-
3
-
-
85062601277
-
Education for sustainable development: a coherent philosophy for environmental education?
-
Bonnett, M., 1999. Education for sustainable development: a coherent philosophy for environmental education?. Cambridge Journal of Education, 29: 313–324.
-
(1999)
Cambridge Journal of Education
, vol.29
, pp. 313-324
-
-
Bonnett, M.1
-
4
-
-
85066221622
-
-
submitted, and
-
Corney, G., Childs, A., and Summers, M., submitted. “ Education for sustainable development in initial teacher education: are mentors prepared? ”.
-
Education for sustainable development in initial teacher education: are mentors prepared?
-
-
Corney, G.1
Childs, A.2
Summers, M.3
-
6
-
-
7044258018
-
Teachers’ views about what to do about sustainable development
-
Cross, R., 1998. Teachers’ views about what to do about sustainable development. Environmental Education Research, 4: 41–52.
-
(1998)
Environmental Education Research
, vol.4
, pp. 41-52
-
-
Cross, R.1
-
8
-
-
0040806135
-
A model of teaching and its implications for mentoring
-
McIntyre D., Hagger H., Wilkin M., (eds), London: Kogan Page, and,. Edited by
-
Dunne, R., and Harvard, G., 1993. “ A model of teaching and its implications for mentoring ”. In Mentoring: perspectives on school-based teacher education, Edited by: McIntyre, D., Hagger, H., and Wilkin, M., London: Kogan Page.
-
(1993)
Mentoring: perspectives on school-based teacher education
-
-
Dunne, R.1
Harvard, G.2
-
9
-
-
84863845500
-
-
Stockholm: Ministry of Education and Science, Article number U04.007 written for Learning to change our world, an international consultation on education for sustainable development
-
Edman, S., 2004. “ Thoughts at the foot of a tree ”. Stockholm: Ministry of Education and Science. Article number U04.007 written for Learning to change our world, an international consultation on education for sustainable development
-
(2004)
Thoughts at the foot of a tree
-
-
Edman, S.1
-
10
-
-
34748909558
-
A look at curriculum integration from the bridge
-
Gehrke, N., 1998. A look at curriculum integration from the bridge. The Curriculum Journal, 9: 247–260.
-
(1998)
The Curriculum Journal
, vol.9
, pp. 247-260
-
-
Gehrke, N.1
-
11
-
-
3042605811
-
Increasing the value of the environment: a ‘real options’ metaphor for learning
-
Gough, S., 2002. Increasing the value of the environment: a ‘real options’ metaphor for learning. Environmental Education Research, 8: 61–72.
-
(2002)
Environmental Education Research
, vol.8
, pp. 61-72
-
-
Gough, S.1
-
13
-
-
85066181403
-
Evolving towards education for sustainable development: an international perspective
-
Scott W., Gough S., (eds), London: RoutledgeFalmer, and,. Edited by
-
Hopkins, C., Damlamian, J., and López Ospina, G., 1996. “ Evolving towards education for sustainable development: an international perspective ”. In Key issues in sustainable development and learning, Edited by: Scott, W., and Gough, S., London: RoutledgeFalmer.
-
(1996)
Key issues in sustainable development and learning
-
-
Hopkins, C.1
Damlamian, J.2
López Ospina, G.3
-
15
-
-
34247605283
-
Why I don’t want my children educated for sustainable development
-
Scott W., Gough S., (eds), London: RoutledgeFalmer,. Edited by
-
Jickling, R., 2004. “ Why I don’t want my children educated for sustainable development ”. In Key issues in sustainable development and learning, Edited by: Scott, W., and Gough, S., London: RoutledgeFalmer.
-
(2004)
Key issues in sustainable development and learning
-
-
Jickling, R.1
-
16
-
-
35348895953
-
Understanding integrated curriculum
-
Kysilka, M., 1998. Understanding integrated curriculum. The Curriculum Journal, 9: 197–209.
-
(1998)
The Curriculum Journal
, vol.9
, pp. 197-209
-
-
Kysilka, M.1
-
18
-
-
3042511158
-
Education, environment and sustainability: what are the issues, where to intervene, what must be done?
-
Luke, T., 2001. Education, environment and sustainability: what are the issues, where to intervene, what must be done?. Educational Philosophy and Theory, 33: 187–202.
