640
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Using evaluation data to inform climate education practice

ORCID Icon, ORCID Icon &

References

  • Abraham, J., Pane, M., & Chairiyani, R. (2015). An investigation on cynicism and environmental self-efficacy as predictors of pro-environmental behavior. Psychology, 06(03), 234–242. https://doi.org/10.4236/psych.2015.63023
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-t
  • Angill-Williams, A., & Davis, C. J. (2022). Increasing climate efficacy is not a surefire means to promoting climate commitment. Thinking & Reasoning, 28(3), 375–395. https://doi.org/10.1080/13546783.2021.1979651
  • Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: Parent and teacher perceptions of children’s emotional needs in response to climate change. Environmental Education Research, 27(5), 687–705. https://doi.org/10.1080/13504622.2020.1828288
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  • Bandura, A. (1998). Personal and collective efficacy in human adaptation and change (Advances in psychological science, Vol. 1: Social, personal, and cultural aspects) (pp. 51–71). Psychology Press/Erlbaum (UK) Taylor & Francis.
  • Bright, M. L., & Eames, C. (2022). From apathy through anxiety to action: Emotions as motivators for youth climate strike leaders. Australian Journal of Environmental Education, 38(1), 13–25. https://doi.org/10.1017/aee.2021.22
  • Brosch, T., Stussi, Y., Desrichard, O., & Sander, D. (2018). Not my future? Core values and the neural representation of future events [Article]. Cognitive, Affective & Behavioral Neuroscience, 18(3), 476–484. https://doi.org/10.3758/s13415-018-0581-9
  • Bryan, A. (2020). Affective pedagogies: Foregrounding emotion in climate change education. Policy & Practice-a Development Education, 30(30), 8–30. <Go to ISI>://WOS:000530995100002
  • Chauhan, S., das, S. R., Rita, N., & Haigh, M. (2009). Promoting education for sustainability in a Vaishnava (Hindu) community. Applied Environmental Education & Communication, 8(2), 114–125. https://doi.org/10.1080/15330150903133702
  • Chen, M. F. (2015). Self-efficacy or collective efficacy within the cognitive theory of stress model: Which more effectively explains people’s self-reported proenvironmental behavior? Journal of Environmental Psychology, 42, 66–75. https://doi.org/10.1016/j.jenvp.2015.02.002
  • Choi, S., & Hart, P. S. (2021). The influence of different efficacy constructs on energy conservation intentions and climate change policy support. Journal of Environmental Psychology, 75, 101618. https://doi.org/10.1016/j.jenvp.2021.101618
  • Churches, R., & Dommett, E. J. (2016). Teacher-led research: Designing and implementing randomised controlled trials and other forms of experimental research. Crown House Publishing.
  • Daniel, D. B., & De Bruyckere, P. (2021). Toward an Ecological Science of Teaching. Canadian Psychology / Psychologie Canadienne, 62(4), 361–366. https://doi.org/10.1037/cap0000291
  • Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record: The Voice of Scholarship in Education, 117(4), 1–26. Article 040302. ≤Go to ISI≥://WOS:000353192300002 https://doi.org/10.1177/016146811511700408
  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures [article]. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
  • Dresner, M. (1990). Changing energy end-use patterns as a means of reducing global-warming trends. The Journal of Environmental Education, 21(2), 41–46. https://doi.org/10.1080/00958964.1990.9941930
