Search results

Although education for sustainable development (ESD) is a key tool in the transition to a more sustainable society, its integration in higher education remains scarce. One reason for this is that more evidence is needed about the effectiveness of ESD interventions. This study aims to address this gap in the literature by examining the immediate and long-term effects of an ESD intervention on university students’ pro-environmental knowledge, personal environmental norm and pro-environmental behaviors.

This study used a quasi-experimental design that examined to what extent participating in an ESD intervention influenced university students’ self-reported pro-environmentalism (i.e. experimental group), compared to those who did not participate in the ESD intervention (i.e. control group). The authors also examined the longitudinal effects of the ESD intervention by recording students’ pro-environmentalism (both in the experimental and control group) 1 year after the intervention.

The findings showed that participation in the ESD intervention enhanced students’ pro-environmental knowledge, personal environmental norms and pro-environmental behaviors relative to the no-participation control group. The positive effects of the ESD intervention remained 1 year after the program finished.

This work explores the effects that ESD interventions have on university students. Its findings provide evidence about the effectiveness of the intervention and, therefore, support the inclusion of ESD at higher educational levels.

Latin American countries have encountered multiple challenges to implement meaningful transformations to their national educational systems (Baten, 2016). Through a mixed-methods approach (Maxwell, 1992), this chapter aims to present the significance of professional development for teachers and principals in public schools in Latin America. Specifically, the authors explore the significance of professional development that allows these educators to develop a student-centered approach (Gibbs, 1981) in their daily work.

By presenting qualitative and quantitative data from three programs implemented by the non-profit organization Educando by Worldfund, this chapter seeks to showcase how the challenges that Latin America currently faces can be improved through a methodology that focuses on building capacity and that helps educators with concrete practices to foster a student-centered approach in their practice.

The findings in this study showcase the significance of educational interventions that are grounded and tailored to the sociopolitical context in which they will be implemented and it will also posit that, according to the authors’ findings, the students in public schools feel empowered and motivated after their teachers and principals participate in one of these three programs. The larger impact from the cases explored in this chapter will hopefully contribute to a larger conversation regarding how to implement public policies that can empower principals and teachers across Latin America.

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

Aboriginal students experience disproportionate academic disadvantage at school. It may be that a capacity to effectively deal with academic setback and challenge (academic buoyancy) can reduce the incidence of academic adversity. To the extent that this is the case, academic buoyancy may also be associated with positive educational intentions. This study explores the role of academic buoyancy in Aboriginal students’ post-school educational intentions.

The survey-based study comprises Aboriginal (N = 350) and non-Aboriginal (N = 592) high school students in Australia.

Academic buoyancy yielded larger effect sizes for Aboriginal than non-Aboriginal students’ educational intentions – particularly in senior high school when educational intentions are most likely to translate into post-school educational behaviour.

Post-school education is one pathway providing access to social opportunity. Any thorough consideration of students’ passage into and through post-school education must first consider the bases of students’ academic plans and, by implication, their decision to pursue further study. Identifying factors such as academic buoyancy in this process provides some specific direction for practice and policy aimed at optimizing Aboriginal students’ academic and non-academic development.

Academic buoyancy is a recently proposed construct in the psycho-educational literature and has not been investigated among Aboriginal student populations. Its role in relation to post-school educational intentions is also a novel empirical contribution for both Aboriginal and non-Aboriginal students alike.

The purpose of this paper is to assess the impact of a worksite nutritional intervention on the dietary quality of adult workers from the city of São Paulo, Brazil.

A 6-month controlled community trial was performed involving 236 workers from São Paulo, Brazil. The intervention was implemented through interactive software that sends recommendations about diet and physical activity by e-mail. Data were collected for all participants using a 24-hour dietary recall and also for a sub-sample containing 25.4 per cent of the participants. Diet quality was assessed by the diet quality index adjusted (DQIa) comprising 10 components (grains and tubers; vegetables; fruits; milk and dairy products; meat and eggs; beans and legumes; total fat; saturated fat; sodium; and variety), scored from 0 (inadequate consumption) to 10 (recommended consumption). Intragroup impact of the intervention was assessed according to variation in total DQIa, its components and energy consumption. Impact adjusted between groups was also determined.

The intervention yielded improvements in DQIa and for the components cereals and tubers, vegetables, milk and dairy products and total fat. The workers who had a worst diet quality before the study were more susceptible to the intervention, which improved significantly the diet quality, with an adjusted impact of +6.4 points.

