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Article
Publication date: 3 June 2020

Timothy G. Thomas

This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to…

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Abstract

Purpose

This paper aims to present the case of a semester-long study-abroad education class in Italy. This course explored place-based methods that classroom teachers (K-12) might use to connect students’ outdoor surroundings to extend the lessons they learn in school about environmental sustainability. The experience of the university instructor and students outlined in this paper highlights the promise of place-based education to provide a potent approach for conveying principles of education for sustainable development (ESD).

Design/methodology/approach

An American university course enacted the approaches of place-based education and learning outdoors (harnessing student curiosity, building community partnerships, etc.) to investigate the natural and civic systems at work in the city of Florence. The participants deepened their understanding about the natural environment, economic health and well-being of inhabitants and compared the findings about local sustainable resource management to international settings. Through a deliberate practice framework, the students designed classroom lessons.

Findings

This discussion of university students’ work in an education course illuminates the possibilities for place-based applications in elementary and secondary schools. The pedagogical principles applied in this course also highlight the multidisciplinary strengths of ESD.

Originality/value

This paper provides an inside look at choices educators must make to provide relevance in classrooms, to connect the curriculum content that is standardized by governments with the systemic dilemmas that challenge communities. The author details the pedestrian topics that the university students examined during the semester. These lessons show that place-based inquiry situated in the outdoors can present clear lessons about sustainable development. An international comparative perspective can enhance learners’ perspectives about local surroundings.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 5
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 June 2002

Norm Medeiros

This article reviews presentations given at the 2001 International Conference on Dublin Core and Metadata Applications. It discusses the recent RDF/XML expressions proposed by the…

141

Abstract

This article reviews presentations given at the 2001 International Conference on Dublin Core and Metadata Applications. It discusses the recent RDF/XML expressions proposed by the Dublin Core Metadata Initiative. The article concludes by reviewing sessions that took place at the 2002 ALA Midwinter meetings.

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OCLC Systems & Services: International digital library perspectives, vol. 18 no. 2
Type: Research Article
ISSN: 1065-075X

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Book part
Publication date: 4 December 2023

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Issues Around Violence in Schools
Type: Book
ISBN: 978-1-83797-624-9

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Publication date: 12 May 2022

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Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80262-738-1

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Publication date: 12 December 2022

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80382-727-8

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Book part
Publication date: 2 December 2021

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80071-702-2

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Book part
Publication date: 27 October 2016

Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…

Abstract

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

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Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78560-973-2

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Book part
Publication date: 14 December 2023

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Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83797-172-5

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Publication date: 28 April 2021

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The Next Big Thing in Learning and Behavioral Disabilities
Type: Book
ISBN: 978-1-80071-749-7

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Book part
Publication date: 22 May 2013

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Evidence-Based Practices
Type: Book
ISBN: 978-1-78190-429-9

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