Education for Sustainability in the Secondary Sector--A Review

Autor/inn/en	Taylor, Neil; Quinn, Frances; Jenkins, Kathy; Miller-Brown, Helen; Rizk, Nadya; Prodromou, Theodosia; Serow, Penelope; Taylor, Subhashni
Titel	Education for Sustainability in the Secondary Sector--A Review
Quelle	In: Journal of Education for Sustainable Development, 13 (2019) 1, S.102-122 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408219846675
Schlagwörter	Sustainable Development; Secondary Education; Secondary School Curriculum; Curriculum Implementation; Barriers; Curriculum Development; Alignment (Education); Faculty Development; Interdisciplinary Approach; Educational Policy; Foreign Countries; Australia; Bulgaria; Bhutan; Canada; China; Denmark; Finland; Germany; Israel; Lesotho; Malaysia; Mauritius; Mexico; Morocco; Norway; New Zealand; Portugal; Spain; Sweden; Switzerland; United Kingdom; United States; Zimbabwe + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Sekundarbereich; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Politics of education; Bildungspolitik; Ausland; Australien; Bulgarien; Kanada; Dänemark; Finnland; Deutschland; Mexiko; Marokko; Norwegen; Neuseeland; Spanien; Schweden; Schweiz; Großbritannien; USA; Simbabwe
Abstract	This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers' professional development as determinants of EfS implementation and success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01