The impact of development education and education for sustainable development interventions: a synthesis of the research
The impact of development education and education for sustainable development interventions: a synthesis of the research
复制标题
发展教育和可持续发展教育干预措施的影响：研究综述
DOI：
10.1080/13504622.2017.1392484
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
M. Liddy
中科院分区：
文献类型：
--
作者：
J. O’Flaherty;M. Liddy
联合国提出的可持续发展目标主张所有学习者都能获得促进可持续发展所需的知识和技能。发展教育、可持续发展教育和全球公民教育都是经过深思熟虑的教育干预措施，它们都涉及全球正义和可持续性问题。目前的研究继续扩大我们对该领域的理解，但没有最近的文献综述解决这些教育干预的影响。因此，本文的目的是研究意向发展教育、可持续发展教育和全球公民教育的影响。我们根据特定的纳入标准审查了243篇摘要：Scopus 127篇，ERIC 101篇，EBSCO 15篇。在这些摘要中，99篇符合纳入标准并进行了双重审查，排除了进一步的研究。在最后列入审查的44篇论文中，26篇侧重于可持续发展教育或环境教育主题，12篇通过发展教育或全球公民身份在内容上面向全球，6篇是跨文化教育干预。在本文中，我们概述了使用的学习评估措施，回顾了对学习者影响的证据，并解决了审查中出现的一些方法和教学问题。
Abstract The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review.
[书评]长轮光夫，《Hyonden Görzen》，青文社，2012
DOI：
--
发表时间：
2012
期刊：
ロシア思想史研究
影响因子：
--
作者：
Fumiyo Kita;Yuki Shibata;Tohru Yorifuji;Tatsutoshi Nakahata;Junichi Kawakami;and Koji Kawakami;仙石学;須藤陽子;豊崎七絵;Он ОЯ;Masahiro Fujita & Yoshinori Okada;山本哲生;川上浩司;今井照;松本哲治;名取良太;増田幸弘;仙石学;大矢 温
通讯作者：
大矢 温