Journal of Adventure Education and Outdoor Learning, 2021
There is an identified need to explore specific teaching and learning strategies used in outdoor ... more There is an identified need to explore specific teaching and learning strategies used in outdoor education. This paper draws on data collected during an outdoor education camp in regional Australia, where the researchers observed the teaching practice of a veteran outdoor educator. We first situate the study in a summary of the outdoor education literature and policy that informed our research. We then present the observed teaching strategies, detailing narratives of role-based learning and a yarning circle. These demonstrate the educator's intentional enactment of a range of teaching and learning strategies that span across the behaviourist-constructivistsocio-constructivist spectrum to facilitate learning. Discussion then focuses on two distinguishing features of the educator's pedagogic practice: nurturing expanded understandings of self through place-responsive teaching and pedagogic agility. In exploring the practice of an experienced outdoor educator, this research provides insight into the intentional use of a suite of specific teaching and learning strategies, which extends and enhances the current field.
Journal of Education for Sustainable Development, 2016
Education for sustainable development (ESD) espouses student-centred, transformative pedagogies t... more Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers’ self-reported ESD self-efficacy. A quasi-experimental, pre–post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers’ ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers’ ESD self-efficacy than traditional, teacher...
National learning framework for early childhood education managed by the Australian Children's Ed... more National learning framework for early childhood education managed by the Australian Children's Education and Care Quality Authority (ACECQA). National Quality Standard 3.3 is about sustainable practices in early educational settings. James Cook University Education for Sustainability LibGuide http://libguides.jcu.edu.au/sustainability This online EfS resource bank has been designed for teacher educators, researchers, pre-service teachers, school teachers and students. The tabs above provide access to resources that support EfS across different learning areas and phases of learning. We hope that you find the resources interesting and useful! We encourage you to provide feedback so that the bank continues to grow. Centre for Research and Innovation in Sustainability Education (CRISE) http://www.jcu.edu.au/cairnsinstitute/research/JCU_098314.html Housed in the Cairns Institute at James Cook University, CRISE encourages and supports a range of collaborative research projects on sustainability education.
Education for sustainable development (ESD) espouses student-centred, transformative pedagogies t... more Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participa-tory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers' self-reported ESD self-efficacy. A quasi-experimental, pre–post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers' ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers' ESD self-efficacy than traditi...
Preservice teachers in the School of Education, James Cook University are provided with productiv... more Preservice teachers in the School of Education, James Cook University are provided with productive opportunities to develop beliefs, values and practices about sustainability at different points in their education program. Education for sustainability is core practice within the recently refreshed teacher education program at the university. Preservice teachers were asked about their conceptions of sustainability, and familiarity with a range of approaches to teach sustainability education. Data were collected through focus groups. in each year of a four-year (Bachelor of Education) and a one-year program (Graduate Diploma of Education). This paper reports on preservice teachers' familiarity with, and exposure to, a range of approaches that characterize sustainability education, during both oncampus studies and practicum. Their views on the importance of learning how to 'teach sustainability' within these approaches are described. Results from this study provide infonnat...
This chapter reports on a study that sought to develop a system-wide approach to embedding educat... more This chapter reports on a study that sought to develop a system-wide approach to embedding education for sustainability (EfS) (the preferred term in Australia) in teacher education. The strategy for a coordinated and coherent systemic approach involved identifying and eliciting the participation of key agents of change within the ‘teacher education system’ in one state in Australia, Queensland. This consisted of one representative from each of the eight Queensland universities offering pre-service teacher education, as well as the teacher registration authority, the key State Government agency responsible for public schools, and two national professional organisations. Part of the approach involved teacher educators at different universities developing an institutional specific approach to embedding sustainability education within their teacher preparation programs. Project participants worked collaboratively to facilitate policy and curriculum change while the project leaders used an action research approach to inform and monitor actions taken and to provide guidance for subsequent actions to effect change simultaneously at the state, institutional and course levels. The state-wide multi-site case study, we argue, has broader applications to state and national systems in other countries.
We investigated the quality of work-integrated learning (WIL) assessment design, in higher educat... more We investigated the quality of work-integrated learning (WIL) assessment design, in higher education programs, through review of peer-reviewed studies published internationally and in English, 1990English, -2015. Such a review is timely in light of vested interest from a range of WIL stakeholders; high-level endorsement of WIL across university programs; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices, and stronger alignment between reflective activities and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with indication that the quality of study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics and partners and students: a). to design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes; and b).
... Dr. Ruth Hickey, Dr. Hilary Whitehouse and Ms Snowy Evans ... We understand these three appro... more ... Dr. Ruth Hickey, Dr. Hilary Whitehouse and Ms Snowy Evans ... We understand these three approaches, about, in andfor (Lucas, 1979; Linke, 1980; Gough, 1997; Australian Government, 2005) are now seen as somewhat mechanistic, but they do provide a relatively clear way of ...
Australian Journal of Environmental Education, 2016
This article reports on the fourth stage of an evolving study to develop a systems model for embe... more This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity f...
