Relevant bibliographies by topics / Green education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Green education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Green education"

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Vandervoort, Frances S. "Green Education." Science 275, no. 5302 (February 14, 1997): 909.2–912. http://dx.doi.org/10.1126/science.275.5302.909a.

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Schmidt, K. F. "Education: Green Education Under Fire." Science 274, no. 5294 (December 13, 1996): 1828–30. http://dx.doi.org/10.1126/science.274.5294.1828.

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Ware, S. A., J. J. Breen, T. C. Williamson, P. T. Anastas, Conrad Stanitski, Stanley E. Manahan, John C. Warner, Michael C. Cann, and Ralph E. Taylor-Smith. "Green chemistry education." Environmental Science and Pollution Research 6, no. 2 (June 1999): 106. http://dx.doi.org/10.1007/bf02987562.

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Hjeresen, Dennis L., Janet M. Boese, and David L. Schutt. "Green Chemistry and Education." Journal of Chemical Education 77, no. 12 (December 2000): 1543. http://dx.doi.org/10.1021/ed077p1543.

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Cole, Andrew. "Margaret Green – education pioneer." Nursing Standard 31, no. 41 (June 7, 2017): 26. http://dx.doi.org/10.7748/ns.31.41.26.s24.

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Mursid, Ali, Daliana Fehabutar, Desi Wulandari, and Hasan Nuurul Hidaayatullaah. "The Research Agenda of Green Education in Enhancing Environmental Concern and Green Consumption." Studies in Learning and Teaching 2, no. 1 (April 30, 2021): 1–4. http://dx.doi.org/10.46627/silet.v2i1.60.

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This research aims to provide an analysis of arguments regarding environmental education and environmental concern in the future. Based on the importance of educating the public or society about environmental awareness, several research agendas are recommended for future research, namely 1) Psychological theory such as motivation, both intrinsic and extrinsic factors, can be adapted to clarify the motivation of students or the community in taking environmental education which has an impact on environmental behavior, 2) Sociological theory such as social identity theory will be interesting to explain the behavior of student or community related to green concern, 3) stimulant organism response theory, 4) Concerning green consumption, 5) Research topics on green education and green concern that adapt cultural theory will be interesting and be a comprehensive perspective.
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Griswold, Wendy. "Community Education and Green Jobs." Adult Learning 24, no. 1 (December 27, 2012): 30–36. http://dx.doi.org/10.1177/1045159512467322.

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Bastin, Loyd D., and Andrew P. Dicks. "Advances in green chemistry education." Green Chemistry Letters and Reviews 12, no. 2 (April 3, 2019): 101. http://dx.doi.org/10.1080/17518253.2019.1621059.

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Chamberlain, Steven P. "Evelyn Green and Perry Green." Intervention in School and Clinic 38, no. 5 (May 2003): 297–306. http://dx.doi.org/10.1177/10534512030380050501.

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Luomi, Mari, Muhammad Bilal Shakir, John T. Crist, Bushra Alam, and Dana Qarout. "Environmental sustainability in education city: Green beacon or green island?" Qatar Foundation Annual Research Forum Proceedings, no. 2012 (October 2012): EEPS9. http://dx.doi.org/10.5339/qfarf.2012.eeps9.

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Dissertations / Theses on the topic "Green education"

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Simons, Suzanne D. "Green light here, green light there? learning to lead in practice| critical moments and explorations of a novice principal?s leadership and learning." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746673.

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The need for strong school principals is great as more and more U.S. schools struggle to meet the requirements of federal regulations and as districts search for school leaders who can effect systemic and sustainable organizational change. The Bureau of Labor Statistics (2012) predicts that the U.S. will need an additional 10%, or 23,100 more principals between 2010 and 2020 at a time when the number of available principals is shrinking. In addition to needing more principals, U.S. schools also need more principals who are highly effective. Unfortunately, the turnover rate for principals is drastically high, close to 50% (ERS, 1998) in all schools, and higher still in high-poverty schools (Branch, Hanushek, & Rivkin, 2008; Gates, Ringel, Santibanez, Guarino, Ghosh-Dastidar, & Brown, 2006). High turnover rates, coupled with a diminishing pool of principals, an increasing need for more principals, and the now popular trend of using temporary or turnaround principals, illustrate the school leadership crisis that is enveloping our educational system (Norton, 2002). An open question in the field is how and whether effective school leaders can be purposefully cultivated. Drawing on literatures in the fields of efficacy and school leadership, school leadership development, and optimism, this constructivist study applied qualitative research methods to explore how one novice school leader in an urban PK-5 elementary school learned to lead over an extended period of time, one-and-a-half years. The study investigated the contextual and mediating variables that influenced this novice principal’s choice-making in a watched school in need of improvement. Data collection consisted of regular interviews and observations. By capturing the voice and experience of one principal, this study contributes to the fields of efficacy in school leadership, optimism, and school leadership development a rich example of a principal learning to lead in practice (Darling-Hammond et al., 2007). The study also contributes a new construct, an initial articulation of “assumed possibility” as a theoretical stance. School leader’s enactment and execution of vision are still burgeoning fields of study and this study offers a glimpse into one leader’s attempt to transform his school.

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Nilsson, Anna, and n/a. "Case study : green education in an Australian university." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060825.125532.

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This thesis contends that conservative academic culture and the predominance of science-based courses can block the inclusion of green education into tertiary curricula. In the study, I used a participatory action research approach, embedded in a critical research paradigm, in order to work with interested students and community groups as well as academia at the University of Canberra. During the research period, I aimed to further develop green education on the campus, while observing responses of academia, students and environmentally related community groups. Data were analysed using an analytical model linking education with social change. The thesis addresses the following questions: how do students demonstrate their interest in environmental sustainability; why are formal studies within an institution unable to respond to student interest; what characterises the gap between formal university studies and non-formal environmental education in relevant community groups; what is green education, how is it put into practice, and does it bridge the gap between formal studies and community-based environmental education. The study found that the environmental science-based course at the university was focussed on the transmission of knowledge rather than the teaching of contemporary problem solving in the form of green education. The formal environmental education of the university setting varied greatly in terms of purpose, culture, values and philosophy from the environmental education of the community, which was compatible with the theory of green education. Communication between academia and community groups was minimal. The study also demonstrates that following student activities, green education has now been implemented in many universities around the globe, resulting in a breakdown of the barrier between formal and nonformal education sectors. Students have set-up and maintained links with the green education practiced by community groups, and have then brought ideas of green education into universities. Recommendations are made for green education at the University of Canberra.
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McCoy, Jan. "The Green Scene: Environmental Education for Grade Schools." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295701.

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Doan, Michelle C. "Mint Green LLC." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111189.

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Mint Green is a limited liability company who provides preventative health care services to the Greater Long Beach area. Mint Green is entering the Weight Loss Services Industry which is experiencing rapid growth due to the enactment of the Patient Protection and Affordable Care Act. Mint Green has the opportunity to reach approximately 65% of firms who offer health benefits to their employees. Mint Green’s Healthy Eating and Lifestyle Plan (HELP) is the core instruction to the weight loss programs. Mint Green has four types of weight loss programs; each developed to satisfy a wide array of budgets. Mint Green is projected to yield a profitable margin.

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Albertyn, Kim Ashley. "Public libraries going green: environmental sustainability and green information literacy." University of Western Cape, 2020. http://hdl.handle.net/11394/7937.

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Masters of Art
There is a great demand for human beings all over the world to live in a more green way, due to the earth’s natural resource scarcity and other environmental issues such as climate change, pollution, emission of greenhouse gases, global warming and depletion of the ozone layer. Librarians, especially public librarians, are seen as the facilitators of access to information. Public librarians are thus in a position to create awareness of the importance of green living and to educate the general public on how to live green.
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Tai, Chih-Che. "Two Collaborative Education Projects: Web-based platforms and Green Course." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3293.

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Mcgibbon, Carolyn. "A model for teaching green information systems in higher education." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28413.

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The purpose of this study was to respond to a call to the Information Systems (IS) discipline to provide solutions to address global challenges such as the seventh Millennium Development Goal of ensuring an interconnectedness of society and the environment. Many academic disciplines have recognised that sustainability is one of the most significant challenges of our time and thus needs to be included in curricula; IS, as a discipline, needed to fill this gap. A longitudinal six-year study was undertaken at the University of Cape Town (UCT) Department of IS to introduce the concept of “Green” IS into a project management course with students required to measure an aspect of the campus carbon footprint. Drawing on Design Science Research, the author used kernel theories of Butler’s Model of Green IS and the Scharmer’s Theory U to inform the design. The goal of the curriculum intervention was to design a model with outputs of key Green IS technical and social competences. The intention was also to create an impact with a reduced Carbon Footprint at UCT, despite the current absence of regulatory pressure. A total of 183 students were involved in the study over a period of six semesters where the theories of Green IS were presented as the underlying frameworks for their course. Key principles were drawn from international best practice, including how to address “wicked” sustainability problems and adopting a focus on developing sustainability solutions. Formative evaluations were conducted at the end of each cycle of the design development. Archival evidence, as well as student reflective essays, was employed, and content analysis and coding of the empirical data were conducted using a data analysis software tool. Experts were invited to summatively evaluate the model in practice, and their questionnaires were also coded in Atlas-ti and tested for co-occurrences. The contributions are provided on two levels. A contribution is made on a theoretical platform by the design of “The Green U’’, a model that evolved iteratively and has its roots in the kernel theories of both Green IS and change management. On a practical level, the research offers guidance to IS educators on how to integrate sustainability into their courses. Via enabling The Green U to be exapted into other emerging IS themes, this research project thus provides the opportunity for a seam of rich possibilities for further quantitative and qualitative research.
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Jorgenson, Simon. "Green Pedagogy: How STEM Teachers Understand and Enact Environmental Projects." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397467702.

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Dixon, David. "Developing a Green leader model for primary schools." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2184/.

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This research developed the first ‘Green’ model for primary school leadership, which aimed to address some of the actual and anticipated environmental problems through the way schools operate in the context of Curriculum, Campus and Community. It emerged through an empirical investigative study of eight English primary school Head Teachers who are pioneering environmental sustainability. A Post-modern perspective influenced the research methodology and helped to take a fresh and sceptical look at the leadership aims of primary schools in relation to the education system and general society. This involved a critical examination of the National College of School Leadership’s ‘Leadership for Sustainability’ and literature from the ‘Green Movement’. The findings suggested that leaders are needed with a certain kind of ‘Green’ values, knowledge and skills. Questions arose about how a type of ‘Distributed Leadership’ might lie within the new model and whether the model is feasible, given that the pursuance of its main objectives are not currently the priority of most schools. The thesis pointed to the need for a radical revision of what it means to be a primary school leader, in order to assist with the imperatives of a green sustainable economy which promises a better quality of life for more people. This is a ‘Big Claim’ for a small-scale study. It is hoped, therefore, that this modest thesis could be a catalyst for more wide-ranging research and thinking in this most vital area, in terms of education leadership’s role in securing the viability of modern civilisation.
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Marable, Steve Alexander. "Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64192.

