ethanporcaro/eric-fulltext-meta huggingface dataset:
Current State and Future Prospects of Education for Sustainable Development (ESD) in Japan
Author: Tanaka, Haruhiko
Date: 2017-03-00
Type: Journal Articles
Subjects: Futures (of Society),Educational Trends,Environmental Education,Sustainable Development,Educational History,Conservation Education,Pollution,Outdoor Education,Foreign Countries,Educational Development,Program Implementation,Curriculum Development,Conferences (Gatherings),Public Education,Trend Analysis

The UN Decade of Education for Sustainable Development (ESD) ran from 2005 to 2014. This study concerns the concepts of Sustainable Development (SD) and ESD. The term &quot;sustainable development&quot; was coined by the Brundtland Commission in 1987 as the key word in integrating environment and development. SD achieved international consensus at the 1992 Earth Summit, at which Agenda 21 was formulated to promote ESD. The resolution to implement the Decade of ESD was then adopted at the 2002 Johannesburg Summit. In this study, therefore, we follow historical developments in ESD in Japan in the context of environmental and development education. Environmental education originated in conservation, pollution, and outdoor education, respectively. After the 1992 Earth Summit, the Japanese government implemented environmental education in public schools, originally in science classes, and limited at first to education on the natural environment. This led to the acceptance of ESD after 2005, including not only its natural but also its economic, social, and cultural aspects. Meanwhile, development education in Japan commenced in the 1980s, and focused on development issues in the Global South. However, following the Hamburg Declaration on Adult Learning in 1997, the Development Education Association and Resource Center (DEAR) widened its remit to cover such global issues as the environment, human rights, gender, and multi-culturalism. During the Decade of ESD, the DEAR implemented projects on development of an ESD curriculum, training of facilitators for participatory learning, and promotion of ESD networking in the Asia-Pacific region. We analyze two model curricula proposed by the DEAR in 2000 and 2010, which aimed to connect local and global issues through participatory learning. We further analyze the DEAR ESD curriculum in view of environmental education. Finally, we suggest future developments in ESD related to the Global Action Programme on Education for Sustainable Development (GAP) and Sustainable Development Goals (SDGs).
A Critical Review of Education for Sustainable Development (ESD) in Japan: Beyond the Practice of Pouring New Wine into Old Bottles
Author: Nagata, Yoshiyuki
Date: 2017-03-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Foreign Countries,Holistic Approach,Educational Change,Social Change,Teaching Methods,Educational Finance,Educational Policy,Educational Principles,International Organizations,Energy,Natural Disasters,Climate,Biodiversity,Futures (of Society)

Japan stands as a rare country in which ESD has been incorporated as mainstream policy. However, looking back on the United Nations Decade of Education for Sustainable Development (UNDESD), ESD has not brought about the transformation in Japan that one expects ESD to aim for, despite this support at the policy level. The cause may be that pouring the &quot;new wine&quot; of ESD into the &quot;old bottle&quot; of the traditional educational system has diluted the dynamism contained in ESD. Both &quot;shallow ESD&quot; and &quot;deep ESD&quot; exist. The former stems mainly from widely shared interpretations of ESD that emphasize the overlap and connections with existing school subjects and types of education. The latter is needed to avoid this loss of dynamism and to gain access to the full potential of ESD. Holistic educational approaches that replace conventional ones, as well as system-level transformation, are indispensable to realize this &quot;deep ESD.&quot;
Towards Ecopedagogy: An Education Embracing &quot;Ecophilia&quot;
Author: Hung, Ruyu
Date: 2017-03-00
Type: Journal Articles
Subjects: Ecology,Natural Resources,Teaching Methods,Environment,Conservation (Environment),Biology,Affective Behavior,Human Body

The aim of this article is to propose the concept of ecophilia as the guiding idea for conceiving an education with ecological concern--ecopedagogy. Drawing on E. O. Wilson's idea of biophilia and Yi Fu Tuan's notion of topophilia, I coin the term &quot;ecophilia&quot;, which means the human affective and embodied bond with other living beings and the environs, e.g. nature and place. Ecopedagogy is coined to mean an ecological approach to education with the aim of cultivating ecophilia. I argue that embracing ecophilia can expand the current mode of education that neglects environments and nature. Education in terms of ecophilia and ecopedagogy reconnects humans and the environment in an ecologically meaningful way.
Progress, Exponential Growth and Post-Growth Education
Author: Irwin, Ruth
Date: 2017-03-00
Type: Journal Articles
Subjects: Climate,Environment,Economic Development,Consumer Education,Role of Education

