. This seems to indicate that within the cloud of social media, Pinterest may be a conduit for information and resource distribution across schools. Conclusion As schools continue to seek improvement potential, leveraging social media connections and social capital within and outside the local context may prove useful for the flow of expertise and resources.

scholarly journals Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training

2018 ◽  
Vol 10 (10) ◽  
pp. 3698 ◽  
Author(s):  
Silvia Albareda-Tiana ◽  
Salvador Vidal-Raméntol ◽  
Maria Pujol-Valls ◽  
Mónica Fernández-Morilla
Keyword(s):  
Teacher Training ◽  
Future Teachers ◽  
Sustainable Food ◽  
The Sustainable Development ◽  
Holistic Approaches ◽  
Research Competencies ◽  
Agents Of Change ◽  
Development Goals ◽  
Development Of Competencies ◽  
Pre Service Teacher

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquisition need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability and research in Higher Education (HE). The participants taking part in the study are students in pre-service teacher training. The experimental educational model used for the development of competencies in sustainability and research consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinary Workshop on Sustainable Food. This study provides evidence that POL is an excellent methodology for developing competencies in sustainability and facilitates the relationship between sustainability and research competencies.

scholarly journals 1356Translating urban health research in Bangkok: partnership framework for building capacity in monitoring liveability

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Amanda Alderton ◽  
Kornsupha Nitvimol ◽  
Carl Higgs ◽  
Iain Butterworth ◽  
Joana Correia ◽  
...  
Keyword(s):  
Urban Health ◽  
Health Research ◽  
Sustainable Development Goals ◽  
Success Factors ◽  
Web Based ◽  
Building Capacity ◽  
The Sustainable Development ◽  
Face To Face ◽  
Critical Success ◽  
Development Goals

Abstract Focus of Presentation This poster outlines a partnership framework for developing a web-based liveability indicators monitoring system for Bangkok, Thailand, as a mechanism for translating urban health research into urban planning and policy. We reflect on our partnership with the Bangkok Metropolitan Administration, including its critical success factors and framing around the Sustainable Development Goals, and provide an overview of the capacity building program supporting the use of the indicators in practice. Findings In total, 65 indicators were calculated for Bangkok and housed in a web-based urban liveability portal. A series of capacity building activities, including face-to-face meetings, webinars and online presentations, supported the use of these indicators in monitoring liveability. Numerous critical success factors were identified, such as having a bilingual liaison as well as two working groups within the Bangkok Metropolitan Administration. Conclusions/Implications This partnership provides a framework for other cities seeking to translate urban health research and progress the Sustainable Development Goals through building capacity in monitoring liveability. Future international partnerships should seek to engage partners through a mix of face-to-face and online activities and develop project governance structures (e.g. bilingual project liaison) that enable the prioritisation of local knowledge. Key messages This partnership provides a framework for translating urban health research into urban planning and policy, with relevance for other cities globally. It resulted in the mapping of 65 liveability indicators across Bangkok.

History, Heritage and Sustainable Development: A Position Statement on the Scottish Highlands

2018 ◽  
Vol 9 (1) ◽  
pp. 1-16
Author(s):  
S. Karly Kehoe ◽  
Chris Dalglish
Keyword(s):  
Sustainable Development ◽  
Rural Communities ◽  
Position Statement ◽  
The Sustainable Development ◽  
Scottish Highlands ◽  
The Past ◽  
Taking Charge ◽  
Rural World ◽  
Development Goals ◽  
Crucial Part

Evidence of how history and culture have been or should be harnessed to promote sustainability in remote and rural communities is mounting. To be sustainable, development must come from within, it must serve future generations as well as those in the present and it must attend to the vitality of culture, society, the economy and the environment. Historical research has an important contribution to make to sustainability, especially if undertaken collaboratively, by challenging and transcending the boundaries between disciplines and between the professional researchers, communities and organisations which serve and work with them. The Sustainable Development Goals’ motto is ‘leaving no one behind’, and for the 17 Goals to be met, there must be a dramatic reshaping of the ways in which we interact with each other and with the environment. Enquiry into the past is a crucial part of enabling communities, in all their shapes and sizes, to develop in sustainable ways. This article considers the rural world and posits that historical enquiry has the potential to deliver insights into the world in which we live in ways that allow us to overcome the negative legacies of the past and to inform the planning of more positive and progressive futures. It draws upon the work undertaken with the Landscapes and Lifescapes project, a large partnership exploring the historic links between the Scottish Highlands and the Caribbean, to demonstrate how better understandings of the character and consequences of previous development might inform future development in ways that seek to tackle injustices and change unsustainable ways of living. What we show is how taking charge of and reinterpreting the past is intrinsic to allowing the truth (or truths) of the present situation to be brought to the surface and understood, and of providing a more solid platform for overcoming persistent injustices.

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