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The purpose of this study was to examine the environmental education curriculum which has been utilized within Green Schools. For this study the researcher defined Green Schools as educational facilities with Leadership in Energy and Environmental Design (LEED) certification or United States Education Department (USED) Green Ribbon recognition. Currently, there is no set standard for the implementation of environmental education in Green Schools or for schools that utilize the building as a teaching tool for students. This descriptive study surveyed Green Schools in the Commonwealth of Virginia in order to better understand what common programs and curricula were being utilized. This study will also assist in establishing pedagogical best practices for environmental education while describing how LEED certified buildings are currently being used by educators as a teaching tool to support sustainable practices. Overall, 14 Green Schools in the Commonwealth of Virginia agreed to participate in the study. Once principals gave consent for their school to participate in the study, they were asked to respond the survey instrument and invite teachers to participate in the Green Schools eSurvey also. The survey instrument consisted of 14 multiple choice and open response survey items. Overall, 98 principals and staff participated in the survey. Multiple choice survey questions served as the quantitative data for the research study. Quantitative data were examined to report descriptive statistics to provide parameters about the sample population. The frequency and percentage from each category, mean, and mode were also reported from each quantitative survey item. Qualitative data were examined by emerging themes according to pedagogical strategies and programs. The findings from the study indicated that teachers are employing practices that are consistent with current emphases on environmental education. Data also supported that educators take pride in their buildings and incorporate the facility as a teaching tool in a variety of instructional practices throughout the Commonwealth of Virginia.
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Books on the topic "Green education"

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Anastas, Paul T., Irvin J. Levy, and Kathryn E. Parent, eds. Green Chemistry Education. Washington, DC: American Chemical Society, 2009. http://dx.doi.org/10.1021/bk-2009-1011.

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Learning green: Careers in education. New York: Crabtree Pub. Co., 2010.

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Gazlay, Suzy. Learning green: Careers in education. New York: Crabtree Pub. Co., 2010.

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Worldwide trends in green chemistry education. Cambridge: Royal Society of Chemistry, 2015.

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Zuin, Vânia, and Liliana Mammino, eds. Worldwide Trends in Green Chemistry Education. Cambridge: Royal Society of Chemistry, 2015. http://dx.doi.org/10.1039/9781782621942.

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Elkington, John. The young green consumer guide. London: Gollancz, 1990.

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Allen, Elizabeth. Green ink: Environmental education and GCSE English. Godalming, Surrey: World Wide Fund for Nature, 1990.

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Allen, Elizabeth. Green ink: Environmental education and GCSE English. Godalming: World Wide Fund for Nature, 1990.

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Allen, Elizabeth. Green ink: Enviromental education and GCSE English. Godalming: World Wide Fund for Nature, 1990.

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David, Hutchison. Growing up green: Education for ecological renewal. New York: Teachers College Press, 1998.

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Book chapters on the topic "Green education"

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Henzelmann, Torsten, and Alexandra Hofinger. "Qualifications — Investing in education." In Green Growth, Green Profit, 236–45. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230303874_19.

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Li, Xuefeng, and Xuke Liu. "Green Education Boosts Green Development." In Research Series on the Chinese Dream and China’s Development Path, 97–107. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0779-9_8.

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Anderson, René Pereira, Estevão Brasil Ruas Vernalha, and Micheli Kowalczuk Machado. "Green Washing." In Encyclopedia of Sustainability in Higher Education, 1–10. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_442-1.

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Anderson, René Pereira, Estevão Brasil Ruas Vernalha, and Micheli Kowalczuk Machado. "Green Washing." In Encyclopedia of Sustainability in Higher Education, 856–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_442.

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Sasaki, Kazunari, and Kohei Ito. "Hydrogen Energy Education." In Green Energy and Technology, 587–93. Tokyo: Springer Japan, 2016. http://dx.doi.org/10.1007/978-4-431-56042-5_44.

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Benvenuto, Mark. "1. Incorporating green chemistry into education." In Green Chemical Processes, edited by Mark Anthony Benvenuto, 1–6. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110445923-001.

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Gough, Annette. "Seeking a Green Future Through Education." In Green Schools Globally, 13–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46820-0_2.

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Leung, Tiffany C. H., and Artie W. Ng. "Green Education and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_132-1.

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Leung, Tiffany C. H., and Artie W. Ng. "Green Education and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 806–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_132.

