Ecological footprinting: its potential as a tool for change in preservice teacher education

References

• Åkerlind, G. 2005. “Variation and commonality in phenomenographic research methods.” Higher Education Research and Development 24(4): 321–334.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority. 2011. Cross-curriculum priorities. http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html.
   Google Scholar
• Australian Government. 2009. Living sustainably: The Australian Government’s national action plan for education for sustainability. Canberra: Department of the Environment, Water, Heritage and the Arts.
   Google Scholar
• Barrett, J., R. Birch, N. Cherrett, and C. Simmons. 2004. An analysis of the policy and education applications of the ecological footprint. Stockholm: Stockholm Environment Institute.
   Google Scholar
• Bjorneloo, I., and E. Nyberg, eds. 2007. Drivers and barriers for implementing learning for sustainable development in pre-school through upper secondary and teacher education. Education for sustainable development in action. Technical Paper N°4, UNESCO: Paris.
   Google Scholar
• Chesterman, M. 2008. Eco footprint. Brisbane: Queensland University of Technology.
   Google Scholar
• Clandinin, D. J., C. A. Downey, and J. Huber. 2009. “Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators.” Asia-Pacific Journal of Teacher Education 37(2): 141–154.
   Web of Science ®Google Scholar
• Cordero, E., A. Todd, and D. Abellera. 2008. “Climate change education and the ecological footprint.” Bulletin of the American Meteorological Society 37(2): 865–872.
   Web of Science ®Google Scholar
• Cortese, A. 2003. “The critical role of higher education in creating a sustainable future.” Planning for Higher Education. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author 31(3): 15–22.
   Google Scholar
• Creswell, J. 2005. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Davis, J. 2010a. “What is early childhood education for sustainability?” In Young children and the environment: Early education for sustainability, edited by J. Davis, 21–42. Melbourne: Cambridge University Press.
   Google Scholar
• Davis, J. 2010b. “Introduction.” In Young children and the environment: Early education for sustainability, edited by J. Davis, 1–17. Melbourne: Cambridge University Press.
   Google Scholar
• Handbook of qualitative research 3rd ed. Denzin N. Lincoln Y. Sage Thousand Oaks CA 2005.
   Google Scholar
• Edwards, S., and A. Cutter-Mackenzie. 2011. “Environmentalising early childhood education curriculum through pedagogies of play.” Australasian Journal of Early Childhood 36(1): 51–59.
   Web of Science ®Google Scholar
• Environmental Protection Agency Victoria (EPA). 2005. The ecological footprint of Victoria: Assessing Victoria’s demand on nature. Melbourne: EPA Victoria.
   Google Scholar
• Ferreira, J., and J. Davis. 2010. “Creating deep and broad change through research and systems approaches in early childhood education for sustainability.” In Young children and the environment: Early education for sustainability, edited by J. Davis, 273–291. Melbourne: Cambridge University Press.
   Google Scholar
• Ferreira, J., L. Ryan, and D. Tilbury. 2007. “Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models.” Journal of Education for Teaching 33(2): 225–239.
   Google Scholar
• Ferreira, J., E. Ryan, J. Davis, M. Cavanagh, and J. Thomas. 2009. Mainstreaming sustainability in pre-service teacher education in Australia. Canberra: DEWHA and ARIES.
   Google Scholar
• Fiala, N. 2008. “Measuring sustainability: Why the ecological footprint is bad economics and bad environmental science.” Ecological Economics 33(67): 519–525.
   Web of Science ®Google Scholar
• Flint, K. 2001. “Institutional footprint analysis: A case study of the University of Newcastle Australia.” International Journal of Sustainability in Higher Education 2(1): 48–62.
   Google Scholar
• Haberl, H., M. Wackernagel, and T. Wrbka. 2004. “Land use and sustainability indicators.” Land Use Policy 21: 193–198.
   Web of Science ®Google Scholar
• Haluza-DeLay, R. 2008. “A theory of practice for social movements: Environmentalism and ecological habitus.” Mobilisation 13: 205–218.
