Being an Ecoteam Member: Movers and Fighters

Autor/inn/en	Cincera, Jan; Kovacikova, Silvia
Titel	Being an Ecoteam Member: Movers and Fighters
Quelle	In: Applied Environmental Education and Communication, 13 (2014) 4, S.227-233 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2015.972299
Schlagwörter	Environmental Education; Qualitative Research; Focus Groups; Interviews; Program Implementation; Participative Decision Making; Participant Satisfaction; Identification (Psychology); Group Dynamics; Group Membership; Educational Practices; Organizational Effectiveness; Organizational Culture; Organizational Climate; Student Surveys; Student Experience; Student Attitudes; Student Participation; Extracurricular Activities; Foreign Countries; Educational Strategies; Early Adolescents; Czech Republic + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Qualitative Forschung; Interviewing; Interviewtechnik; Gruppendynamik; Gruppenzugehörigkeit; Bildungspraxis; Unternehmenserfolg; Unternehmenskultur; Organisationsklima; Schülerbefragung; Studienerfahrung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Außerunterrichtliche Aktivität; Ausland; Lehrstrategie; Tschechische Republik
Abstract	This article presents a qualitative evaluation of the EcoSchool program in the Czech Republic. In order to analyze the way in which pupils interpret the purpose of their membership in EcoTeams, eight focus groups in schools highly involved in the program were interviewed (N = 83). The study is based on the assumption that the implementation of the program varies from a highly instrumental to a highly emancipatory approach. As a result, the analysis found significant differences between EcoTeams in terms of the level of pupils' participation in decision-making processes, their satisfaction with the program, and their identification with the program's outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10