There is a huge emergence for sustainable change, but there are not many clear approaches for teaches to teach into sustainability. With the proof that the International Primary Curriculum (IPC) can be used up to large extent to provide primary schools from Education to sustainable development (ESD), the aims of ESD can be achieved in great extent, while the IPC is used in over 98 countries. Therefore teacher do not have to be introduced to a new approach; they can continue using the IPC. There is done a literature research about the similarities between the educational vision & mission and practical investigation into the teachers experiences, by the use of a questionnaire, about similarities in the teachers competences between ESD and the IPC. Concerning the research the educational vision of ESD and the IPC are very similar, but in the education mission is a difference in focus. Where ESD wants a behavioural change, is the IPC focusing on improving the learning. However, this different focus is not eliminating the similarities that are shown. Practically seen are teachers who work with the IPC are experiencing a 66.6% match with the teacher competences of ESD. The differences that are found are based on the different educational focuses of ESD and the IPC, but in here the IPC can easily adjust. All together I can state that the IPC can be used as an approach to provide Dutch primary school pupils with ESD from a reasonable up to a pretty large extent, under the condition that the IPC is adapting to the educational mission of the ESD, without letting go of their own educational mission.

Orientador: Flávia Roberta Faganello Navega / Banca: Nise Ribeiro Marques / Banca: Cristiane Rodrigues Pedroni / Resumo: A doença de Parkinson é uma doença neurodegenerativa na qual os indivíduos apresentam distúrbios progressivos que comprometem seu desempenho físico. A vibração de corpo todo tem sido usada em pacientes com doença de Parkinson com resultados promissores, porém ainda não conclusivos. O presente estudo teve como objetivo comparar o efeito de uma única sessão de vibração de corpo todo no desempenho físico de indivíduos com doença de Parkinson. Onze indivíduos (cinco homens e seis mulheres) com diagnóstico de doença de Parkinson foram avaliados antes e após única sessão em plataforma vibratória por meio da Short Physical Performance Battery nos domínios: equilíbrio, marcha, força dos membros inferiores. Os dados foram comparados utilizando o Anova One Way para medidas repetidas e post hoc de Bonferroni (p<0,05). Os avaliados tinham idade 70,00±9,67 anos. Após única sessão de vibração de corpo todo os sujeitos apresentaram aumento no escore total dos testes, passando da classificação de baixo (6,75±2,18 - 4 a 6 pontos) para moderado desempenho físico (8,00±2,05 - 7 a 9 pontos). Conclui-se que a vibração foi capaz de melhorar o desempenho físico de indivíduos com Doença de Parkinson após única sessão de tratamento / Abstract: Not available / Mestre

The benefits of physical activity (PA) for children are well-researched and extend into the realms of physical health, mental health and executive function (EF). Nonetheless, most U.S. children fail to meet the recommended target of daily PA. Although elementary schools can provide an ideal setting for PA, school-based PA time has been reduced in favor of increased sedentary instructional time. This contradicts research that supports the role of PA in enhancing students’ EF and academic achievement. Moreover, low-income and minority populations have inequitable access to school-based PA opportunities. For these reasons, researchers and public health officials have proposed integrating additional opportunities for PA during the school day, including classroom-based active breaks. This dissertation aims to study existing U.S. classroom-based active break programs, examine the feasibility of implementing a classroom-based active break program and analyze the impact of an integrated program on both PA and EF, all among underserved, minority populations. This dissertation includes four chapters in total. The second chapter is a systematic review that evaluated the impact of school-based PA interventions on children’s PA, with a focus on diverse populations. The third chapter describes a pilot study that assessed the feasibility of implementing a classroom PA program (HYPE) in a diverse urban setting. Teacher and student acceptability of HYPE were evaluated, as well as HYPE’s impact on student PA. HYPE was feasible and well-received, although time and space were challenges. Children’s median step count/day increased. The waitlist-control study presented in Chapter IV examined whether a multifaceted program (“POWER”) that incorporates both PA and EF would impact fifth graders positively. We also investigated whether POWER could assist teachers with classroom behavioral management. Overall, the positive changes in the intervention group and their favorable reception of POWER demonstrate the ability of POWER to improve children’s socioemotional, mental and physical health. Altogether, these studies highlight the potential for school-based PA interventions to improve the holistic wellbeing of children, particularly low-income, minority youth. Interventions that incorporate a teacher-led, multimodal approach to improving children’s PA and EF synergistically may be well-received by administrators, teachers and students and help children adopt healthy, lifelong habits.

This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.

Higher education in any area of sustainable development is increasingly seen as aremedy to solve the currently faced climate crisis. However, the complex,interdisciplinary, and even personal nature of Education for Sustainable Development(ESD) questions the status quo of traditional pedagogic approaches and learningtechniques. Using the example of a study trip provider specialized in ESD, therelevance of experiential real-life studies in a foreign setting is investigated and theirpotential for Sustainability Education highlighted. An online questionnaire serves as afundament for understanding the impacts of multidimensional study trips regardingpersonal but especially professional choices. Data of more than 100 formerparticipants of sustainability-related study trips were gathered and evaluatedquantitatively as well as following a deductive analysis. Focus is drawn topro-environmental behaviors and beliefs that are potentially nourished by theexposure to natural treasures and first-hand expertise in Sustainable Development.The results of this study substantiate the great potential for knowledge transfer,behavioral changes, and shifts in mindsets based on experiential learning taking placein the context of traveling. Participants are encouraged and determined to follow acareer in sustainability after participating in the program. Half of the examined alumnigroup is already in a position that supports Sustainable Development in some form,leading to the overall success of the utilization of study trips in ESD, despite existingweaknesses.

