A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education

Education systems have a key role to play in preparing future citizens to engage in sustainable living practices and help create a more sustainable world. Many schools throughout Australia have begun to develop whole-school approaches to sustainability education that are supported by national and state policies and curriculum frameworks. Preservice teacher education, however, lags behind in building the capacity of new teachers to initiate and implement such approaches (ARIES, 2010). This proposed project seeks to develop a state-wide systems approach to embedding Education for Sustainability (EfS) in teacher education that is aligned with the Australian National Curriculum and the aspirations for EfS in the Melbourne Declaration and other national documents. Representatives from all teacher education institutions and other agents of change in the Queensland education system will be engaged in a multilevel systems approach, involving collaboration at the state, institutional and course levels, to develop curriculum practices that reflect a shared vision of EfS.

Embedding EfS in teacher education : an introductory guide to using the systems change model

Welcome to this introductory guide on using a systems change model to embed Education for Sustainability (EfS) into teacher education. Pressing sustainability issues such as climate change, biodiversity loss and depletion of non-renewable resources pose new challenges for education. The importance of education in preparing future citizens to engage in sustainable living practices and help create a more sustainable world is widely acknowledged. As a result many universities around the world are beginning to recognize the need to integrate EfS into their teacher education programs. However, evidence indicates that there is little or no core EfS knowledge or pedagogy in pre-service teacher courses available to student teachers in a thorough and systematic fashion. Instead efforts are fragmented and individually or, at best, institutionally-based and lacking a systems approach to change, an approach that is seen as essential to achieving a sustainable society (Henderson & Tilbury, 2004). The result is new teachers are graduating without the necessary knowledge or skills to teach in ways that enable them to prepare their students to cope well with the new and emerging challenges their communities face. This guide has been prepared as part of a teaching and learning research project that applied a systems change approach to embedding the learning and teaching of sustainability into pre-service teacher education. The processes, outcomes and lessons learnt from this project are presented here as a guide for navigating pathways to systemic change in the journey of re-orienting teacher education towards sustainability. The guide also highlights how a systems change approach can be used to successfully enact change within a teacher education system. If you are curious about how to introduce and embed EfS into teacher education – or have tried other models and are looking for a more encompassing, transformative approach – this guide is designed to help you. The material presented in this guide is designed to be flexible and adaptive. However you choose to use the content, our aim is to help you and your students develop new perspectives, promote discussion and to engage with a system-wide approach to change.

Beyond Science Education: Embedding sustainability in teacher education systems

This chapter will report on a study that sought to develop a systemwide approach to embedding education for sustainability (EfS (the preferred term in Australia) in teacher education. The strategy for a coordinated and coherent systemic approach involved identifying and eliciting the participation of key agents of change within the‘teacher education system’ in one state in Australia, Queensland. This consisted of one representative from each of the eight Queensland universities offering pre-service teacher education, as well as the teacher registration authority, the key State Government agency responsible for public schools, and two national professional organisations. Part of the approach involved teacher educators at different universities developing an institutional specific approach to embedding sustainability education within their teacher preparation programs. Project participants worked collaboratively to facilitate policy and curriculum change while the project leaders used an action research approach to inform and monitor actions taken and to provide guidance for subsequent actions to effect change simultaneously at the state, institutional and course levels. In addition to the state-wide multi-site case study, which we argue has broader applications to national systems in other countries, the chapter will include two institutional level case studies of efforts to embed sustainability in science teacher education.

Embedding EfS in teacher education through a multi-level systems approach: Lessons from Queensland

This paper reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into pre-service teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This paper describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional and state levels in pre-service teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion.

Brazos River bar; a study in the significance of grain size parameters

A bar on the Brazos River near Calvert, Texas, has been analyzed in order to determine the geologic meaning of certain grain size parameters and to study the behavior of the size fractions with transport. The bar consists of a strongly bimodal mixture of pebble gravel and medium to fine sand; there is a lack of material in the range of 0.5 to 2 mm, because the source does not supply particles of this size. The size distributions of the two modes, which were established in the parent deposits, are nearly invariant over the bar because the present environment of deposition only affects the relative proportions of the two modes, not the grain size properties of the modes themselves. Two proportions are most common; the sediment either contains no gravel or else contains about 60% gravel. Three sediment types with characteristic bedding features occur on the bar in constant stratigraphic order, with the coarsest at the base. Statistical analysis of the data is based on a series of grain size parameters modified from those of Inman (1952) to provide a more detailed coverage of non-normal size curves. Unimodal sediments have nearly normal curves as defined by their skewness and kurtosis. Non-normal kurtosis and skewness values are held to be the identifying characteristics of bimodal sediments even where such modes are not evident in frequency curves. The relative proportions of each mode define a systematic series of changes in numerical properties; mean size, standard deviation and skewness are shown to be linked in a helical trend, which is believed to be applicable to many other sedimentary suites. The equations of the helix may be characteristic of certain environments. Kurtosis values show rhythmic pulsations along the helix and are diagnostic of two-generation sediments.

Histoire générale de la guerre de 1870-1871. Tome 1 / par L. Dussieux,...

Collection : Collection Lecoffre

Histoire générale de la guerre de 1870-1871. Tome 2 / par L. Dussieux,...

Collection : Collection Lecoffre

L'année scientifique et industrielle

UANL

Isobel Burns (Mrs. Begg) a memoir by her grandson.

Mode of access: Internet.

The distribution of coliform bacteria in the waters surrounding the Orange County Sewer outfall /

Mode of access: Internet.

Shifting winds; a tough yarn.

Mode of access: Internet.