Author(s): |
Paden, Mary |
Source: |
Applied Environmental Education and Communication, v4 n3 p245-246 2005 |
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Pub Date: |
2005-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Sustainable Development; Conference Papers; Conferences (Gatherings); Position Papers; Environmental Education
Abstract:
The Centre for Environment Education (CEE) in Ahmedabad, India, got a running start on the United Nations Decade of Education for Sustainable Development (DESD) (2005-2015) by hosting the first international conference of the decade January 18-20, 2005. The attendance of 900 educators from 50 countries exceeded expectations. Not only did these participants share their experiences and develop action plans in 20 topical workshops, they also offered detailed comments on the UNESCO implementation plan for the Decade and presented their own hopes for the Decade in the Ahmedabad Declaration. In this article, the author discusses how the Ahmedabad Declaration was created, and summarizes the contents of the declaration.
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Author(s): |
Archie, Michele; Mann, Lori, Ed.; Vymetal-Taylor, Mary; Alston, Caroline; Braus, Judy; Hayden, Matt; Hollums, Don; McKeown-Ice, Rosalyn; Paden, Mary; Paterson, Margaret; Raze, Robert; Weiser, Brenda; Lee, Peggy Soong Yap |
Source: |
North American Association for Environmental Education |
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Pub Date: |
2005-00-00 |
Pub Type(s): |
Guides - Classroom - Teacher |
Peer Reviewed: |
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Descriptors:
Preservice Teacher Education; Natural Resources; Guidelines; Education Courses; Teacher Education Programs; Professional Development; Elementary Secondary Education; Environmental Education
Abstract:
Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources; (2) to the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and (3) to full-time environmental educators as well as for those for whom environmental education is just one of their responsibilities. This document presents an ambitious overview of the abilities and knowledge of a well-prepared environmental educator. The guidelines provide a mechanism for gauging the quality of pre-service and in-service preparation programs and the abilities of environmental educators. Instead of offering fixed rules, these guidelines suggest a broad vision--a goal to work toward and a guide for professional and programmatic development. The guidelines are grounded in a common understanding of effective environmental education. For many environmental educators, that understanding is rooted in two founding documents of the field: the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). This guide is organized around six themes. Each theme describes a skill area that must be included in the training of an environmental educator, and a sample format for the "Guidelines" is provided. Each theme is accompanied by references at the end, and appended are: The Executive Summary, Excellence in Environmental Education, and Guidelines for Learning (Pre K-12).
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Pub Date: |
1994-05-00 |
Pub Type(s): |
Guides - Classroom - Teacher |
Peer Reviewed: |
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Descriptors:
Conservation (Environment); Developing Nations; Development; Ecology; Economic Development; Environmental Education; Global Education; Natural Resources; Secondary Education; Social Studies; Sustainable Development; Womens Studies; World Affairs; World Problems
Abstract:
These lesson plans are designed for secondary students but also can be used at the middle school and college levels. The lessons focus on the environment and development, both globally and locally. Each unit contains objectives, a lesson plan, student handouts, overhead transparency masters, student enrichment activities, suggestions for further reading, and suggested audio-visual resources. The units are interdisciplinary in nature. The three units in this guide include: (1) "Car Trouble"; (2) "Women, Equity, and Sustainable Development"; and (3) "Two Giants: India and China." Appendices provide further teaching resources and the Goals 2000 National Performance Standards for Grade 12 for civics and government, geography, history, mathematics, and science. (EH)
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