Environmental and sustainability education policy research: a systematic review of methodological and thematic trends

Aikens, Kathleen; McKenzie, Marcia; Vaughter, Philip

doi:10.4324/9780203732359-17

Cited by 10 publications

(14 citation statements)

References 1 publication

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“…Another focus has been on student and teacher (mis)conceptions of climate change, with extensive knowledge gaps identified among both groups (e.g., Arslan, Cigdemoglu & Moseley, 2012; Boon, 2010; Boon, 2014; Dawson, 2015; Porter, Weaver & Raptis, 2012; Punter, Orchando-Pardo & Garcia, 2011). A systematic literature review of education policy research conducted by Aikens, McKenzie and Vaughter (2016) identified the overall lack of quality engagement with the wide-ranging implications of climate change for educational policy and the associated need for ‘engaged, political, practical, and imaginative forms of education policy research’ (p. 20).…”

Section: Climate Change and Educational Researchmentioning

confidence: 99%

“…Comparative research has focused on the response of Canada’s higher education system to climate change. In particular, in addition to the research discussed in this article, the Sustainability and Education Policy Network (SEPN) has been gathering data on sustainability uptake in K-12 and higher education across all 13 jurisdictions in Canada (Aikens et al, 2016; Beveridge, McKenzie, Vaughter & Wright, 2015; Lidstone, Wright & Sherren, 2014, 2015; McKenzie, Bieler & McNeil, 2015; Vaughter, Wright & Herbert, 2015; Vaughter, McKenzie, Lidstone & Wright, 2016). Drawing on this data, a content analysis of climate and sustainability policies from a representative sample of 50 post-secondary institutions from across Canada found that nearly half had some form of climate policy (Henderson, Bieler & McKenzie, 2016).…”

Section: Climate Change Education In the Canadian Contextmentioning

confidence: 99%

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A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12)

Bieler¹,

Haluza‐DeLay²,

Dale³

et al. 2017

Journal of Education for Sustainable Development

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This article analyses the depth of engagement with climate change education policy across all 13 provinces and territories in Canada. A comparative content analysis of 13 climate action plans (CAP) and 90 K-12 education policy documents shows a major gap existing between Canada's climate and education policies. While subnational climate policy calls for education to contribute substantially to addressing climate change, education policy is not aligned towards this call. Three themes emerged within the overview of the provinces and territories: shallow engagement with climate change within education policies; the predominance of energy efficiency upgrades for schools as a foremost education sector objective; and policy gaps that show a lack of attention to many areas of climate education. Further detailing the climate change education objectives in four provinces identified as playing a leadership role in climate policy, this research suggests that even

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Section: Climate Change and Educational Researchmentioning

confidence: 99%

Section: Climate Change Education In the Canadian Contextmentioning

confidence: 99%

A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12)

Bieler¹,

Haluza‐DeLay²,

Dale³

et al. 2017

Journal of Education for Sustainable Development

Self Cite

View full text Add to dashboard Cite

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“…Similar results were reported by Woods et al [313] for using family-centered capacity-building practices for strengthening parents use of naturalistic instructional practices. Coaching and collaborative consultation are two implementation practices that have been found effective for promoting practitioner and parents' use of different instructional practices; for example, [296,310,313,317,318].…”

Section: Instructional Practicesmentioning

confidence: 99%

“…These types of implementation practices have been found to be effective in terms of promoting practitioner and parents' use of development-enhancing interactional practices; for example, [246,297,315,317,318,336,339,340].…”

Section: Interactional Practicesmentioning

confidence: 99%

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

Dunst

2017

Education Sciences

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The research evidence for early childhood intervention practices performance checklists is described. Performance checklists include lists of the tasks or steps required to complete a practice competently. The checklists were developed using a conceptualization-operationalizationmeasurement framework where findings from research syntheses and empirical studies informed the selection or development of checklist indicators. This paper includes a meta-review of empirical evidence demonstrating practice-outcome relationships consistent with the purposes and goals of each of the performance checklists. Findings from more than 200 narrative reviews, meta-analyses, integrative reviews, and other types of research syntheses were the sources of evidence and foundations for 26 early childhood intervention performance checklists. The research evidence, taken together, indicates that the checklist indicators have a substantial evidence base for each of the performance checklist practices. Strengths and limitations of the meta-review are described.

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“…Studies on ESD governance in non-Western contexts are especially underdeveloped. This gap of policy research in ESD can hinder the progress of meaningful engagement with sustainability in education (Aikens et al, 2016;Van Poeck and Lysgaard, 2018). Nagata (2017: 39), for example, found that ESD policy in Japan did not bring about the transformation that was aimed for because the "conventional culture" and "bureaucratic management" had impeded the integration of a holistic approach to ESD.…”

Section: Introductionmentioning

confidence: 99%

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

Huang

Asghar

2021

Policy Futures in Education

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This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

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Environmental and sustainability education policy research: a systematic review of methodological and thematic trends

Cited by 10 publications

References 1 publication

A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12)

A National Overview of Climate Change Education Policy: Policy Coherence between Subnational Climate and Education Policies in Canada (K-12)

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

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