  • Dunlop, L., Rushton, E. A. C., Atkinson, L., Ayre, J., Bullivant, A., Essex, J., Price, L., Smith, A., Summer, M., Stubbs, J. E., Turkenburg-van Diepen, M., & Wood, L. (2022). Teacher and youth priorities for education for environmental sustainability: A co-created manifesto. British Educational Research Journal, 48(5), 952–973. https://doi.org/10.1002/berj.3803
  • Etherington, C. (2022). Youth action research report 2021. https://interclimate.org/wp-content/uploads/2021/11/ICN-Youth-Climate-Action-Research-Report-2021.pdf
  • Fisher, J. S., & Radvansky, G. A. (2018). Patterns of forgetting. Journal of Memory and Language, 102, 130–141. https://doi.org/10.1016/j.jml.2018.05.008
  • Flora, J. A., Saphir, M., Lappé, M., Roser-Renouf, C., Maibach, E. W., & Leiserowitz, A. A. (2014). Evaluation of a national high school entertainment education program: The Alliance for Climate Education. Climatic Change, 127(3-4), 419–434. https://doi.org/10.1007/s10584-014-1274-1
  • Gifford, R. (2011). The dragons of inaction psychological barriers that limit climate change mitigation and adaptation [article]. The American Psychologist, 66(4), 290–302. https://doi.org/10.1037/a0023566
  • Grabarek, J., & Kallemeyn, L. M. (2020). Does teacher data use lead to improved student achievement? A review of the empirical evidence. Teachers College Record: The Voice of Scholarship in Education, 122(12), 1–42. Article 120301. ≤Go to ISI≥://WOS:000654143300001 https://doi.org/10.1177/016146812012201201
  • Gregory, A. (2021). ‘Eco-anxiety’: fear of environmental doom weighs on young people. Guardian Media Group. https://www.theguardian.com/society/2021/oct/06/eco-anxiety-fear-of-environmental-doom-weighs-on-young-people
  • Hawkey, K., James, J., & Tidmarsh, C. (2019). Using Wicked problems to foster interdisciplinary practice among UK trainee teachers. Journal of Education for Teaching, 45(4), 446–460. https://doi.org/10.1080/02607476.2019.1639263
  • Hebbecker, K., Forster, N., Forthmann, B., & Souvignier, E. (2022). Data-based decision-making in schools: examining the process and effects of teacher support. Journal of Educational Psychology, 114(7), 1695–1721. https://doi.org/10.1037/edu0000530
  • HM Government. (2011). The Prevent Stratgey. The Stationery Office.
  • Ho, J. E. (2022). What counts? The critical role of qualitative data in teachers’ decision making. Evaluation and Program Planning, 91, 102046. https://doi.org/10.1016/j.evalprogplan.2021.102046
  • Howard-Jones, P., Sands, D., Dillon, J., & Fenton-Jones, F. (2021). The views of teachers in England on an action-oriented climate change curriculum. Environmental Education Research, 27(11), 1660–1680. https://doi.org/10.1080/13504622.2021.1937576
  • Huang, H. P. (2016). Media use, environmental beliefs, self-efficacy, and pro-environmental behavior. Journal of Business Research, 69(6), 2206–2212. https://doi.org/10.1016/j.jbusres.2015.12.031
  • Jurek, M., Frajer, J., Fiedor, D., Brhelová, J., Hercik, J., Jáč, M., & Lehnert, M. (2022). Knowledge of global climate change among Czech students and its influence on their beliefs in the efficacy of mitigation action. Environmental Education Research, 28(8), 1126–1143. https://doi.org/10.1080/13504622.2022.2086687
  • Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
  • Koshy, V. (2010). Action research for improving educational practice: A step-by-step guide (2nd ed.).
