Citations (84)
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Julia Gracia, Jerónimo Torres-Porras & Jorge Alcántara-Manzanares. (2024) Overview of the implementation of a 30-year programme on environmental and sustainability education in Spain. Environmental Education Research 30:2, pages 265-282.
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Neus (Snowy) Evans, Hilary J. Inwood, Beth Christie & Emiko Newman. (2023) Exploring conceptions of sustainability education in initial teacher education: Perspectives from Australia, Canada and Scotland. The Journal of Environmental Education 54:6, pages 371-385.
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Stephen Pratama. (2022) Teachers’ narratives about the possibility to teach controversial history of the 1965 affair in Indonesia. British Journal of Sociology of Education 43:6, pages 898-915.
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Eva Lundqvist & Malena Lidar. (2021) Functional coordination between present teaching and policy reform in Swedish science education. Education Inquiry 12:2, pages 163-182.
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Li-Ching Ho. (2021) ‘Our students do not get that equal chance’: teachers’ perspectives of meritocracy. Cambridge Journal of Education 51:2, pages 173-193.
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Jan Cincera, Bruce Johnson & Roman Kroufek. (2020) Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education 50:6, pages 729-745.
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Noam Zaradez, Rakefet Sela-Sheffy & Tali Tal. (2020) The identity work of environmental education teachers in Israel. Environmental Education Research 26:6, pages 812-829.
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Paul Vare. (2020) Beyond the ‘green bling’: Identifying contradictions encountered in school sustainability programmes and teachers’ responses to them. Environmental Education Research 26:1, pages 61-80.
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Tuomas Aivelo & Anna Uitto. (2019) Teachers’ choice of content and consideration of controversial and sensitive issues in teaching of secondary school genetics. International Journal of Science Education 41:18, pages 2716-2735.
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Verena Spatz, Thomas Wilhelm, Martin Hopf, Christine Waltner & Hartmut Wiesner. (2019) Teachers Using a Novel Curriculum on an Introduction to Newtonian Mechanics: The Effects of a Short-Term Professional Development Program. Journal of Science Teacher Education 30:2, pages 159-178.
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Essi Aarnio-Linnanvuori. (2019) How do teachers perceive environmental responsibility?. Environmental Education Research 25:1, pages 46-61.
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Scott A. Morrison. (2018) Everyday environmental education: five practices of ecologically minded teachers. Environmental Education Research 24:11, pages 1527-1545.
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Mohaeka Raselimo. (2017) Situating the Lesotho secondary school geography in curriculum relevance debate. International Research in Geographical and Environmental Education 26:2, pages 121-134.
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Tricia Seow & Li-Ching Ho. (2016) Singapore teachers’ beliefs about the purpose of climate change education and student readiness to handle controversy. International Research in Geographical and Environmental Education 25:4, pages 358-371.
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Jennifer Barrett-Tatum & Caitlin McMunn Dooley. (2015) From Idealized to Actualized Instruction: Two Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts. Literacy Research and Instruction 54:4, pages 257-284.
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Fer Coenders & Cees Terlouw. (2015) A Model for In-service Teacher Learning in the Context of an Innovation. Journal of Science Teacher Education 26:5, pages 451-470.
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Li-Ching Ho & Tricia Seow. (2015) Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools. Theory & Research in Social Education 43:3, pages 314-344.
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Angela Choi Fung Tam. (2015) Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments. Compare: A Journal of Comparative and International Education 45:3, pages 422-444.
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Angela Choi Fung Tam. (2015) The role of a professional learning community in teacher change: a perspective from beliefs and practices. Teachers and Teaching 21:1, pages 22-43.
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Jim Ryder. (2015) Being professional: accountability and authority in teachers’ responses to science curriculum reform. Studies in Science Education 51:1, pages 87-120.
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Bhawna Chowdhary, Xiufeng Liu, Randy Yerrick, Erica Smith & Brooke Grant. (2014) Examining Science Teachers’ Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices. Journal of Science Teacher Education 25:8, pages 865-884.
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Lijuan Wang. (2014) Teaching perspectives of pre-service physical education teachers: the Shanghai experience. Physical Education and Sport Pedagogy 19:5, pages 451-465.
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Mohaeka Raselimo. (2014) Integration of environmental education into geography lessons: is there change in school geography following the LEESP intervention?. South African Geographical Journal 96:2, pages 119-133.
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Kerry Shephard & Mary Furnari. (2013) Exploring what university teachers think about education for sustainability. Studies in Higher Education 38:10, pages 1577-1590.
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Mohaeka Raselimo, Pat Irwin & Di Wilmot. (2013) Exploring the congruence between the Lesotho junior secondary geography curriculum and environmental education. International Research in Geographical and Environmental Education 22:4, pages 303-321.
