A Grounded Theory of Education for Sustainability in the Postsecondary Classroom

Autor/in	Buckley, Jessica Belue
Titel	A Grounded Theory of Education for Sustainability in the Postsecondary Classroom
Quelle	In: Review of Higher Education, 42 (2019) 3, S.965-989 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	Grounded Theory; Sustainability; Higher Education; Educational Theories; Teaching Methods; Environmental Education; College Faculty; College Students; Student Attitudes; Teacher Attitudes; Institutional Characteristics; Course Descriptions; School Catalogs; Climate; Web Sites; Liberal Arts; Church Related Colleges; State Universities; Interdisciplinary Approach; Intellectual Disciplines; Information Sources; Mass Media; Guidelines; Context Effect + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fakultät; Collegestudent; Schülerverhalten; Lehrerverhalten; Kursstrukturplan; Schulprogramm; Klima; Web-Design; Kirchliche Hochschule; Staatliche Universität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geisteswissenschaften; Information source; Informationsquelle; Massenmedien; Richtlinien
Abstract	The movement incorporating sustainability into the academic mission of higher education has grown quickly in the last few decades. At the same time, vast interpretations of sustainability exist as institutions work to incorporate it into the curriculum. Therefore, using interviews with 42 individuals and observations of 67 courses, this study offers a theory of Education for Sustainability (EfS), which provides conceptual development for the path from learning to teaching in EfS. A framework for instructors (a macro-narrative of sustainability), a typology of EfS courses, and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01