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Journal of Adventure Education and Outdoor Learning, 2021
There is an identified need to explore specific teaching and learning strategies used in outdoor ... more There is an identified need to explore specific teaching and learning strategies used in outdoor education. This paper draws on data collected during an outdoor education camp in regional Australia, where the researchers observed the teaching practice of a veteran outdoor educator. We first situate the study in a summary of the outdoor education literature and policy that informed our research. We then present the observed teaching strategies, detailing narratives of role-based learning and a yarning circle. These demonstrate the educator's intentional enactment of a range of teaching and learning strategies that span across the behaviourist-constructivistsocio-constructivist spectrum to facilitate learning. Discussion then focuses on two distinguishing features of the educator's pedagogic practice: nurturing expanded understandings of self through place-responsive teaching and pedagogic agility. In exploring the practice of an experienced outdoor educator, this research provides insight into the intentional use of a suite of specific teaching and learning strategies, which extends and enhances the current field.
Journal of Education for Sustainable Development, 2016
Education for sustainable development (ESD) espouses student-centred, transformative pedagogies t... more Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers’ self-reported ESD self-efficacy. A quasi-experimental, pre–post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers’ ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers’ ESD self-efficacy than traditional, teacher...
National learning framework for early childhood education managed by the Australian Children's Ed... more National learning framework for early childhood education managed by the Australian Children's Education and Care Quality Authority (ACECQA). National Quality Standard 3.3 is about sustainable practices in early educational settings. James Cook University Education for Sustainability LibGuide http://libguides.jcu.edu.au/sustainability This online EfS resource bank has been designed for teacher educators, researchers, pre-service teachers, school teachers and students. The tabs above provide access to resources that support EfS across different learning areas and phases of learning. We hope that you find the resources interesting and useful! We encourage you to provide feedback so that the bank continues to grow. Centre for Research and Innovation in Sustainability Education (CRISE) http://www.jcu.edu.au/cairnsinstitute/research/JCU_098314.html Housed in the Cairns Institute at James Cook University, CRISE encourages and supports a range of collaborative research projects on sustainability education.
Education for sustainable development (ESD) espouses student-centred, transformative pedagogies t... more Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participa-tory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within the constraints of a traditional lecture to investigate the effect on pre-service teachers' self-reported ESD self-efficacy. A quasi-experimental, pre–post test design with a non-randomized control group was applied whereby lectures in the treatment group adopted sustainability pedagogies, in addition to the more traditional teaching methods employed in both groups. While a significant improvement was observed in pre-service teachers' ESD self-efficacy in both groups, there is no evidence to suggest that the inclusion of sustainability pedagogies is more effective for enhancing pre-service teachers' ESD self-efficacy than traditi...
Preservice teachers in the School of Education, James Cook University are provided with productiv... more Preservice teachers in the School of Education, James Cook University are provided with productive opportunities to develop beliefs, values and practices about sustainability at different points in their education program. Education for sustainability is core practice within the recently refreshed teacher education program at the university. Preservice teachers were asked about their conceptions of sustainability, and familiarity with a range of approaches to teach sustainability education. Data were collected through focus groups. in each year of a four-year (Bachelor of Education) and a one-year program (Graduate Diploma of Education). This paper reports on preservice teachers' familiarity with, and exposure to, a range of approaches that characterize sustainability education, during both oncampus studies and practicum. Their views on the importance of learning how to 'teach sustainability' within these approaches are described. Results from this study provide infonnat...
This chapter reports on a study that sought to develop a system-wide approach to embedding educat... more This chapter reports on a study that sought to develop a system-wide approach to embedding education for sustainability (EfS) (the preferred term in Australia) in teacher education. The strategy for a coordinated and coherent systemic approach involved identifying and eliciting the participation of key agents of change within the ‘teacher education system’ in one state in Australia, Queensland. This consisted of one representative from each of the eight Queensland universities offering pre-service teacher education, as well as the teacher registration authority, the key State Government agency responsible for public schools, and two national professional organisations. Part of the approach involved teacher educators at different universities developing an institutional specific approach to embedding sustainability education within their teacher preparation programs. Project participants worked collaboratively to facilitate policy and curriculum change while the project leaders used an action research approach to inform and monitor actions taken and to provide guidance for subsequent actions to effect change simultaneously at the state, institutional and course levels. The state-wide multi-site case study, we argue, has broader applications to state and national systems in other countries.
We investigated the quality of work-integrated learning (WIL) assessment design, in higher educat... more We investigated the quality of work-integrated learning (WIL) assessment design, in higher education programs, through review of peer-reviewed studies published internationally and in English, 1990English, -2015. Such a review is timely in light of vested interest from a range of WIL stakeholders; high-level endorsement of WIL across university programs; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices, and stronger alignment between reflective activities and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with indication that the quality of study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics and partners and students: a). to design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes; and b).
... Dr. Ruth Hickey, Dr. Hilary Whitehouse and Ms Snowy Evans ... We understand these three appro... more ... Dr. Ruth Hickey, Dr. Hilary Whitehouse and Ms Snowy Evans ... We understand these three approaches, about, in andfor (Lucas, 1979; Linke, 1980; Gough, 1997; Australian Government, 2005) are now seen as somewhat mechanistic, but they do provide a relatively clear way of ...
Australian Journal of Environmental Education, 2016
This article reports on the fourth stage of an evolving study to develop a systems model for embe... more This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity f...
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Requests and inquiries concerning these rights should be addressed to: Office for Learning and Te... more Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-331-3 [PDF] ISBN 978-1-74361-333-7 [PRINT] ISBN 978-1-74361-332-0 [DOCX] A state-wide systems approach to embedding the learning and teaching of sustainability in teacher education 3 Acknowledgements
Uploads
Papers by Snowy Evans