Literaturnachweis - Detailanzeige
Autor/inn/en | Martin, Akilah R.; Chen, Joseph C. |
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Titel | Barriers to Sustainability in Mature-Age Adult Learners: Working toward Identity Change |
Quelle | In: Environmental Education Research, 22 (2016) 6, S.849-867 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-4622 |
DOI | 10.1080/13504622.2015.1075192 |
Schlagwörter | Barriers; Environmental Education; Adult Students; Sustainability; Adult Learning; Transformative Learning; Higher Education; Teaching Methods; Adult Education; Qualitative Research; Environmental Influences; Undergraduate Students Umweltbildung; Umwelterziehung; Umweltpädagogik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Nachhaltigkeit; Adulte education; Adult training; Erwachsenenbildung; Pädagogische Transformation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Adult basic education; Qualitative Forschung; Environmental influence; Umwelteinfluss |
Abstract | While research on K-12 environmental education (EE) has been quite robust, there has been less focus on effective approaches for mature-age adult learners. This qualitative study examined perceptions of barriers to sustainability in American, mature-age adult learners. Results revealed two interacting, superordinate themes: personal relevance and social environmental context, which each included several thematic barriers that resulted in a hypothesized model of internalized sustainable identity. This identity is the personal orientation/responsibility toward living a sustainable lifestyle and aligns with other environmentally-based identity models present in the literature. Implications for educators are discussed, including the recommendation to examine EE for mature-age adults through the lens of identity change. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |