Teaching for Climate Action: Climate Resiliency Fellowship
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| Title: | Teaching for Climate Action: Climate Resiliency Fellowship |
|---|---|
| Language: | English |
| Authors: | Andrea Estey |
| Source: | Childhood Education. 2024 100(1):38-43. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Teacher Attitudes, Climate, High School Teachers, Environmental Education, Program Effectiveness, Curriculum Development, Climate Control, Teacher Empowerment, Fellowships, Food, Student Experience, Ecology, School Community Programs, Interdisciplinary Approach, Clothing, Conservation (Environment), Depleted Resources |
| DOI: | 10.1080/00094056.2024.2307855 |
| ISSN: | 0009-4056 2162-0725 |
| Abstract: | In gatherings facilitated by Shelburne Farms Institute for Sustainable Schools staff, fellows have the chance to connect, collaborate, and support each other; to draw inspiration from invited speakers, ranging from artists to climate scientists; and to have dedicated time to work on their own projects. Participants find the program to be transformative -- not just with regard to their skills as educators but also their mindsets, moving them from "doom and gloom" to hope and empowerment. The work of curriculum transformation will continue, and plans to establish a school garden are underway. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1409217 |
| Database: | ERIC |
| Abstract: | In gatherings facilitated by Shelburne Farms Institute for Sustainable Schools staff, fellows have the chance to connect, collaborate, and support each other; to draw inspiration from invited speakers, ranging from artists to climate scientists; and to have dedicated time to work on their own projects. Participants find the program to be transformative -- not just with regard to their skills as educators but also their mindsets, moving them from "doom and gloom" to hope and empowerment. The work of curriculum transformation will continue, and plans to establish a school garden are underway. |
|---|---|
| ISSN: | 0009-4056 2162-0725 |
| DOI: | 10.1080/00094056.2024.2307855 |
