scholarly journals Comparative Study of Environmental Literacy Between Teachers and Students at Coastal Area

2020 ◽  
Author(s):  
Fenny Roshayanti ◽  
Azizul Ghofar Candra Wicaksono ◽  
Ipah Budi Minarti ◽  
Nurkholis
Keyword(s):  
Comparative Study ◽  
Coastal Area ◽  
Environmental Literacy ◽  
Teachers And Students

Differences in Perception of Teaching Leadership between Teachers and Students

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Effective Teaching ◽  
Coastal Area ◽  
Goal Theory ◽  
College Teachers ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Teachers And Students ◽  
Perceptions Of Teaching ◽  
Teaching Leadership

Objective: This paper aims to reveal differences in students’ and teachers’ perception of the latter’s teaching leadership and discusses the characteristics of effective teaching leadership. Method: The current study investigates students’ and teachers’ perceptions of teaching leadership through questionnaires, divides their perceptive differences into three categories, and compiles interview outlines based on Baker’s Path-Goal theory. These three categories of teachers were selected, resulting in a sample of twenty-five college teachers from China’s coastal area, who were then interviewed in depth. Results: College teachers and students had different perceptions of teaching leaderships, with the most common being students having low evaluations and teachers having high self-evaluations. Six main characteristics of effective teaching leadership of university teachers are summarized from the coding analysis of interview results.

Teacher Persistence in Implementing EE: Implications for the Interpretive Community

2007 ◽  
Vol 12 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Julie Athman Ernst
Keyword(s):  
Environmental Literacy ◽  
Educational Setting ◽  
Teacher Persistence ◽  
Interpretive Community ◽  
Teaching Context ◽  
School Based ◽  
Teachers And Students ◽  
Literacy Knowledge ◽  
K 12 ◽  
Do So

There are a variety of barriers that deter teachers from using environmental education (EE), including state curriculum standards and testing, lack of funding and transportation, lack of training, and misconceptions about what EE is. Despite these barriers, some teachers persist in using EE. Because teachers and students in the formal educational setting often are a key audience for interpretive centers, it would be useful to understand teachers’ motivations for using EE and what helps them overcome barriers to integrating EE into their curriculum. Survey research was conducted with 70 K–12 teachers to investigate what they perceive as the strongest influences on their decisions to implement EE and their abilities to do so. Results indicated personal environmental literacy knowledge and skills, environmental sensitivity, and teaching context as key influences on teachers’ use of EE. Implications for the interpretive community related to providing teacher training and marketing school-based programs are discussed.

scholarly journals Media and environmental literacy : making school relevant

2015 ◽  
Vol 5 (9) ◽  
pp. 26
Author(s):  
Giuliano Reis ◽  
Ranilce Guimaraes Iosif ◽  
Juliana Reis
Keyword(s):  
Media Literacy ◽  
Science Classroom ◽  
Environmental Literacy ◽  
Popular Media ◽  
Social Dimensions ◽  
Ethnographic Case Study ◽  
Knowledge And Attitudes ◽  
Teachers And Students ◽  
Formal School

<p><strong><span lang="EN-US">Abstract: </span></strong>The formal school system has been deemed to be essential in helping build the necessary knowledge and attitudes needed to promote environmental literacy. However, in a reality regulated by inexact educational policies and strong socioeconomical inequalities, any attempt to empower those living in marginalized conditions to care for their environment-on both its natural and social dimensions-can be seriously compromised. The present ethnographic case study in a science classroom in a Brazilian public school describes and articulates how the use of media literacy-based instructional strategies can inform teachers and students' critical classroom practices towards ecologizing the performance of curricula.</p><p><strong>Keywords</strong>: popular media literacy; ecoliteracy; environmental;  and science education; ethnographic case study; discourse analysis; global emancipating citizenship.</p><p><strong>Resumo</strong>: O sistema de educação formal é considerado essencial para o desenvolvimento de uma alfabetização ecológica. Entretanto, em uma realidade regulada por políticas educacionais inexatas e fortes desigualdades sócio-econômicas, qualquer tentativa de incentivar aqueles vivendo na marginalidade para que cuidem do seu ambiente - seja ele natural ou social - está seriamentecomprometida. O presente estudo etnográfico de caso em uma sala de aula de ciências em uma escola pública no Brasil visa descrever e articular como o uso de estratégias baseadas em novas tecnologias de mídia pode facilitar as práticas pedagógicas de professores e alunos de modo a mediar uma implementação mais ecológica dos atuais currículos escolares.</p><p> </p>

scholarly journals IMPLEMENTASI PENDIDIKAN KARAKTER PENDIDIKAN LINGKUNGAN SEKOLAH DI ERA PANDEMI COVID-19 PADA SISWA SEKOLAH DASAR

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Endah Marwanti ◽  
Irfan Adi Nugroho
Keyword(s):  
Character Education ◽  
Learning Process ◽  
Environmental Literacy ◽  
School Staff ◽  
Successful Implementation ◽  
Continuous Learning ◽  
Online Teachers ◽  
Teachers And Students ◽  
Learning Platforms ◽  
Descriptive Qualitative

Education in today's pandemic requires better attention and readiness from both teachers and students. This diverse readiness also requires continuous learning and finding out to form the character of good students. In the present, students need to be continuously educated and understood related to character education. The purpose of this study is to describe how to instill the character of caring for the environment in schools and find out how teachers use devices as learning media during the Covid-19 pandemic. The method used in this research is descriptive qualitative. The results of the implementation of caring for the environment can be applied by school equipment to students, to foster and shape the character of students who are aware of the importance of preserving the environment and the importance of maintaining natural balance. The achievement of the environmental literacy movement is supported by teachers, school staff, and students and is equipped with optimal facilities to support the successful implementation of the optimal environmental literacy movement. The use of devices in the learning process is maximized as a substitute for the teacher in understanding the material for students. This is related to assessment because using online teachers also provides tolerance related to collecting and assessing assignments. The teacher always checks and warns students who have not collected the results of today's learning every afternoon, so that there is an opportunity for students who want to improve or even haven't done it. The diversity of learning platforms used is expected that the enthusiasm of students in learning will continue to exist so that they are not psychologically depressed too

Sign in / Sign up

Export Citation Format

Share Document