  • Lam, S. P. (2006). Predicting intention to save water: Theory of planned behavior, response efficacy, vulnerability, and perceived efficiency of alternative solutions. Journal of Applied Social Psychology, 36(11), 2803–2824. https://doi.org/10.1111/j.0021-9029.2006.00129.x
  • Malterud, K. (2012). Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 40(8), 795–805. https://doi.org/10.1177/1403494812465030
  • Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research [Review]. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
  • More, K. R., & Phillips, L. A. (2022). The utility of the integrated behavior change model as an extension of the theory of planned behavior. Frontiers in Psychology, 13, 940777. https://doi.org/10.3389/fpsyg.2022.940777
  • NPR/IPSOS. (2019). Teachers agree that climate change is real and should be taught in schools. https://www.ipsos.com/sites/default/files/ct/news/documents/2019-04/npr_teachers_climate_change_topline_april_22_2019.pdf
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
  • Ojala, M. (2023). Hope and climate-change engagement from a psychological perspective. Current Opinion in Psychology, 49, 101514. https://doi.org/10.1016/j.copsyc.2022.101514
  • Postholm, M. B. (2012). Teachers’ professional development: A theoretical review. Educational Research, 54(4), 405–429. https://doi.org/10.1080/00131881.2012.734725
  • Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: Giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change [Review]. Children’s Geographies, 18(2), 191–208. https://doi.org/10.1080/14733285.2019.1614532
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Skamp, K., Boyes, E., & Stanisstreet, M. (2013). Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education, 97(2), 191–217. https://doi.org/10.1002/sce.21050
  • Stevenson, K. T., Peterson, M. N., & Bondell, H. D. (2018). Developing a model of climate change behavior among adolescents [Article]. Climatic Change, 151(3–4), 589–603. https://doi.org/10.1007/s10584-018-2313-0
  • Stewart, A. E. (2021). Psychometric properties of the climate change worry scale. 18(2), 494. https://www.mdpi.com/1660-4601/18/2/494 https://doi.org/10.3390/ijerph18020494
  • Strods, J., Jackson, I., & Caunite-Bluma, D. (2022). Staff retention in academies: Experience before, during, and after the lockdowns. https://edurio.lv/wp-content/uploads/2022/05/Staff-Retention-in-Academies-v2.pdf
  • Tabernero, C., & Hernandez, B. (2011). Self-efficacy and intrinsic motivation guiding environmental behavior. Environment and Behavior, 43(5), 658–675. https://doi.org/10.1177/0013916510379759
  • Trott, C. D. (2019). Reshaping our world: Collaborating with children for community-based climate change action. Action Research, 17(1), 42–62. https://doi.org/10.1177/1476750319829209
  • Trott, C. D. (2022). Climate change education for transformation: Exploring the affective and attitudinal dimensions of children’s learning and action. Environmental Education Research, 28(7), 1023–1042. https://doi.org/10.1080/13504622.2021.2007223
  • Turner, E. O., & Coburn, C. E. (2012). Interventions to promote data use: An introduction. Teachers College Record: The Voice of Scholarship in Education, 114(11), 1–13. https://doi.org/10.1177/016146811211401107
  • Twenge, J. M., Martin, G. N., & Spitzberg, B. H. (2019). Trends in U.S. adolescents’ media use, 1976-2016: The rise of digital media, the decline of TV, and the (Near) demise of print. Psychology of Popular Media Culture, 8(4), 329–345. https://doi.org/10.1037/ppm0000203
  • UNESCO and UNFCCC. (2016). Action for climate empowerment: Guidelines for accelerating solutions through education, training and public awareness. https://unesdoc.unesco.org/ark:/48223/pf0000246435
  • Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2021). Sorting pupils into their next educational track: How strongly do teachers rely on data-based or intuitive processes when they make the transition decision? Studies in Educational Evaluation, 69, 100865. https://doi.org/10.1016/j.stueduc.2020.100865
  • Wieland, L. M., Hoppe, J. D., Wolgast, A., & Ebner-Priemer, U. W. (2022). Task ambiguity and academic procrastination: An experience sampling approach. Learning and Instruction, 81, Article 101595. https://doi.org/10.1016/j.learninstruc.2022.101595
  • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187. https://doi.org/10.1037/0022-0663.95.1.179
  • Yang, X., Liu, R.-D., Ding, Y., Hong, W., & Jiang, S. (2023). The relations between academic procrastination and self-esteem in adolescents: A longitudinal study. Current Psychology, 42(9), 7534–7548. https://doi.org/10.1007/s12144-021-02075-x
  • Zografakis, N., Menegaki, A. N., & Tsagarakis, K. P. (2008). Effective education for energy efficiency. Energy Policy, 36(8), 3226–3232. https://doi.org/10.1016/j.enpol.2008.04.021