scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

scholarly journals A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018

2019 ◽  
Vol 11 (8) ◽  
pp. 2401 ◽  
Author(s):  
Philip Hallinger ◽  
Chatchai Chatpinyakoop
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Knowledge Base ◽  
Citation Impact ◽  
Volume Growth ◽  
Education For Sustainable Development ◽  
Reference Points ◽  
Intellectual Structure ◽  
Research Issues ◽  
Bibliometric Review

Over the last twenty years, higher education for sustainable development (HESD) has attracted increasing interest from scholars, students, and academic institutions globally. This bibliometric review of research analyzed 1459 Scopus-indexed documents related to higher education for sustainable development. The goals of the review were to document the volume, growth trajectory, and geographic distribution of the HESD literature, identify key authors, journals, and publications, analyze the intellectual structure of this knowledge base, and highlight emerging research issues. The review documented a rapidly growing knowledge base of recent vintage, mostly authored by scholars located in developed societies. Four core journals were identified, based on the volume of HESD publications and citation impact. Author co-citation analysis revealed three research clusters that underlie this knowledge base: Managing for Sustainability in Higher Education, HESD Competencies, and Implementation of HESD. This review provides a benchmark for future reviews of research on HESD, reveals the emerging intellectual structure of this inter-disciplinary field, and offers reference points for scholars entering this discipline.

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

scholarly journals Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning

2019 ◽  
Vol 13 (2) ◽  
pp. 1 ◽  
Author(s):  
Maria Ojala
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Emotion Regulation ◽  
Role Models ◽  
Empirical Studies ◽  
Emotional Awareness ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies

SammanfattningKlimatförändringarna är ett av de mest allvarliga hållbarhetsproblem som mänskligheten står inför och är en viktig del av utbildning för hållbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktär är klimatfrågan värdeladdad och även förknippad med en mängd känslor. Många människor oroar sig över klimatförändringarna och studier har visat att känslor ofta uppväcks i klassrummet då man undervisar om detta problem och andra hållbarhetsutmaningar. Syftet med denna artikel är att genom en genomgång av teorier och tidigare empiriska studier visa på att inte bara känslor utan också känslohanteringsstrategier är en viktig del av klimatundervisningen och att lärare spelar en viktig roll för om dessa strategier kommer att främja eller hindra läroprocesser inom detta område. Lärare har betydelse både genom att vara förebilder och genom hur de bemöter ungas känslor i klassrummet. I artikeln argumenteras för vikten av att inkludera främjandet av en ”kritisk känslokompetens” dels i lärarutbildningen och dels i utbildning för hållbar utveckling i skolan. Avslutningsvis ges några konkreta exempel på hur detta kan genomföras.Nyckelord: utbildning för hållbar utveckling, klimatförändringar, känslor, känslohanteringsstrategier, meningsfokuserad coping, lärandeEmotions, values and education for a sustainable future:Promoting critical emotional awareness in climate educationAbstractClimate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral/ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented.Keywords: education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning

scholarly journals Textbooks as Resources for Education for Sustainable Development: A Content Analysis

2019 ◽  
Vol 21 (1) ◽  
pp. 103-114
Author(s):  
Zhila Mohammadnia ◽  
Farzane Deliery Moghadam
Keyword(s):  
Sustainable Development ◽  
Language Learning ◽  
English Language ◽  
Education For Sustainable Development ◽  
Action Program ◽  
Textbook Series ◽  
Global Action ◽  
English Textbooks ◽  
Earth Charter

Abstract If we intend to successfully integrate Education for Sustainable Development (ESD) in the general educational programs, it is important to utilize available methods and resources. This paper argues that English Language Learning textbooks in Iran have the potential to be useful resources and a viable springboard for the implementation of ESD. For this purpose, the present study explores the content of English textbook series developed by Iranian authors through the lenses of ESD. The framework for analysis was based on UNESCO’s Earth Charter and the Roadmap for Implementing the Global Action Program on ESD. The findings reveal that the themes of sustainability are present in these English textbooks to a good extent. However, the results suggest that there must be a more even distribution of such themes throughout the series. Also, the role of the teacher as a facilitator in developing discussions around such themes is highlighted.

