Titlebook: Environmental and Sustainability Education in Teacher Education; Canadian Perspective Douglas D. Karrow,Maurice DiGiuseppe Conference proce

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https://doi.org/10.1007/978-3-642-51027-4 the new . with the 17 . and the . set high standards and hence provide challenges for TE institutions around the world in aiming to meet these education goals. Countries will be monitored in their progress by a framework of indicators. These global agreements also create new opportunities and legit

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Machine Learning Approach in Brain Imaging,) in pre-service teacher education (PTE) in Canada. A case is made for significant reform in this field and for new governmental policies to support such developments. A number of surveys, reports, and other forms of research indicate that progress has been frustratingly slow; however, more recent d

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https://doi.org/10.1007/978-1-4613-2819-3GBL) at the University of British Columbia (UBC) explored the ways that EE remains marginal in the process of teacher candidates learning to become teachers, in spite of the university’s high-level commitments to goals of sustainability. The challenges and generative potential of “gardening the marg

JIBE

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CO2 Conversion via MOF-Based Catalysts,TE) majors and non-education majors at Laurentian University in Sudbury, Ontario. A survey was designed for the purposes of evaluating effectiveness of the course and for improvement purposes. Twenty-eight undergraduate students who were enrolled in the course completed the anonymous, post-course su

MORPH

J. Hodler,W. Kuoni,M. Rodriguezthis chapter is that teaching for the values of sustainability cannot simply be teaching “about” sustainability; it must be about teaching and learning that is, at its heart, .. The institutions responsible for teacher education are central to efforts to educate for a sustainable future. This chapte