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Due to the increasing trend of international interest in education for climate change and the environment, there has been an increase of research in the area. There is a current question on what the best methods and tools are for integrating climate change education and sustainability into school programs. These educational methods can create the development of effective responses, attitudes, and behaviors to adapt to climate change. Empirical and conceptual models must be explored to help those interested in learning and teaching environmental education and climate change and adding it to modern school curriculum. The Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability produces innovative approaches, methods, and ideas in education for climate change, environment strategies, and sustainability along with the development of curriculum and strategies for sustainable development goals. The chapters encompass multiple disciplines such as geology, geography, remote sensing, geographic information systems, environmental science, and environmental engineering. This book is ideal for in-service and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in educational strategies and curriculum for climate change and sustainability.
This timely collection surveys and critiques studies of environmental and sustainability education (ESE) policy since the mid-1990s. The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings. Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more. In addition, introductory commentary from the editors traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. Throughout the collection, contributions illustrate how researchers might reimagine and reinvigorate policy research on ESE, including how working with other fields and diverse perspectives, ideas and expertise will aid the cross-fertilisation of a complex terrain of ideas, policy and practice. This book is based on a special issue of Environmental Education Research.
Today's students will face the unprecedented challenges of a rapidly warming world, including emerging diseases, food shortages, drought, and waterlogged cities. How do we prepare 9.5 billion people for life in the Anthropocene, to thrive in this uncharted and more chaotic future? Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. EarthEd will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders.
"This book addresses gaps in the understanding of green education and offers educators meaningful and comprehensive examples of environmental and sustainability education in the Pre-K through secondary grade levels"--
In recent years more cultural institutions in hot and humid climates have been installing air-conditioning systems to protect their collections and provide comfort for both employees and visitors. This practice, however, can pose complications, including problems of installation and maintenance as well as structural damage to buildings, while failing to provide collections with a viable conservation environment. This volume offers hands-on guidance to the specific challenges involved in conserving cultural heritage in hot and humid climates. Initial chapters present scientific and geographic overviews of these climates, outline risk-based classifications for environmental control, and discuss related issues of human health and comfort. The authors then describe climate management strategies that offer effective and reliable alternatives to conventional air-conditioning systems and that require minimal intervention to the historic fabric of buildings that house collections. The book concludes with seven case studies of successful climate improvement projects undertaken by the Getty Conservation Institute in collaboration with cultural institutions around the world. Appendixes include a unit conversion table, a glossary, and a full bibliography. This book is an essential tool for cultural heritage conservators and museum curators, as well as other professionals involved in the design, construction, and maintenance of museums and other buildings housing cultural heritage collections in hot and humid climates. “It is absolutely right that conservation be in step with the socio-political context surrounding environmen­tally sound approaches. This text does that, and does it well. The authors have, admirably, been awarded the 2016 Prose Award for Environmental Science, and they are to be congratulated for producing a text that is seen as having an impact outside of the conservation sphere. The technical theory that underpins the text is accessible, and the solutions borne out through the case studies do present as being admirably pragmatic.”— Journal of the Institute of Conservation
This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.