scholarly journals Current Knowledge on the Background, Pathophysiology and Treatment of Levodopa-Induced Dyskinesia—Literature Review

2021 ◽  
Vol 10 (19) ◽  
pp. 4377
Author(s):  
Michał Hutny ◽  
Jagoda Hofman ◽  
Aleksandra Klimkowicz-Mrowiec ◽  
Agnieszka Gorzkowska
Keyword(s):  
English Language ◽  
Search Strategy ◽  
Current Knowledge ◽  
The Past ◽  
Current State ◽  
The Subject ◽  
Remedial Strategies ◽  
Primary Drug ◽  
Language Literature ◽  
Deep Brain

Levodopa remains the primary drug for controlling motor symptoms in Parkinson’s disease through the whole course, but over time, complications develop in the form of dyskinesias, which gradually become more frequent and severe. These abnormal, involuntary, hyperkinetic movements are mainly characteristic of the ON phase and are triggered by excess exogenous levodopa. They may also occur during the OFF phase, or in both phases. Over the past 10 years, the issue of levodopa-induced dyskinesia has been the subject of research into both the substrate of this pathology and potential remedial strategies. The purpose of the present study was to review the results of recent research on the background and treatment of dyskinesia. To this end, databases were reviewed using a search strategy that included both relevant keywords related to the topic and appropriate filters to limit results to English language literature published since 2010. Based on the selected papers, the current state of knowledge on the morphological, functional, genetic and clinical features of levodopa-induced dyskinesia, as well as pharmacological, genetic treatment and other therapies such as deep brain stimulation, are described.

scholarly journals Greening of higher education in the Republic of Serbia

Envigogika ◽  
2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Vesna Nikolić ◽  
Jelena Ranitović ◽  
Slobodan Milutinović
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Protection ◽  
Professional Education ◽  
English Language ◽  
Environmental Problems ◽  
Education For Sustainable Development ◽  
Integrative Approach ◽  
New Paradigm ◽  
The Republic

Nowadays, Serbia is not at a satisfactory level of sustainability due to the well known events that occurred within the past two decades. According to the European Commission, environmental protection is an area in whichSerbiawill have to give its maximum effort to fully meet European standards and the requirements of sustainable development in the future. Poor water quality in some parts of the country, undeveloped systems for waste collection and recycling, illegal dumps, and industrial pollution are some  of the environmental problems affecting the Republic of Serbia. These findings encouraged the authors of the paper to focus on the environmental problems as a dimension of education for sustainable development in Serbian higher education.Regulatory frameworks of higher education and education for sustainable development in theRepublicofSerbiaare presented in the first part of the paper. The second part deals with observations on current staff development within professional education centres, where their abilities to work in the field of environmental protection are discussed. In the third part, an analysis of an autonomous and integrative approach to the environmental safety education is done, and the need and importance of greening higher education curriculum, as the new paradigm in the educational system, is emphasized.In this regard, an analysis of present ecological ideas and content in the syllabus of English language, which is one of the most common courses at Serbian faculties, and which is particularly important in response to the challenges of globalization, knowledge flow, international scientific research and mobility, is performed.Finally, as part of the authors’ concluding remarks, improvements related to the period before the reform of higher education and adoption of a national strategy for sustainable development, are presented. Also, their basic weaknesses and difficulties are described. New directions of the education for environmental protection in higher education, as well as the importance of training higher education lecturers in this area, are shown.

scholarly journals Issues, Challenges, and Future Directions for Multilingual Assessment

2020 ◽  
Vol 11 (6) ◽  
pp. 914
Author(s):  
Yangting Wang ◽  
Shikun Li
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Future Directions ◽  
The Past ◽  
Diverse Backgrounds ◽  
Research Gap ◽  
K 12

Multilingual teaching and learning practices are often implemented in K-12 classrooms. However, issues related to multilingual assessment are rarely investigated. With the growing population of multilingual learners in the classroom, there is a great need to understand what multilingual assessment is and how to assess students who come from culturally and linguistically diverse backgrounds. The current study attempts to fill the research gap by reviewing the assessment literature over the past 15 years on multilingualism. We summarize and synthesize three main themes: 1) issues related to multilingualism, 2) difficulties, and challenges of multilingual assessment, and 3) approaches to assessment for multilingualism. We further divide the third theme into five subcategories: ideological shift, new ways of measuring English language proficiency, translanguaging-based assessment, dynamic assessment, as well as incorporating qualitative research. The study introduced the challenges of implementing multilingual assessment, offers an overview of the different approaches, and calls for more work to be conducted using the approaches.

