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首页> 外文学位 >Becoming a sustainability chef: An empirical model of sustainability perspectives in educational leaders.
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Becoming a sustainability chef: An empirical model of sustainability perspectives in educational leaders.

机译：成为可持续发展厨师：教育领导者中可持续发展观点的经验模型。

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摘要

This dissertation reports a study exploring adult engagement with sustainability learning practices in EcoSchools-certified secondary schools in Canada, Lithuania and Sweden as a means towards shaping a liveable future. The study is situated in the area of education for sustainable development. The study design was initially based on an interest in revealing specific practices of sustainability education as a means of improving the relationship between environmental impact and wealth. While echoing findings in the existing literature, this research contributes to the development of the field through insight into the perspectives that adults bring to sustainability education.;Primary data collected in the spring of 2006 were recorded (mostly single) semistructured interviews with 30 individuals (national coordinators, caretakers, teachers and administrators), including 10 Canadians from four schools, 14 Lithuanians from four schools, and six Swedes from two schools. Four phases of qualitative analysis were used on the data: initial transcript coding and trends; precis document trends; a six-stage model of interview responses allowing vertical (between question) and horizontal (between stage) comparisons; word maps of subthemes as a scaffold to detail participants' four primary views (long, wide, deep, dynamic) regarding sustainability.;Ultimately, the results of this study point less than expected to revealing specific transferable practices regarding success and challenge in EcoSchools. Rather, these findings provide some insight into a means of shaping a sustainable future through an individual's sustainability perspective: a living responsiveness based on a sense of connection, supported by improved sustainability cognition, and realized through sustainability practice and considered engagement.
机译：这篇论文报告了一项研究，探讨了成年人在加拿大，立陶宛和瑞典的经EcoSchools认证的中学中参与可持续性学习实践的情况，以此来塑造一个宜居的未来。该研究位于可持续发展教育领域。该研究设计最初是基于对揭示可持续性教育的特定实践的兴趣，作为改善环境影响与财富之间关系的一种手段。在呼应现有文献中的发现的同时，本研究通过洞察成人对可持续发展教育的观点为该领域的发展做出了贡献。; 2006年春季收集的主要数据是对30个人进行的半结构式访谈（大部分为单项访谈）（国家协调员，看护者，教师和管理人员），包括来自四所学校的10名加拿大人，来自四所学校的14名立陶宛人和来自两所学校的六名瑞典人。数据使用了四个定性分析阶段：初始笔录编码和趋势；记录文件趋势；一个六阶段的访谈回答模型，可以进行纵向（问题之间）和横向（阶段之间）比较；子主题词图可作为支架详细描述参与者对可持续性的四种主要观点（长，宽，深，动态）。最终，本研究的结果比预期的要少，不足以揭示有关EcoSchools中成功和挑战的特定可移植实践。相反，这些发现为通过个人的可持续性视角塑造可持续未来的方法提供了一些见识：一种基于联系感的生活响应能力，得到了改进的可持续性认知的支持，并通过可持续性实践和深思熟虑的参与得以实现。

著录项

  • 作者

    Moss Gamblin, Maud Kathleen Kate.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Secondary education.;Curriculum development.;Teacher education.;Education policy.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 539 p.
  • 总页数 539
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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