-
(2001)
Educational Philosophy and Theory
, vol.33
, pp. 187-202
-
-
Luke, T.1
-
19
-
-
84894796471
-
-
Available online at: (accessed 18 March 2005
-
Moray House School of Education & University of Edinburgh. 2004. Educating for a sustainable future Available online at: www.education.ed.ac.uk/esf/index.html (accessed 18 March 2005).
-
(2004)
Educating for a sustainable future
-
-
-
22
-
-
23844554251
-
What do new views of knowledge and thinking have to say about research on teacher learning?
-
Moon R., Butcher J., Bird E., (eds), London: The Open University, and,. Edited by
-
Putnam, R., and Borko, H., 2000. “ What do new views of knowledge and thinking have to say about research on teacher learning? ”. In Leading professional development in education, Edited by: Moon, R., Butcher, J., and Bird, E., London: The Open University.
-
(2000)
Leading professional development in education
-
-
Putnam, R.1
Borko, H.2
-
23
-
-
85066200646
-
-
London: QCA, Available online at: (accessed 18 March 2005
-
Qualifications and Curriculum Authority. 2003. What are the key elements and characteristics of ESD?, London: QCA. Available online at: www.nc.uk.net/esd/gq3.htm (accessed 18 March 2005)
-
(2003)
What are the key elements and characteristics of ESD?
-
-
-
25
-
-
3042512977
-
Environmental education and sustainable development: a further appraisal
-
Sauvé, L., 1996. Environmental education and sustainable development: a further appraisal. Canadian Journal of Environmental Education, 1: 7–35.
-
(1996)
Canadian Journal of Environmental Education
, vol.1
, pp. 7-35
-
-
Sauvé, L.1
-
26
-
-
34548819485
-
-
Inaugural lecture, University of Bath. Available online at: (accessed 18 March 2005
-
Scott, W., 2002. Sustainability and learning: what role for the curriculum? Inaugural lecture, University of Bath. Available online at: www.bath.ac.uk/cree/scott.htm (accessed 18 March 2005)
-
(2002)
Sustainability and learning: what role for the curriculum?
-
-
Scott, W.1
-
28
-
-
0003833803
-
-
London: Edward Arnold
-
Stradling, R., Noctor, M., and Baines, B., 1984. Teaching controversial issues, London: Edward Arnold.
-
(1984)
Teaching controversial issues
-
-
Stradling, R.1
Noctor, M.2
Baines, B.3
-
29
-
-
3042561492
-
Student teachers’ conceptions of sustainable development: the starting points of geographers and scientists
-
Summers, M., Corney, G., and Childs, A., 2004. Student teachers’ conceptions of sustainable development: the starting points of geographers and scientists. Educational Research, 46: 163–182.
-
(2004)
Educational Research
, vol.46
, pp. 163-182
-
-
Summers, M.1
Corney, G.2
Childs, A.3
-
30
-
-
85066216377
-
-
Available online at: (accessed 18 March 2005
-
Sustainable Development Education Panel. 2000. Sustainable development education surveys Available online at: www.defra.gov.uk/environment/sustainable/educpanel/educationsurveys/index.htm (accessed 18 March 2005)
-
(2000)
Sustainable development education surveys
-
-
-
31
-
-
34547299379
-
-
Available online at: (accessed 18 March 2005
-
Sustainable Development Education Panel. 2003. Learning to last Available online at: www.defra.gov.uk/environment/ sustainable/educpanel/pdf/sdeduc_draftstrat.pdf (accessed 18 March 2005).
-
(2003)
Learning to last
-
-
-
34
-
-
85012565627
-
Curriculum integration: eroding the high ground of science as a school subject
-
Venville, G., Wallace, J., Rennie, L., and Malone, J., 2002. Curriculum integration: eroding the high ground of science as a school subject. Studies in Science Education, 37: 43–84.
-
(2002)
Studies in Science Education
, vol.37
, pp. 43-84
-
-
Venville, G.1
Wallace, J.2
Rennie, L.3
Malone, J.4
-
35
-
-
0346776408
-
Competing conceptions of quality in social education: learning from experiences of cross-curricular themes
-
Hughes M., (ed), Oxford: Blackwell, and,. Edited by
-
Whitty, G., Aggleton, P., and Rowe, G., 1996. “ Competing conceptions of quality in social education: learning from experiences of cross-curricular themes ”. In Teaching and learning in changing times, Edited by: Hughes, M., Oxford: Blackwell.
-
(1996)
Teaching and learning in changing times
-
-
Whitty, G.1
Aggleton, P.2
Rowe, G.3
|