Στρατηγικές Ανάπτυξης του Χιούμορ στην Παιδική Ποίηση του Ζαχαρία Παπαντωνίου (1877-1940)

The research is about what strategies of developing humor are used in children’s literature. Ιt is presented what tools of developing humor Zacharias Papantoniou makes use of his poetic collection entitled: Τα Χελιδόνια, Ποιήματα για παιδιά (The Swallows, Poems for children), 1920. The content analysis revealed that Papantoniou makes use mainly of personification and satire as strategies of developing humor. Papantoniou develops acoustic and optical pictures to convey his messages to young readers. These pictures help children to understand his sense of humor better.Η εργασία διαπραγματεύεται τις στρατηγικές που χρησιμοποιούνται στην παιδική λογοτεχνία για την ανάπτυξη του χιούμορ. Συγκεκριμένα περιγράφονται τα εργαλεία που εφαρμόζονται από τον Ζαχαρία Παπαντωνίου στην παιδική ποιητική συλλογή του Τα Χελιδόνια, Ποιήματα για παιδιά (1920). Η ανάλυση περιεχομένου αποκάλυψε, ότι χρησιμοποιούνται κυρίως η προσωποποίηση και η σάτιρα ως στρατηγικές ανάπτυξης του χιούμορ. Παράλληλα αναπτύσσονται οπτικές και ακουστικές εικόνες για την περαιτέρω κατανόηση του χιούμορ από τα παιδιά

Opvattingen, interesses en lespraktijken van leerkrachten in educatie voor duurzame ontwikkeling

Modern societies have been strongly confronted with a range of environmental and social issues. Policy- makers, youth, as well as research urge for escalating our efforts towards a more sustainable society. Sustainable Development (SD) focuses on improving the quality of environment and quality of life via an equitable economic growth. To achieve Sustainable Development, we need to undertake actions in order to cope with Sustainable Development challenges. Education for Sustainable Development (ESD) has the potential to help students, as the future adults, to develop their action- competence towards Sustainable Development issues. Especially, the instructional practices in ESD teaching, which the teachers apply in class, play herein an important role. Teachers’ beliefs and interest in ESD instructional practices have an influence on teachers’ ESD instructional practices. By investigating teachers’ ESD instructional practices as well as related beliefs and interests, this thesis sheds light on their interrelatedness. Potential inconsistencies among teachers’ ESD instructional practices, beliefs and interests will indicate the need for future research on potential barriers. Study 1 (Chapter 2) provides a conceptual framework about the instructional practices that teachers should apply in their ESD teaching so as their students develop action-competence towards SD issues. Our literature review resulted in the Holism- Pluralism- Action- orientation in ESD framework (HPAESD). Based on the HPAESD framework, we develop and validate two instruments to measure Flemish elementary and secondary school teachers’ holistic, pluralistic and action-oriented instructional practices in ESD and their related beliefs and interests. In study (Chapter 2), we describe the process followed for the development of the Holism-Pluralism in ESD- Questionnaire (HPESD- Q), which consists of the Instructional Beliefs Scales and Instructional Practices Scales. The HPESD-Q measures in a valid and reliable way Flemish teachers’ holistic and pluralistic ESD instructional beliefs and instructional practices. Study 3 (Chapter 4) describes our vignette survey methodology to measure Flemish teachers’ action-oriented instructional practices in ESD and their related interests. We find that teachers are little interested in action-orientation and that only a small group of them apply action-oriented instructional practices in their ESD teaching. In the fourth and last study (Chapter 5), we link all the three components of the HPAESD framework. Using cluster techniques, we distinguish two teachers’ ESD teaching profiles: the lower ESD practice-oriented teachers and the higher ESD practice-oriented teachers. Although both groups may have a wide range of holistic and pluralistic instructional beliefs, the first one is interested in action-orientation while the second one not. The main difference among these groups of teachers is that the higher ESD action- oriented instructional practices apply holistic, pluralistic and action-oriented practices more often. This thesis gives new insights as to how teachers think and act regarding their teaching in relation to SD issues. It reveals that there is a gap between teachers’ (a) instructional beliefs and practices, (b) instructional practices and related interest as well as (c) instructional beliefs and interests. This finding should be interpreted as a call for further investigation on factors that influence the enactment of teachers ESD instructional beliefs and interests into practice or factors. Exploring teachers’ ESD teaching profiles offers opportunities to ESD researchers to examine factors at teacher, school or context level.

Development and validation of a questionnaire on teachers' instructional beliefs and practices in education for sustainable development

Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster studentsu8217 competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachersu8217 instructional beliefs and their instructional practices in ESD. The development process includes a survey to choose participants for interviews, review from an expert team, cognitive testing, pilot-testing and the main-run study. Confirmatory factor analysis, reliability and intercorrelations analysis were applied in the validation process. The final version of the HPESD- Q consists of the Instructional Beliefs scales and the Instructional Practices scales. Both have good fit-of-goodness indicators (CLI = .992, TLI = .9891, RMSEA = .030 and CLI = .984, TLI = .980, RMSEA = .043, respectively). The Cronbachu8217s 0 to .97, indicating good internal consistency, while the intercorrelations indicate good discriminant validity. The results indicate the potential of the questionnaire for research and practice in ESD

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verschaffel and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be effective in cultivating students’ action competence. This paper presents first the Action-oriented ESD framework. This framework consists of five components: (a) action-taking, b) students’ leadership in their learning and teaching, c) peer interaction, (d) community involvement and e) interdisciplinarity. We then integrate the Action-oriented ESD framework with Holism and Pluralism into the Holism-Pluralism-Action-orientation in the ESD framework. Integrating holistic, pluralistic as well as action-oriented teaching in ESD is highly important in theoretical discussion as well as in instructional design. The Holism-Pluralism-Action-orientation ESD framework addresses the lack of an integrated conceptual framework in the field of ESD. This framework is motivated by a growing consensus on the importance of these three approaches in ESD teaching. The Holism-Pluralism-Action-orientation in ESD Framework is based on more than three decades of efforts to define knowledge on Environmental Education/Education for Sustainable Development teaching and on the rich and growing body of research on effective ESD teaching