Introducing a fifth pedagogy: Experience-based strategies for facilitating learning in natural environments

Educators have identified four categories of 'productive pedagogies' that are considered to lead to authentic student engagement and learning in the classroom. This study was designed to explore and extend these pedagogies in the context of learning in natural environments, in particular, through the programmes of Queensland environmental education centres. In-depth interview and observation data were collected from students, classroom teachers and centre teachers who had participated in 12 environmental education programmes across Queensland, in order to identify the strategies that are most effective in facilitating learning in the natural environment. A fifth productive pedagogy category, 'experience-based learning', is proposed. Experience-based learning is particularly important in addressing students' environmental attitudes and actions. The implications for the delivery of environmental education programmes both within and outside the classroom are discussed

Pedagogies of critique : struggling with what and how to think

No abstract available

The Boundary-spanning Role of Democratic Learning Communities: Implementing the IDEALS

This multi-case study investigates characteristics and practices in schools that expand the traditional boundaries of school leadership and transform schools into democratic learning communities based on the level of implementation of the IDEALS framework. This investigation serves as a modus to illuminate democratic processes that change schools and address the needs of the students, not the needs of the adults in the system. A sample of five purposefully selected high schools, from the Midwest USA, was utilized. The schools serve Grade 9—12 students, but vary in size, residential area and socioeconomic status of the students. This study illuminates some of the challenges and strategies that facilitate or impede the process of creating more democratic schools that expand the boundaries of inquiry and discourse to include a broader range of community stakeholders and that respect and embrace issues of equity.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

MODELS OF SUCCESSFUL PRINCIPAL LEADERSHIP: VICTORIAN CASE STUDIES

B1 - Chapter in Research Book