   Web of Science ®Google Scholar
• Howarth, R. 1992. “Intergenerational justice and the chain of obligation.” Environmental Values 1: 133–140.
   Google Scholar
• Johansson, E. 2009. “The preschool child of today: The world-citizen of tomorrow?” International Journal of Early Childhood 41(2): 79–95.
   Google Scholar
• Kaplan, S. 2000. “Human nature and environmentally responsible behaviour.” Journal of Social Issues 56(3): 491–508.
   Web of Science ®Google Scholar
• Kitzes, J., and M. Wackernagel. 2009. “Answers to common questions in ecological footprint accounting.” Ecological Indicators 9: 812–817.
   Web of Science ®Google Scholar
• Lawrence, R., and C. Despres. 2004. “Futures of transdisciplinarity.” Futures 36: 397–405.
   Web of Science ®Google Scholar
• Lenzen, M., and S. A. Murray. 2001. “A modified ecological footprint method and its application to Australia.” Ecological Economics 37: 229–225.
   Web of Science ®Google Scholar
• McNichol, H., J. Davis, and K. O’Brien. 2011. An ecological footprint for an early learning centre: Identifying opportunities for early childhood sustainability education through interdisciplinary research. Environmental Education Research. doi:10.1080/13504622.2011.572161
   Google Scholar
• Mitchell, G. 1996. “Problems and fundamentals of sustainable development indicators.” Sustainable development 4: 1–11.
   Google Scholar
• Moles, B., V. Carragher, and R. O’Regan. 2008. Pilot study to develop an effective school-based EF as a CSBM Vehicle. Limerick: Centre for Environmental Research, University of Limerick.
   Google Scholar
• Paige, K., D. Lloyd, and M. Chartres. 2008. “Moving towards transdisciplinarity: An ecological sustainable focus for science and mathematics pre-service education in the primary/middle years.” Asia-Pacific Journal of Teacher Education 36(1): 19–33.
   Web of Science ®Google Scholar
• Poland, B., M. Dooris, and R. Haluza-DeLay. 2011. “Securing ‘supportive environments’ for health in the face of ecosystem collapse: Meeting the triple threat with a sociology of creative transformation.” Health Promotion International 26(S2): 202–215.
   Google Scholar
• Rees, W. E. 1996. “Revisiting carrying capacity: Area-based indicators of sustainability.” Population and Environment 17(3): 195–215.
   Web of Science ®Google Scholar
• Rickinson, M., C. Lundholm, and N. Hopwood. 2009. Environmental learning: Insights from research into the student experience. London: Springer.
   Google Scholar
• Sandberg, A., and E. Ärlemalm-Hagser. 2011. “The Swedish national curriculum: Play and learning with fundamental values in focus.” Australasian Journal of Early Childhood 36(1): 44–50.
   Web of Science ®Google Scholar
• Summers, M., G. Corney, and A. Childs. 2003. “Teaching sustainable development in primary schools: An empirical study of issues for teachers.” Environmental Education Research 9(3): 327–346.
   Google Scholar
• Tilbury, D., V. Coleman, and D. Garlick. 2005. A national review of environmental education and its contribution to sustainability in Australia: School education. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES).
   Google Scholar
• Wackernagel, M., and W. Rees. 1995. Our ecological footprint: Reducing human impact on the Earth. Gabriola Island: New Society Publishers.
   Google Scholar
• Wiedmann, T., and J. Barrett. 2010. “A review of the ecological footprint indicator: Perceptions and methods.” Sustainability 2: 1645–1693.
   Google Scholar
• Wright, S. 2012. Ways of knowing in the arts. In Children, meaning making and the arts, ed. S. Wright, 2nd ed. 1–34. Frenchs Forest: Pearson.
   Google Scholar
• Wright, E., and H. Drossman. 2002. The ecological footprint of Colorado College: An examination of sustainability. Colorado: Colorado College.
   Google Scholar
• Yavetz, B., D. Goldman, and S. Pe’er. 2009. “Environmental literacy of pre-service teachers in Israel: A comparison between students at the onset and end of their studies.” Environmental Education Research 15(4): 393–415.
   Web of Science ®Google Scholar