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Open Access
Article
Publication date: 24 October 2023

Sarah Cramer and Mercedes Tichenor

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe…

Abstract

Purpose

School gardening and garden-based learning (GBL) have gained great popularity in recent years, and the COVID-19 pandemic forced many educators to think creatively about safe, outdoor education. Scholarship from diverse disciplines has demonstrated the positive impact of GBL on student learning, attitudes toward school and various health outcomes. Despite widespread interest in school gardening, GBL remains absent from most teacher education programs. This is a critical disconnect, as teacher education programs deeply inform the pedagogy of future teachers. In this article, the authors discuss an independent study course for pre-service teachers designed to bridge this gap and share the perspectives of the future teachers who completed the course.

Design/methodology/approach

To understand and evaluate the experiences of the preservice teachers engaged in the GBL independent study course, the authors conducted an exploratory qualitative case study.

Findings

The authors argue that GBL curriculum integration in teacher education programs, along with garden-focused PDS partnerships, can be powerful levers in expanding gardening initiatives and preparing pre-service teachers to garden with their future students.

Originality/value

The authors also provide GBL suggestions for universities and partnership schools.

Details

PDS Partners: Bridging Research to Practice, vol. 18 no. 3
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 12 March 2024

Ariel Cornett and Erin Piedmont

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…

Abstract

Purpose

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

Design/methodology/approach

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

Findings

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

Originality/value

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 28 July 2023

Edem M. Azila-Gbettor, Christopher Mensah and Martin K. Abiemo

The study aims to examine the moderating influence of perceived co-worker support in the nexus between compulsory citizenship behaviour, job involvement and social loafing amongst…

Abstract

Purpose

The study aims to examine the moderating influence of perceived co-worker support in the nexus between compulsory citizenship behaviour, job involvement and social loafing amongst university interns.

Design/methodology/approach

Four hundred and sixty-two) respondents took part in the study by completing a self-reported questionnaire distributed via online WhatsApp platform. The respondents were selected using multistage sampling technique. The data were processed and analysed using IBM SPSS version 24 and PLS-SEM, respectively.

Findings

Results reveal interns’ experience of compulsory citizenship behaviour positively influences their social loafing and negatively influences their job involvement. Furthermore, the support received from co-workers’ reduces the negative influence of compulsory citizenship behaviour on interns’ (1) social loafing and (2) job involvement.

Research limitations

The study’s main limitations have been identified as the type of organisation in which the internship was completed and the number of years of internship experience. Future research may seek to address this problem by obtaining data from a cohort that is categorised based on the nature of the organisation and duration of the internship.

Practical implications

Perceived co-worker support has been found to reduce the negative effects of interns’ compulsory citizenship behaviour on their job outcomes. It is recommended that organisations establish a supportive work environment to assist interns. This can be achieved through various means, such as engaging in team-building activities and assigning mentors, among other strategies.

Originality/value

One of the first to have examined a model linking compulsory citizenship behaviour, job involvement, social loafing and perceived co-worker support amongst interns in a higher education environment.

Details

Higher Education, Skills and Work-Based Learning, vol. 14 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 28 November 2023

Daniel Baxter, Steve Jones and Claire Leer

LGBTQ+ spaces are often considered as safe havens for the LGBTQ+ community, as they can gather free from prejudice and fear. This research explores the effect that heterosexual…

Abstract

Purpose

LGBTQ+ spaces are often considered as safe havens for the LGBTQ+ community, as they can gather free from prejudice and fear. This research explores the effect that heterosexual people attending LGBTQ+ venues have on this community. This paper considers the impacts on the community, the importance of their safe spaces and identifies practical implications to be considered in protecting these spaces.

Design/methodology/approach

The study implemented a multi-method qualitative data collection approach with LGBTQ+ community venue attendees in the UK. Stage 1 utilised an online qualitative survey and collected data from 558 respondents. Stage 2 saw critical incident techniques (CITs) used with 12 participants. The data collected were analysed using a thematic system.

Findings

The LGBTQ+ community has experienced an increase in frustration and fear as a result of more heterosexual attendees infiltrating their safe spaces. Both participants and respondents discussed the importance that security personnel play in ensuring safe spaces. Finally, the findings demystified that not all attendees in LGBTQ+ venues are allies, and that there is a need for those outside the community to better understand the importance of these spaces for the LGBTQ+ community, as many heterosexuals do not consider how they should act.

Research limitations/implications

Limitations associated with the implementation of the CIT were identified. Further training is advised for researchers employing this method to prepare them for dealing with the emotional impact of participants’ experiences.