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de la Guardia, Miguel, and Salvador Garrigues. "Education in Green Analytical Chemistry." In Handbook of Green Analytical Chemistry, 17–30. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119940722.ch2.

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Conference papers on the topic "Green education"

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Jin-Yan Guo. "Toward a green education." In 3rd International Conference on Contemporary Problems in Architecture and Construction. IET, 2011. http://dx.doi.org/10.1049/cp.2011.1287.

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Xun Li, Pablo J. Ortiz, Jeffrey Browne, Diana Franklin, John Y. Oliver, Roland Geyer, Yuanyuan Zhou, and Frederic T. Chong. "A case for smartphone reuse to augment elementary school education." In 2010 International Conference on Green Computing (Green Comp). IEEE, 2010. http://dx.doi.org/10.1109/greencomp.2010.5598279.

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Kim, Min Hee, Inhoi Lee, and Sehee Oh. "An International Comparison of Higher Education Efficiency." In Green and Smart Technology 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.120.65.

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Setiadi, Ahmad, Doni Purnama Alamsyah, Didin Syarifuddin, Didi Kurniadi, and Ema Oktora. "Implementation of Green IT In Education Industries." In 2018 Third International Conference on Informatics and Computing (ICIC). IEEE, 2018. http://dx.doi.org/10.1109/iac.2018.8780408.

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Ka Lun Lam, Lap To Lee, Hoi Yan Tung, and Kim Fung Tsang. "WiMAX-ZigBee management system for green education." In 2010 IEEE International Conference on Consumer Electronics (ICCE 2010). IEEE, 2010. http://dx.doi.org/10.1109/icce.2010.5418699.

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Samuel, Selvakumar, and Kesava Pillai Rajadorai. "Green learning in computer science education system." In 2011 International Conference and Workshop on the Current Trends in Information Technology (CTIT'11). IEEE, 2011. http://dx.doi.org/10.1109/ctit.2011.6107938.

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Ping, Wei. "Study on Training Process of Green Jobs to Green Skills." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.75.

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"Technological Innovation Green Remediation." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.242.

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Cho, Tae-Seon. "Computer Music Education - Comparison of Cubase and Logic program-." In Green and Smart Technology 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.120.34.

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Liu, Zhexin, Bing Han, and Zheli Liu. "Green Garment Design based on Sustainable Background." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.302.

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Reports on the topic "Green education"

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Buijvoets, Martinus, Bob Walrave, Jukka-Matti Turtiainen, and Gregory Watson. Replicating Lean Six Sigma Green Belt Education. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317328.

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Tracy, Matthew W. Red Shift/Green Shift: Problems with Training and Education Command's Education Continuum. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada507212.

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Konopko, E. A., and O. P. Pankratova. Resource-saving and green information technologies in education. OFERNIO, March 2021. http://dx.doi.org/10.12731/ofernio.2021.24793.

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Peng, Huei, Chris Mi, and James Gover. Transportation Electrification Education Partnership for Green Jobs and Sustainable Mobility. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1132611.

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Paquette, Jamie C., and Christopher J. Collins. Solar 2 Green Energy, Arts & Education Center. Final Scientific/Technical Report. Office of Scientific and Technical Information (OSTI), July 2011. http://dx.doi.org/10.2172/1018955.

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Gasparotto, Thatyanne, and Julia Ambrosano. Opportunities for Sustainable Infrastructure Investments at City Level in Brazil. Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002639.

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This policy brief was developed in order to identify preliminary green /sustainable infrastructure opportunities for cities in Brazil. The rapidly growing green bond market can help local authorities to attract new sources of capital for financing subnational infrastructure. Water and sanitation, waste to energy and urban mobility were the sectors selected for an inicial assessment, given the investment needs in Brazilian municipalities and their alignment with low carbon development and resilience. This brief was also used to raise awareness across key infrastructure stakeholders in Brazil, and build a number of market education activities in the second semester of 2018.
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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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