Teleological progress is the underlying motif of modern culture, and informs education, innovation, and economic development. Progress includes a gradual increase in consumerism. Since the 1940s, the Keynesian Settlement and its embedded belief in progress is legislated in exponential 2-3% economic growth. Unfortunately, climate change is a direct result of the increasing amounts of CO2e byproduct that gets expelled in the production of plastic consumer items, and this production increases exponentially year on year. We are now hearing serious concerns from scientists about the sixth great extinction, the Anthropocene epoch, and the end of modernity in ecological collapse. In this article I argue that climate change is an outcome of our dedication to progress and consumerism and I try and unravel the mechanics of exponential economic growth in contrast to an alternative model of economics and debt, first developed in Mesopotamia about 5000 years ago. The contrast may not be operationalisable in modern times, but it does offer a significant counter-argument to the concept of progress and shows that Steady State economics has been successfully implemented by a continuous civilization for thousands of years. The depth of the philosophical shift is illuminated in the understanding of Mesopotamian theology, astronomy, astrology, and understanding of cyclic, rather than linear, time. This type of critical account highlights the need for education to fundamentally challenge some key norms in modernity, from &quot;progress&quot; to the sense of entitlement that consumerism and economic growth provide. Education is a key site for cultural transition, and as the constraints of climate change are making ever more clear, the moment to mobilise the educational sector is here.
Did There Exist Two Stages of Franklin Bobbitt's Curriculum Theory?
Author: Liu, Xing
Date: 2017-03-00
Type: Journal Articles
Subjects: Educational Theories,Social Influences,Behavior,Caring,Student Experience,Curriculum,Educational Objectives,Role of Education,Misconceptions

Franklin Bobbitt is the founder of modern curriculum theory. There is a generally supported saying that Bobbitt's theory went through two stages, the first focused on social efficiency with a mechanical and behavioral approach, and the second a more progressive approach, caring for the living experience of pupils. A close reading of his so-called turning point paper proves that this is a misunderstanding and that these two parts actually composed an organic unity in his theory from the very beginning. This misunderstanding happened mainly in the 1970s, with a tendency to criticize the Tyler Rationale as scientism. It influenced the canonical narrative in curriculum textbooks later and became a stereotype in our understanding of Bobbitt. It obscures the complexity of the history of educational thought.
&quot;Global Human Resource Development&quot; and Japanese University Education: &quot;Localism&quot; in Actor Discussions
Author: Yoshida, Aya
Date: 2017-03-00
Type: Journal Articles
Subjects: Human Resources,Labor Force Development,Universities,Overseas Employment,Financial Support,Study Abroad,English (Second Language),Second Language Learning,School Business Relationship,Industry,Second Language Programs,Foreign Countries,News Reporting,Budgets,International Education,Educational Trends,Trend Analysis

The aim of this paper is to analyse the actions of various actors involved in &quot;global human resource development&quot; and to clarify whether discussions on global human resources are based on local perspectives. The results of the analysis are as follows: 1) after the year 2000 began, industry started discussions on global human resources in the context of training employees to work overseas, 2) the discussion moved to universities by the late 2000s, 3) MEXT led the universities through competitive funding, 4) large universities put emphasis on study abroad programmes and English language education, and 5) smaller universities also reorganised their faculties and departments focusing on global as the key. These discussions are local and closed ones in terms of time and space. [This article was originally published, in Japanese, in &quot;The Japanese Journal of Educational Research,&quot; v81 n2 2014 and was translated by Ai Ohmori.]
From Experience to Summit or Vice Versa? Netnography Study on a Virtual Community of Mountaineering
Author: Kaya, Sabri
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Internet,Ethnography,Experience,Psychological Patterns,Recreational Activities

Virtual communities have been a significant channel for people to share their feelings and experiences regarding a special issue. The combination of ethnography and the internet offers the opportunity for new methods of research that can potentially reach a broad audience in the online world. Thus, netnography, a combination of internet and ethnography, is an approach to analyze the online community systematically. This study aimed to reveal the experiences and feelings of a virtual community comprised of mountaineers in a virtual community. This research uses Kozinet's netnography approach on experiences and feelings, applied to a virtual community context, in order to better understand the nature of the sharing of a serious leisure community. The results of this study indicated that three main themes and nine sub-themes portray experiences, feelings, perceptions and group interaction of the virtual mountaineering community. This study emphasizes the themes of adventure experiences, preparation and supply, and completion, taking into account mountaineers' feelings and experiences in the virtual community.
Educational Inequality in Nuevo Leon and Oaxaca, Mexico, 2008 and 2010: The Basis of an Uncertain Future for These Societies
Author: Pierdant R., Alberto I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Equal Education,Mexicans,Educational History,Foreign Countries,Social Mobility,Living Standards,Well Being,Regression (Statistics),Access to Education,Employment Opportunities,Health,Nutrition,Social Differences,Housing,Poverty,Income,Access to Health Care,Mathematical Formulas,Expenditures,Statistical Analysis,Educational Attainment