Practical implications

This study highlighted the need for security and staff working at LGBTQ+ venues to undergo extensive inclusivity training, and for stricter door policies. Participants also argued for LGBTQ+ venues to educate heterosexual attendees about the community and their historical and present-day struggles and culture.

Originality/value

This paper is of practical value to those who organise and manage LGBTQ+ events, bars and nightclubs. An enhancement to the four types of space framework originated by Castilhos and Dolbec (2018) has been identified.

Details

International Journal of Event and Festival Management, vol. 15 no. 1
Type: Research Article
ISSN: 1758-2954

Keywords

Article
Publication date: 8 December 2023

Ana Pinto Borges, Elvira Pacheco Vieira, Paula Rodrigues, António Lopes de Almeida and Ana Sousa

This study aimed to detect the relationships between mindfulness and events participation, and then between the later and psychological empowerment.

Abstract

Purpose

This study aimed to detect the relationships between mindfulness and events participation, and then between the later and psychological empowerment.

Design/methodology/approach

The proposed model's underlying hypotheses were empirically tested with data collected through an online survey addressed to a convenience sample of frequent leisure participants (n = 199). The authors applied the structural equation model (SEM) to confirm the aforementioned relationships. To assess the adequacy of the psychometric properties of the measures, the authors performed a confirmatory factor analysis of the measurement model, with a maximum likelihood estimation method.

Findings

Under the effects of the lockdown period environment, the results express a positive relationship between a mindful state of mind – related to observation/attention – and the yearnings and perceptions about the participation in events. This relationship for consistency was proven to be moderated by the perception of the participation importance to the individual subjective well-being/mental health. Due to participation insights, there was a positive effect on psychological empowerment, supporting the relationship that had been hypothesized.

Originality/value

The authors propose and test a new model that contributes to the theory and examines how mindfulness behavior can effect more alluring and intense participation in events and what are the anticipated outcomes in terms of psychological empowerment.

Details

International Journal of Event and Festival Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1758-2954

Keywords

Article
Publication date: 26 April 2022

Yuanlin Huang

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process…

Abstract

Purpose

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.

Design/methodology/approach

The author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.

Findings

The results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.

Research limitations/implications

The learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.

Originality/value

The author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

Details

Library Hi Tech, vol. 41 no. 5
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 30 October 2023

Zuliana Mohd Zabidi, Zuraidah Abdullah and Bambang Sumintono

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers…

Abstract

Purpose

The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.

Design/methodology/approach

Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.

Findings

The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.

Research limitations/implications

The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.

Originality/value

This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.

Details

Journal of Professional Capital and Community, vol. 8 no. 4
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 17 January 2024

Rob Blom and Douglas D. Karrow

Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher…

Abstract

Purpose

Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come.

Design/methodology/approach

The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs.

Findings

A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study.

Originality/value

Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 19 December 2023

Patricia McHugh, Cushla Dromgool-Regan, Christine T. Domegan and Noirin Burke

This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the…

Abstract

Purpose

This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the education network, inspiring students to become marine leaders and ocean champions.

Design/methodology/approach

Over a six-year period, the authors first applied collective intelligence to work with stakeholders across society to better understand the barriers and solutions to teaching children (6–12 year olds) about the ocean in schools. Following this, a Collective Impact Assessment of the Explorers Education Programme took place to grow the impact of the programme.

Findings

The Explorers Education Programme has grown its numbers higher than pre-pandemic levels. In 2022, the Explorers Education Programme had the largest number of participating children, reaching 15,237, with a growth of 21% compared to pre-pandemic levels in 2019 and 79% compared to 2021. In 2023, the programme won the “Best Education Outreach Award” category of the Education Awards in Ireland.

Research limitations/implications

This research stresses the importance of measuring impact. The long-term impact of the Explorers Education Programme at societal, environmental and economical levels takes a much longer time frame to measure than the six years of these research collaborations.

Practical implications

The collaborative approach between academics and practitioners meant that this research had practical implications, whereby necessary and effective changes and learnings could be directly applied to the Explorers Education Programme in real time, as the practitioners involved were directly responsible for the management and coordination of the programme.

Originality/value

The value of collaborations and engagement between academia and practice cannot be underestimated. The ability to collectively reflect and assess impact moves beyond “an” intervention, allowing for more meaningful behavioural, social and system changes for the collective good, inspiring the next generation of marine leaders and ocean champions.

Details

European Journal of Marketing, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0309-0566

Keywords

Book part
Publication date: 14 December 2023

Chanita Rukspollmuang, Jaratdao Reynolds and Praphan Chansema

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University…

Abstract

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

Details

Annual Review of Comparative and International Education 2022
Type: Book
ISBN: 978-1-83797-484-9

Keywords

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