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Elizabeth Spence, Tarah Wright & Heather Castleden. (2013) Present, Absent, or Tardy? A Study of the Barriers, Bridges, and Beliefs Concerning Environmental Education Among a Cohort of Sixth Grade Teachers in Nova Scotia. Applied Environmental Education & Communication 12:3, pages 197-206.
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Debby Cotton, Jennie Winter & Ian Bailey. (2013) Researching the hidden curriculum: intentional and unintended messages. Journal of Geography in Higher Education 37:2, pages 192-203.
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Per Sund & Per-Olof Wickman. (2011) Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions. Environmental Education Research 17:5, pages 599-624.
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CarolynS. Wallace & Mark Priestley. (2011) Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change. Journal of Curriculum Studies 43:3, pages 357-381.
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Seyoung Hwang. (2011) Narrative Inquiry for Science Education: Teachers’ repertoire‐making in the case of environmental curriculum. International Journal of Science Education 33:6, pages 797-816.
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Aikaterini Klonari, Anastasia Dalaka & Theodora Petanidou. (2011) How evident is the apparent? Students’ and teachers’ perceptions of the terraced landscape. International Research in Geographical and Environmental Education 20:1, pages 5-20.
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Jaana Seikkula‐Leino. (2011) The implementation of entrepreneurship education through curriculum reform in Finnish comprehensive schools. Journal of Curriculum Studies 43:1, pages 69-85.
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MarioF. Teisl, MarkW. Anderson, CarolineL. Noblet, GeorgeK. Criner, Jonathan Rubin & Timothy Dalton. (2010) Are Environmental Professors Unbalanced? Evidence From the Field. The Journal of Environmental Education 42:2, pages 67-83.
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Talitha C. Visser, Fer G. M. Coenders, Cees Terlouw & Jules M. Pieters. (2010) Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module. Journal of Science Teacher Education 21:6, pages 623-642.
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Fer Coenders, Cees Terlouw, Sanne Dijkstra & Jules Pieters. (2010) The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study. Journal of Science Teacher Education 21:5, pages 535-557.
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Debby R.E. Cotton, Alison Stokes & Peter A. Cotton. (2010) Using Observational Methods to Research the Student Experience. Journal of Geography in Higher Education 34:3, pages 463-473.
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ChristyM. Moroye. (2009) Complementary curriculum: the work of ecologically minded teachers. Journal of Curriculum Studies 41:6, pages 789-811.
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Ahmad Qablan & Suleiman Al-Qaderi. (2009) How to Change University Faculty Members' Attitudes and Behavior in the Context of Education for Sustainable Development. Applied Environmental Education & Communication 8:3-4, pages 184-194.
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KlausG. Witz & Hyunju Lee. (2009) Science as an ideal: teachers’ orientations to science and science education reform. Journal of Curriculum Studies 41:3, pages 409-431.
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Hyunju Lee & KlausG. Witz. (2009) Science Teachers' Inspiration for Teaching Socio‐scientific Issues: Disconnection with reform efforts. International Journal of Science Education 31:7, pages 931-960.
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Soren Breiting. (2009) Issues for environmental education and ESD research development: looking ahead from WEEC 2007 in Durban. Environmental Education Research 15:2, pages 199-207.
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Fer Coenders, Cees Terlouw & Sanne Dijkstra. (2008) Assessing Teachers’ Beliefs to Facilitate the Transition to a New Chemistry Curriculum: What Do the Teachers Want?. Journal of Science Teacher Education 19:4, pages 317-335.
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Hamish Ross. (2007) Environment in the curriculum: representation and development in the Scottish physical and social sciences. Journal of Curriculum Studies 39:6, pages 659-677.
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DeborahR. E. Cotton. (2006) Teaching controversial environmental issues: neutrality and balance in the reality of the classroom. Educational Research 48:2, pages 223-241.
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Ellen Field, Gia Spiropoulos, Anh Thu Nguyen & Rupinder K. Grewal. (2023) Climate Change Education within Canada’s Regional Curricula: A Systematic Review of Gaps and Opportunities. Canadian Journal of Educational Administration and Policy:202, pages 155-184.
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Noelia Pérez-Rodríguez, Nicolás de-Alba-Fernández & Elisa Navarro-Medina. (2022) University and challenge of citizenship education. Professors’ conceptions in training. Frontiers in Education 7.
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Zofia Chyleńska, Eliza Rybska, Sylwia Jaskulska, Maciej Błaszak & Barbara Jankowiak. (2022) How about the Attitudes towards Nature? Analysis of the Nature and Biology Primary School Education Curricula in Poland. Sustainability 14:18, pages 11173.
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