Education in society especially in Mexico, seems to be a powerful instrument of intergenerational social mobility to produce individuals with &quot;capabilities and functions&quot; allowing them to obtain a greater well-being. &quot;Education as schooling,&quot; in the first instance, improves the individuals living conditions, since this is a path to a better way of living and a privileged way to achieve a higher economic and social position within a society. However, education's purpose is not only to be thought as schooling for economic well-being, but also as an element of cultural integration and general well-being within a society. Based on that, we have studied the educational inequality in two states in Mexico during the years 2008 and 2010. To this end, we have incorporated into a model of multi-dimensional logistic regression, and index of educational inequality. This index, consist of three focal variables: educational backwardness, access to technologies of information and communication, and family education spending. These variables allowed us to quantify more accurately this form of inequality. The observed results are worrisome, even more because; this derives other inequalities for the families of these societies, including reducing opportunities for better employment, and thus provoking lower standards in health, housing, nourishment, and social participation among others. Educational inequality is, therefore, another factor that originates poverty in the society.
Divergent Activities in History Teaching: History Teachers' Perceptions and an Initiative for Evaluation as Preparing Rating Scale
Author: Tokdemir, Muhammet Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: History,History Instruction,Rating Scales,Teacher Attitudes,Foreign Countries,High School Students,Secondary School Teachers,Thinking Skills,Creative Thinking,Creative Activities,Creativity,Interviews

Assessment is one of the basic elements of teaching. However, there are not enough studies on the evaluation of divergent questions, particularly, in history education. Therefore, after reviewing the past and current literature on the topic, this study describes the design and implementation of a rating scale which can be used in the evaluation of divergent questions. The study based on action research examines history teachers' views on divergent questions and how they evaluate the answers to such questions. The study was conducted with four history teachers who are working in different schools attached to the Ministry of National Education (MoNE) and 68 high school students in Turkey. Interview and document analysis were used as data collection tools. The study consists of two parts. In the first part of the study teachers' thoughts about divergent questions were determined; and the second part involves the generation of a rating scale that can be used in assessing the answers given to divergent questions. The result reveals that the rating scale provides the sufficient reliability and validity value, and can be used by history teachers in terms of divergent questions.
Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers
Author: Hu, Jiuhua
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Instructional Design,Teaching Models,Science Teachers,Chemistry,Science Instruction,Case Studies,Foreign Countries,Instructional Improvement,Questionnaires

This study investigated the effects of 5E instructional model on the teaching processes of novice teachers. First, we conducted a teaching design training project based on the 5E model for 40 novice teachers, and compared pre-texts of the teachers' teaching process from before the training with post-texts obtained immediately following the training to determine whether the model can promote the teaching design process of novice teachers. In order to explore how the 5E model influenced the novice teachers' teaching processes, we chose three teachers for an additional three stages of training, then compared the texts resulting from the different stages and interviewed each teacher. Finally, we found that the 5E model had a significant effect on the improvement and further development of the teaching processes among the novice teachers. The model influenced the teachers' teaching process through each of the sub-phases, and different sub-phases resulted in different improvements. Each novice teacher also showed different improvements, with the specific improvements also being affected by teachers' personal beliefs.
Early Childhood Education Teachers' Strategies Use in Order to Prevent Aggressive Behaviors in Classes: The Case of Turkey
Author: Derman, Meral Taner
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Aggression,Foreign Countries,Elementary School Teachers,Socioeconomic Status,Preschool Education,Behavior Problems,Bullying,Classroom Techniques,Conflict Resolution,Comparative Analysis,Questionnaires,Student Behavior,Prevention

The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294 teachers are involved in the research. A questionnaire prepared by the researcher was used in the study. Teachers stated that physical aggression is more common in preschool classes while verbal aggression is more common in primary school classes. In a comparison of schools' socioeconomic status, teachers working at schools with low, average and medium socioeconomic status stated that verbal aggression is the most common type of aggression in their classes. Upon examining strategies used as timely intervention means against aggression in classroom, it was determined that both preschool teachers in preschool education institutions and class teachers working at primary schools almost always use the methods such as &quot;Encouraging mutual apology, reconciling, peacemaking&quot;, &quot;Dialogue&quot; and &quot;Encouraging to place oneself in someone else's position&quot;, in other words empathizing. It can be said that teachers generally use positive conflict resolution methods in order to prevent aggression.
Feedback and Assessment in the New Kindergarten Teacher Education in Norway
Author: Haukenes, Marie Brandvoll
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Kindergarten,Foreign Countries,Content Analysis,Formative Evaluation,Summative Evaluation,Evaluation Methods,Focus Groups,Interviews,Qualitative Research,Cooperation,Theories,Cultural Context,History,Time Perspective,Preservice Teacher Education,Teacher Educators,Preservice Teachers,Preschool Teachers