Few behavioral interventions have been performed using technologies, like e-mail, to encourage a healthy lifestyle. This study shows the importance of the counseling to promote a higher-quality diet, which can result in control of the obesity.

As a result of human right movements, the importance of special needs of individuals with disabilities has become more prominent in many countries in the world. Hence, endeavors of people with disabilities, their family members, and advocates to seek accessible communities and equal opportunities for education, as well as, job placement have been widely accepted as human rights for individuals with disabilities. Consequently, establishing barrier-free environments and inclusive societies for people with disabilities have become important indicators of social development of countries. Besides, since education is considered as a fundamental human right, the importance of providing special education for children with disabilities has been recently realized by many nations (United Nations. (2006). World programme of action concerning disabled persons. New York, NY: United Nations). Turkey is one of those countries that have quite recently started to invest in special education services for its citizens with disabilities. This chapter focuses on the development, as well as the current state of special education in Turkey. Included in this development are the following sections: origins of Turkish special education, prevalence and incident rates, trends in laws and regulations, educational interventions, working with families, teacher preparation, progress that has been made, and special education challenges that exist.

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.

The contribution explores the methodology, strategies and activities of inter-institutional partnership among university, school, territory initiated by the Degree Courses in Primary Education Sciences of the University of L’Aquila. It illustrates the experiences of an active partnership undertaken at the five-year, single-cycle Degree Course after the reform introduced in Italy by the law 249 of September 2010 aimed at encouraging local development in a national and international perspective (Bologna Process, 1999). These activities focus on the need to strengthen the cultural and professional profile of future teachers through curricular and extracurricular activities involving the use of cultural heritage goods, tangible and intangible, of the territory. The aim is to renew methodological approaches to ‘science teaching’ through the use of appropriate technologies that make it possible to realize the process of teaching-learning adequate to provide the multi-lettered of the XXI Century with sets of skills and knowledge more and more updated. The contribution focuses, in particular, on the project titled ‘Museum in … click! – Cognitive processes and new technologies applied to archaeological heritage in museums for cultural fruition qualitatively appreciable’. This project involved University, Superintendence of Archaeological Heritage (SAH) of Abruzzo and local schools in a partnership where teachers and students from schools of the territory were busy in direct training to build educational proposals and multimedia products for their peers to improve the quality of use of cultural goods involved. The project, funded by the Ministry of Cultural Heritage and Activities and Tourism – Ministero dei Beni e delle Attività Culturali e del Turismo (MIBACT), provides a good example of practices within a partnership model that feeds a teaching system where the different skills of the stakeholders interact inside a common cultural area pursuing the same goals.

This article discusses findings from one phase of a research study funded by the Learning and Skills Development Agency which aims to improve the thinking and communication skills of prisoners in England and Wales. Perceptions and discussions of a qualitative case study of an offending behaviour intervention ‐ Enhanced Thinking Skills (ETS) ‐ are presented, including perceptions of the ETS experience. Discussion includes factors which affect the delivery of the programme, such as group climate and dynamics, personality differences, responses of inmates and accounts of motivation. These are set in the context of current criminal justice policy in England and Wales.

There are over 263m out-of-school children in the world, and Nigeria is not an exception to the problem facing basic education. Education provides the necessary skills and knowledge needed by people in other to live a better life. The purpose of this paper is to explore the role of multinational corporations (MNC) towards basic education development in Nigeria using Etisalat Telecommunication as a case study.

A qualitative method of data collection and analysis was used for the study. Interviews were conducted with 15 participants. NVivo software was utilized in transcription, coding and analysis of data from the interview conducted.

Findings from the research revealed that Etisalat has made a significant contribution towards the development of the education sector in Nigeria, particularly basic education. This is evident in “adopt a school” initiative across the country. Etisalat intervention is in line with Sustainable Development Goal 4: quality education, which has led to improved infrastructure, school enrolment and most importantly improved quality of learning.

This study will help educational institutions, government and international organization explore ways of utilizing private funds to develop basic education, not only in Nigeria but other climes around the world.

This study adds to the literature on the role of non-state actors, especially MNC, towards developing the education sector in Nigeria. Previous studies have focussed on MNCs in other sectors; the use of Etisalat Telecommunication opens a new frontier in understanding the role of telecommunications MNCs in developing basic education in Nigeria.