Building Environmental Education Capacity In Classrooms And Schools, Linda Sue Thomas

The Dissertation-in-Practice at Western University

Abstract

There is growing global acknowledgement that our planet is facing an imminent environmental crisis (Kensler, 2012; Kensler & Uline, 2017). Issues such as climate change, loss of biodiversities, water quality, the impact of long term fossil fuel use and single use plastics are compelling countries around the world to calls for action. In the education sector, there is an increasing recognition that raising awareness of environmental issues needs to begin in the schools where students will learn about the impact of individual choices on our environment. Research has shown that environmental education programs in schools have a positive influence …

Differentiated Induction: An Enhanced Model For The New Teacher Induction Program, Terri Jackson

The Dissertation-in-Practice at Western University

The Ontario Ministry of Education established the New Teacher Induction Program (NTIP) in 2006 to facilitate a smoother transition into the teaching profession for beginning teachers. This program intends to provide another full year of training and support to beginning teachers. The components of NTIP are: (a) a system orientation; (b) peer mentorship; and (c) targeted professional learning opportunities. Through the provision of differentiated professional learning communities and enhanced mentoring opportunities, this Organizational Improvement Plan (OIP) revises the existing induction structure in the Tungsten Board of Education. Using an adaptive, situational leadership style, the NTIP Facilitator employs the Awareness, Desire, …

Exploring The Perceived Effects Of Student Online Sharing Of Environmental Artwork, Jocelyn Perras

Electronic Thesis and Dissertation Repository

This case study research examined the process of secondary school students creating and sharing site-specific artworks online as part of their environmental art production assignment. Student participant perceptions of the production of their place-based sculptures, as well as their palimpsest artworks, are examined within the context of interactive posting of images and commentary within a social media platform. Participants’ responses point to several critical factors in the organization and active operation of visual art assignments in which students engaged via a digital sharing site (e.g., students’ online posting needs resemble their offline communication needs). Although enthusiastic about producing environmental artwork, …