Notice bibliographique
Résumé
<p>Urban schools - any public, private, or charter school delivering formal primaryor secondary education - are key institutions in shaping vibrant and sustainable cities. Imagining such cities depends on the assumptions and ideologies of those involved in the transformation of urban sites and on moving beyond perceiving urban schools as problematic institutions (Pink and Noblit, 2007). Globally, a steady process of urbanization results from migration from rural and conflict areas. This trend points to the urgent need to develop programs-including environmental education-that target schools as pivotal in serving diverse, translocated, and often marginalized students. Such urban environmental education can also empower those who live in challenging circumstances to work togetherto improve social-ecological well-being and foster "citizens that are informed and motivated to live more sustainably, be responsible stewards of the environment, and help ensure future generations' quality of life" (Alberta Council for Environmental Education, 2015).</p><p>A variety of programs that encourage student engagement in environmental initiatives have supported schools worldwide. Two foremost international initiatives are the Eco-Schools program established in Europe in 1992 and the Green Schools Alliance introduced in the United States in 2007. They provide environmental education programs and environmental management systems for school facilities and grounds, and they award schemes that promote and acknowledge actions for the environment and transitioning toward sustainability. Further, United Nations Agenda 21 acknowledges local jurisdictions as being best positioned to tailor programs to the individual needs of schools and communities. </p><p>In this chapter we build on the definition of urban environmental education as "any environmental education that occurs in cities" (Russ and Krasny, 2015, p. 12) by acknowledging the importance of overarching curricular goals set by formal educational institutions. The following sections present "socioecological refrains" adapted from Knowlton Cockett (2013), which incorporate stewardship, pedagogy, interrelationships, and heritage and which highlight the role schools can play in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through ( 1) the use of the local environment to stimulate learning, (2) the development of curriculaand pedagogies that embrace the development of sustainable cities, and (3) the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain illustrate these refrains, as well as show how schools are engaged more broadly in green school initiatives. </p>
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,009 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».