Environmental education in a rural setting: the role of teachers in dissemination

1984 ◽  
Vol 1 (1) ◽  
pp. 25-27 ◽  
Author(s):  
I. Robottom
Keyword(s):  
Environmental Education ◽  
Curriculum Development ◽  
Rural Setting ◽  
Great Care ◽  
Curriculum Innovation ◽  
Education Project ◽  
Conducting State ◽  
Development Site ◽  
Role Of Teachers

For many schools, environmental education constitutes a curriculum innovation in that it represents a challenge to existing teaching and curriculum practice. An innovation issue frequently neglected in environmental education is the spread of messages about the innovation within and between schools. This neglect is often apparent in the case of environmental education materials developed at sites away from the school. In such cases, great care is taken to develop a useful curriculum resource, and to distribute it from central development site to school classrooms. For example, when the Curriculum Development Centre (CDC) produced its recent environmental education materials, the Environmental Education Project, it sought to disseminate the innovation by fostering sales through such strategies as the mailing of promotional leaflets to all schools, conducting state and national launchings, providing cost-free review copies to subject associations and the like, and advertisements. However, the exchange of ideas about the innovation from practising teacher to practising teacher is more difficult to organise from outside the school.

Why not education for the environment?

1984 ◽  
Vol 1 (1) ◽  
pp. 11-13 ◽  
Author(s):  
I.M. Robottom
Keyword(s):  
Environmental Education ◽  
Curriculum Development ◽  
Curriculum Materials ◽  
Australian Curriculum ◽  
Education Project ◽  
National Conference ◽  
Environment Education ◽  
Australian Association

At the inaugural national conference of the Australian Association for Environmental Education in Adelaide (October, 1980), it was clear that multiple interpretations existed of the key descriptor ‘environmental education’. At that conference, at earlier international conferences (e.g., Tbilisi, 1977) and in recent Australian curriculum materials (e.g., The Curriculum Development Centre's (CDC's) Environmental Education Project), the terms education about the environment, education in the environment, and education for the environment were and have been used to capture the various interpretations of environmental education. An explication of these terms is offered in the Environmental Education Project (CDC, 1981), and in Fensham (1979).These terms seems to embrace the various facets to emerge in discourse about environmental education — they can, perhaps, be taken as representing the accepted dimensions of environmental education.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

ІНТЕРПРЕТАЦІЯ КАТЕГОРІЇ РОЗВИТКУ В СУЧАСНІЙ ПСИХОЛОГІЇ

1970 ◽  
Vol 8 (1) ◽  
pp. 22-30
Author(s):  
Анжеліка Шамне
Keyword(s):  
Cultural Context ◽  
Developmental Psychology ◽  
Structure And Dynamics ◽  
Modern Psychology ◽  
Development Site ◽  
Approaches To Study ◽  
Methodological Approaches ◽  
Self Motion

У статті розглянуто сучасні підходи до інтерпретації категорії розвитку, розкрито теоретичні  та методологічні підходи до вивчення категорії розвитку у сучасній психології, визначено її психологічний  зміст,   моделі,   структуру   та   динаміку.   Категорія   розвитку   розглядається   як   епіцентр   наукової  проблематики у психології та як поняття інтегративного типу. Розвиток проаналізовано як категорію,  явище і проблему психології розвитку в різних аспектах аналізу. Розглянуто місце розвитку в системі  споріднених психологічних понять. У статті також аналізуються психологічні аспекти теоретичних та  методологічних  постнекласичних  тенденцій  вивчення  природи,  характеру  та  визначення  психічного  розвитку. Постнекласична парадигма та плюралістична методологія пізнання визначають розмитість  дисциплінарної мови  та  врахування  ролі  соціокультурного  контексту  при  вивченні  психологічних явищ.  Важливими тенденціями сучасного теоретико-методологічного стану психологічних досліджень розвитку  також є визнання неефективності моністичного підходу до його вивчення, взаємозв'язок теоретичних ідей  та   спроби   створення   метатеоретичних   схем,   постнекласичне   розуміння   розвитку   як   принципово  незавершеного   процесу   саморуху,   актуалізація   антропологічного   діапазону   проблем   та   посилення  спрямованості на роль культурного контексту в дослідженні розвитку людини.  The article deals with the modern approaches to the interpretation of the category of development, reveals  the theoretical and methodological approaches to study of development in modern psychology, its psychological  content, patterns, structure and dynamics. Category of development is viewed as an epicenter of scientific issues in  modern  psychology  and  the  concept  of  the  integrative  type.  Category  of  development  is  considered  as  the  phenomenon  and  the  problem  of  developmental  psychology  in  various  aspects  of  the  analysis.  Analyzed  the  development site in the related psychological concepts. The article analyzes the psychological aspects of theoretical  and methodological postnonclassical contemporary trends in the study of nature, character, and determination of  mental  development.  Postnonclassical  paradigm  and  pluralistic  methodology  of  knowledge  determine  the  disciplinary blurring and increase of the role of the analysis of socio-cultural context in the study of psychological  phenomenon. The important tendencies of modern theoretical and methodological state of psychological researches  of development are facts of inefficiency of the monistic approach to its study, interconnection of theoretical ideas  and   attempts   of  creating   metatheoretical   schemes,   postnonclassical   understanding   of   development   as   a  fundamentally  uncompleted  process  of  self-motion,  actualization  of  anthropological  range  of  problems  and  strengthening of focus on the role of cultural context in research of human development.   

“DON VALLEY” WINE-MAKING CLUSTER AS AN ENOGASTROTOURISM DEVELOPMENT SITE: SOCIO-CULTURAL COMPONENT

2020 ◽  
Author(s):  
Е.V. Pokazannik ◽  
Keyword(s):  
Project Management ◽  
Geographic Location ◽  
Tourist Destination ◽  
Wine Making ◽  
Rostov Region ◽  
Regional Cluster ◽  
Educational Programmes ◽  
Development Site ◽  
Cultural Component

“Don Valley” is more than a historic or geographic location, - it is an official name of a wine-making area, proposed by Rostov Region administration for consolidation of local wine-makers under the single mega-brand. Specialized regional cluster “Don Valley” is “an association of leading scientific, educational, industrial, engineering and innovative organizations and enterprises of the Rostov region, operating in the following areas: wine-making, manufacturing of components for wineries, scientific-research and educational programmes, development of retail infrastructure, promotion of wine-tasting and gastronomic tourism, and viniculture”3. The creators of the cluster official web-site declare “Made on the Don” brand communication as their primary goal, along with promotion of wine in the region. The article reviews the specifics of Don region from a standpoint of its attractiveness as a tourist destination. The mandatory components are named that together with the enogastronomic sphere can contribute to the growth of demand for tourist routes of various content and duration. The key role of cultural and historic component in successful promotion of the Don winemaking in the tourism market is emphasized. It is noted that enogastrotourism can be developed successfully in Don region through socio-cultural project management based on the thorough analysis of specifics of the region as a whole and its individual components affecting the marketing and advertising solutions.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Faisal Amri Tanjung
Keyword(s):  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Curriculum Planning ◽  
Educational Goals ◽  
Entire Process ◽  
Educational Supervision ◽  
Role Of Teachers

This article aims to fulfill administrative duties and educational supervision. Where this article is titled "Curriculum Administration." This article writing technique is taken by looking for existing information. Curriculum administration is the entire process of activities planned to help achieve educational goals. The curriculum administration process is curriculum planning, curriculum implementation, curriculum supervision, and curriculum evaluation. The role of teachers in curriculum administration is as implementers, adapters, developers, and researchers.

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