This paper investigates the feedback and assessment routines that are being established in the subject of pedagogy in the new model of Kindergarten Teacher Education (Barnehagelaererutdanning--BLU) in Norway. This scope is chosen due to the particular role of the subject of pedagogy in strengthening the understanding of the practice field, and in ensuring a coherent, professionally oriented perspective. The data comprise group interviews with three pedagogy teachers, two pedagogues from in-service kindergartens and one interview with one student. The gathered data were analysed according to guidelines for qualitative content analysis, and interpreted in the light of Cultural-Historical Activity Theory (CHAT). Results show that pedagogues both at BLU and in-service kindergartens experience many challenges connected to formative assessment and feedback practice: (a) a tacit, private and low-priority assessment culture; (b) current practice characterized by summative assessment methods; and (c) minimal collaboration between involved participants. In conclusion, the paper suggests the following improvements in the area of feedback and assessment in the new BLU: (a) establishing a closer and more reciprocal collaboration between all participants; (b) encouraging a shared understanding of central goals and methods in formative assessment; and (c) increasing the status of assessment work and ensuring time resources to involved teachers.
Issues in E-Research: Log In/Out Virtual Fields
Author: Pangeni, Shesha Kanta
Date: 2017-07-00
Type: Journal Articles
Subjects: Educational Research,Electronic Learning,Research Methodology,Research Problems,Technology Uses in Education,Educational Innovation,Participant Characteristics,Data Collection,Data Analysis,Data Interpretation,Ethics,Online Systems,Computer Mediated Communication

Evolution of technology and its tremendous use in education has changed the ways of educational services in higher education around the world. There is worldwide access to higher education through virtual learning environments. This is a new avenue for 21st century education and within a short time, it has been able to establish new culture of learning i.e. e-learning or online learning. As a result, e-learning has been the greater field for educational research. In this context, this paper focuses on methodological issues of the Internet mediated research (e-Research) with particular focus on virtual fields. Paper explores and discusses on possible sources of data, methods of data collection, process of analysis and ethical issues to adopt research with virtual fields. In doing so, the purpose is to reveal answer to the question: how do e-Researchers deal with methodological issues related to collecting data, determining data sources, data analysis/interpretation, and ethical considerations? Paper presents examples from the Internet mediated empirical studies. Conclusion of the paper is that e-field or cyberspace is an avenue for modern researchers. Researchers are supported with various Information Communication Technology (ICT) tools for field access, data collection, analysis and interpretation. However, they need to pay full attention to deal with major issues such as locating and gaining access to virtual/Internet-mediated fields, selecting e-participants and working with them, and using varieties of ICT tools for data collection, analysis and interpretation.
Loyalty, Trust, Satisfaction and Participation in Universitas Terbuka Ambiance: Students' Perception
Author: Herman
Date: 2017-07-00
Type: Journal Articles
Subjects: Trust (Psychology),Satisfaction,Student Attitudes,Foreign Countries,Questionnaires,Participation,Factor Analysis,Correlation,Employer Employee Relationship,College Students,Multiple Regression Analysis,Statistical Analysis

Factors affecting the loyalty of students in Universitas Terbuka are investigated in this paper. The aim was to elucidate how all the variables such as trust, satisfaction and participation interrelate with one another. Loyalty was the dependent variable; trust, satisfaction and participation were the independent variables. Data were accumulated using instruments in the form of questionnaires. The population was students registered in the first semester of 2014. Respondents were taken purposively from 22 of 37 regional offices throughout Indonesia, representing the western and middle part of the country; 1,099 questionnaires from respondents were finally completed and processed. Two hypotheses were established and then assessed. Statistically, factor analysis, correlation and multiple regression were thoroughly utilized to comprehend the interaction and behavior of all variables engaged. The results showed that loyalty is significantly influenced by trust, satisfaction, participation and interaction between the independent variables. However, three out of four interaction variables contributed negatively to loyalty. Besides, the variances of independent variables, including their interactions, explain 60% of loyalty's variance.