The Learning Garden: Ecology, Teaching, and Transformation by V. Gaylie
Bibliographic record
Abstract
As teacher educators and lifelong environmentalists, we come to The Learning Garden from North American and Australian perspectives in science and social studies education, professional learning, and sustainability education.Gaylie's book situates preservice teacher learning in a garden, and the goal of the narrative style employed throughout the book is to be both informational and inspirational.The book is successful on both counts.Like many teachers, we have had a tendency to see ourselves as controllers of both the relationship and knowledge passed between us and our students.Gaylie shows that by changing the context of our learning spaces, teachers can learn to cede this control and learn with their students: a significant change to the traditional relationship between teachers and students.She emphasizes that through stopping and slowing down, "A garden has the power to translate complex theory into practice" (p.38).Further, drawing on the students' wisdom and that of the land itself means that theoretical understandings about learning can be aired and interwoven into the fabric of the learning community.Narratives in The Learning Garden are based on philosophies of outdoor and experiential learning where students can engage "hands, heart and head" (p.12).This particular project began with a weedy, disused piece of land at the edge of the Okanagan campus of the University of British Columbia, and a stewardship committee of teacher education students who took a course in environmental education and engaged in the work of collective decisionmaking to decide how to nurture the land.Gaylie draws on questions asked earlier by Wendell Berry such as, "What is here?What will nature permit us to Wendy Nielsen is a science educator with many years of classroom science teaching experience in British Columbia, now working in Australia.In her current position as a lecturer in science education, she co-teaches education for sustainable development with Peter Andersen and teaches science methods subjects in the Faculty of Education.Research interests include teacher development through culturally responsive and community-based pedagogy, communities of practice for teacher learning, using technology to support science teaching and learning, and metacognition in science learning.Peter Andersen is a secondary teacher with many years of teaching experience who is currently a doctoral candidate and lecturer in the Faculty of Education.His dissertation research explores how children's learning about environmental issues in school is consequential for family discussions and the possibility for intergenerational influence and behavior change in their homes and communities.His research will advance understanding of the implications of school-based efforts to promote environmental stewardship.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".