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Showing 1 to 15 of 72 results Save | Export
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Lekunze, Lucy M. George; Strom, B. Ivan – Journal of Teacher Education for Sustainability, 2017
Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do…
Descriptors: Bullying, Victims, Case Studies, High School Students
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Korsun, Igor – Journal of Teacher Education for Sustainability, 2017
This study is aimed at creating a general technique for the formation of learners' interest in physics in the context of sustainable development of education. The active means of training and active learning methods are the components of this technique. The sequence of interest formation for physics in the context of sustainable development of…
Descriptors: Foreign Countries, Physics, Science Instruction, Sustainable Development
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Vasilevska, Daina; Rivza, Baiba; Pivac, Tatjana; Alekneviciene, Vilija; Parlinska, Agnieszka – Journal of Teacher Education for Sustainability, 2017
Distance education as one of the new and perspective forms of completing higher education increases in popularity around the world. At the same time, the development of this model of education generates new problems: organization of the study process and information security. Distance learning allows solving a problem of accessibility of higher…
Descriptors: Foreign Countries, Educational Demand, Distance Education, Access to Education
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Mohammadi, Mohammad; Moradi, Khaled – Journal of Teacher Education for Sustainability, 2017
Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…
Descriptors: English (Second Language), Second Language Learning, Language Teachers, Second Language Instruction
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Stanszus, Laura; Fischer, Daniel; Böhme, Tina; Frank, Pascal; Fritzsche, Jacomo; Geiger, Sonja; Harfensteller, Julia; Grossman, Paul; Schrader, Ulf – Journal of Teacher Education for Sustainability, 2017
Several widespread approaches to Education for Sustainable Consumption (ESC) have emerged from the tradition of consumer information. A major shortcoming of such cognitive-focused approaches is their limited capacity to facilitate reflection on the affective processes underpinning people's engagement with consumption. More holistic pedagogies are…
Descriptors: Educational Practices, Sustainable Development, Relaxation Training, Intervention
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Šipilova, Viktorija; Ostrovska, Inta; Jermolajeva, Elita; Aleksejeva, Ludmila; Olehnovics, Dmitrijs – Journal of Teacher Education for Sustainability, 2017
One of the approaches to achieve sustainable development is based on smart specialization. Rural areas are of particular importance in ensuring sustainable development, the smart development of which largely determines the balanced sustainable development of a state as a whole. The present study reflects the quantitative and the qualitative…
Descriptors: Foreign Countries, Sustainable Development, Rural Areas, Specialization
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Aldahmash, Abdulwali H.; Alshmrani, Saeed M.; Almufti, Abdo N. – Journal of Teacher Education for Sustainability, 2017
The importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making…
Descriptors: Secondary School Teachers, Science Teachers, Reflective Teaching, Teaching Methods
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Carbach, Eva; Fischer, Daniel – Journal of Teacher Education for Sustainability, 2017
Despite advances made there is still an implementation gap with regard to Education for Sustainable Development (ESD) in formal educational systems at the school level. The present paper focuses on sustainability reporting as a recently emerging practice in the school sector. It presents the approach and findings of an exploratory interview study…
Descriptors: Sustainable Development, Educational Practices, Accountability, Foreign Countries
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Okeke, Chinedu I.; Mtyuda, Pamela N. – Journal of Teacher Education for Sustainability, 2017
Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a…
Descriptors: Foreign Countries, Teacher Attitudes, Job Satisfaction, Sustainability
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Ülavere, Pärje; Tammik, Anu – Journal of Teacher Education for Sustainability, 2017
For systematic implementation of value education in educational institutions, the national programme "Values Development in Estonian Society 2009-2013" (Ministry of Education and Research 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child…
Descriptors: Values Education, Foreign Countries, Qualitative Research, Semi Structured Interviews
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Yoo, Julia H. – Journal of Teacher Education for Sustainability, 2016
The current study examined the effect of an online professional development learning experience on teachers' self-efficacy through 148 (Male = 22; Female = 126) K-12 teachers and school educators. The Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally,…
Descriptors: Faculty Development, Online Courses, Learning Experience, Teacher Effectiveness
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Gholami, Javad; Sarkhosh, Mehdi; Abdi, Heidar – Journal of Teacher Education for Sustainability, 2016
This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers…
Descriptors: Foreign Countries, Teaching Methods, Public School Teachers, Private Schools
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Bell, David V. J. – Journal of Teacher Education for Sustainability, 2016
Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself…
Descriptors: Transformative Learning, Citizenship, Citizenship Education, Sustainable Development
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Briede, Liene – Journal of Teacher Education for Sustainability, 2016
The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…
Descriptors: Correlation, Teaching Methods, Mathematics Teachers, Grade 9
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Bojare, Inara – Journal of Teacher Education for Sustainability, 2016
Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the…
Descriptors: Independent Study, Electronic Learning, Sustainability, Blended Learning
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