The knowledge base of Chinese as a second language teaching in K-12 settings

2018 ◽  
Vol 53 (3) ◽  
pp. 295-307
Author(s):  
Ziyi Geng ◽  
John Murphy
Keyword(s):  
Second Language ◽  
Knowledge Base ◽  
Current Knowledge ◽  
Teacher Cognition ◽  
Future Research ◽  
Language Teacher ◽  
Content Type ◽  
Language Pedagogy ◽  
Current Knowledge Base ◽  
K 12

Abstract The field of teaching Chinese as a second language (CSL) is expanding and growing in importance worldwide. Related fields, such as Chinese language pedagogy, language policy, and the acquisition of Chinese as a second language, are attracting increased attention in research. However, research into K-12 CSL teacher cognition (what teachers know, think, and believe) has been very limited. It has been reported that more understanding of language teacher cognition has significant impacts on the development of teacher training and professional development programs (Borg, 2015; Kubanyiova & Feryok, 2015). Many aspects of CSL teacher cognition are underexplored when compared with language teacher cognition research in general and K-12 language teacher cognition research specifically. This article reviews current theoretical and empirical research into language teacher cognition with a particular focus on existing studies in the field of CSL teaching in the context of K-12 education. The purposes of the review article are (1) to document the current knowledge base of CSL teaching, and (2) to discuss current gaps in and future directions of teacher cognition research in this area. It first discusses general theories and research concerning second language teacher cognition within current research paradigms, and then provides a review of CSL teacher cognition research. Finally, it reviews pressing issues and suggests directions for future research in K-12 Chinese teacher cognition.

Praktische Theologie angesichts der ökologischen Krise

2021 ◽  
Vol 25 (2) ◽  
pp. 299-322
Author(s):  
Christian Höger
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
Empirical Studies ◽  
Roman Catholic ◽  
Education For Sustainable Development ◽  
Ecological Crisis ◽  
Planetary Boundaries ◽  
Ecological Awareness ◽  
Practical Theological

Abstract This article clarifies essential concepts and describes what the actual ecological crisis is about, based on the model of planetary boundaries from Stockholm University. Thereupon it is explained to what an extent the perception of this crisis has increased in statements by the Roman Catholic and Lutheran Churches. How the ecological crisis is mirrored in substantial practical theological publications is demonstrated in an overview on the basis of three pertinent monographs on religious education. Then the focus lies on the resulting task of Education for Sustainable Development and on the question of its potential religious contours. Furthermore, relevant empirical studies on ecological awareness and education are presented.

scholarly journals A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5’s K-16 Trajectories

2012 ◽  
Vol 29 ◽  
pp. 1 ◽  
Author(s):  
Bruce Garnett
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Relevant Literature ◽  
Policy Implications ◽  
Generation 1.5 ◽  
Empirical Literature ◽  
Academic Trajectories ◽  
Ethnocultural Groups ◽  
K 12

Little empirical research has ever systematically documented the academic trajectories of Generation 1.5 in Canadian schools. Indeed, this label has not even been used to define the population of interest in the studies reviewed here. Nonetheless, some earlier work, along with more current studies made possible by recent availability of data, has created a small blossoming of relevant literature that might now be critically synthesized. Therefore, this report synthesizes 17 available largescale Canadian empirical studies that examine the outcomes and trajectories of immigrant youth in Canadian K-12 schools and university. Despite differences in variables across the studies, this article finds that school outcomes vary predictably among ethnocultural groups and by English-language proficiency. It also finds that the role of socioeconomic status in explaining these differences is not yet clear. It appears that some immigrant groups are underserved and that teachers may be underprepared for classrooms of linguistic and ethnocultural diversity. Policy implications and further research directions are discussed.

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