The investigator had the following purposes in developing the study: 1. To determine the social and personal qualities that should be developed in women major students in the health, physical education, and recreation department of North Texas State College. 2. To organize topics centering around the selected social and personal qualities for presentation in the Teaching Guide of this study. 3. To set up for each topic a suggested teaching plan by outlining contents and suggested activities related to each topic to be used as a guide for physical education teachers in promoting the development of personal and social qualities in the women major students. 4. To construct the Teaching Guide.

Sustainable development and education for sustainable development are something that characterizes our society today. Every day we are fed from different media about the future of our world and that we should think sustainably in everything we do. In the curriculum of the compulsory school it is mentioned in several places that the school should work on sustainable development (Skolverket 2019). Today´s teachers have a greater responsibility to teach students to become democratic citizens who are thinking and acting for sustainable development. Students should think sustainably in everything they do. Everything from sharpening a pen just enough to not throwing away food.The purpose of the study was to illustrate the teachers' perceptions of learning for sustainable development and to see how it is implemented in teaching that is education for sustainable development. Based on the purpose of the study, a qualitative study was conducted. Seven teachers, from a school in a mid-Swedish town, that works expcitly with education for sustainable development.The results indicate the importance of cross-disciplinary work with a certain complexity, where professional development and teachers working teams are important parts of the teaching and learning strategy. It also appears that school cultivation and other practicalities are of great importance to education for sustainable development along with the students' impact on the environment in the classroom and their sustainability thinking in everything they do during the school day.

Education for Sustainable Development (ESD) provides a framework for reorienting education towards sustainability. The ESD framework is criticized for reproducing rather than transforming unsustainable systems, thus a critical analysis of the framework is crucial to understand its role in reorienting education towards sustainability. To this end, we contribute to an understanding of the role of ESD through the lens of experts who are reorienting education towards sustainability. These experts use various approaches at regional, national, and/or international levels. Based on thirteen semi-structured interviews, we find two strands in the understanding of ESD. The first strand reflects the importance of the framework in reorienting education, and the second strand reflects on ESD as part of a larger movement. Furthermore, we flag a critical need for a democratic process of reorienting education towards sustainability, to progress transformative change through ESD. Lastly, our findings suggest a need to consider the individual experience of those involved in bringing ESD into practice.

Thesis advisor: Rebecca C. Schendel / Increased student mobility has been one of the most significant developments observed in the global landscape of higher education. Yet, research on student mobility often takes an individualized perspective on the benefits learners possess through internationalization. Meanwhile, the last two years were marked by the emergence of a new direction in internationalization - the Internationalization of Higher Education for Society (IHES). The surge in studies on how institutions can contribute to society through their internationalization strategies and efforts has proven that the phenomenon which for a long time was focused on individual gains and institutional branding, can evolve and address the larger purpose it serves. However, while many of these works highlight the directions IHES should follow and present good practices, still little is known about international students' perspectives of these dimensions. As a group that was identified as one of the vivid actors of IHES, it is not only reasonable but crucial to gain insight into their understandings, experience, and valorization of this topic. The primary objective of the study is to investigate how students understand the sense of global identity and community engagement through education abroad. By listening to their voices, it makes a methodological contribution in terms of extending the understanding of student mobility as an inherent part of the internationalization discourse in the globalized world. Furthermore, analyzing these voices and deducting their meanings serves towards the materialization of ill-defined concepts of global citizenship and International Higher Education for Society. Finally, the study aims at building a more complex understanding of the current state of international higher education phenomena by exploring connections between internationalization and its missions to society. / Thesis (MA) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Education for sustainable development (ESD) faces the enormous challenge of educating students to handle so called wicked problems, i.e., problems that lack true or false solutions and with inherent conflicts of interests and which characterizes the great questions of our time. ESD is internationally a diverse practice with many different approaches to the challenge described above. At the same time the United Nations among others emphasizes the crucial role of educations in developing the action competence needed for the transformation of society towards a more sustainable world. A unique student led initiative started at Uppsala university as a counter-reaction to prevailing traditions within higher education and with the goal of creating an education that does not destroy the planet. The purpose of this study is to generate knowledge about this student led teaching practice by investigating two aspects of learning that are key in developing desired action competences: firstly, desired subject positions which then will be discussed in the light of the second aspect desired educational functions. The study makes use of three central theoretical and methodological perspectives that has shaped the design of the study; Dewey’s transactional perspective is used as an overall starting point that enables an in situ study of actions. Foucault’s conception of power and governance is used to understand how power – in the sense of “actions upon actions” – is manifested in the educational practice. And to make visible and discuss how ESD functions in the teaching practice in relation to the aims of that practice, Biesta’s three dimensions of educational functions – education as qualification, socialization and subjectification, is being used. In accordance with these theoretical perspectives and the aim of the study a qualitative case study of group discussions in the student led classroom was conducted using audio- and video recordings during a university course. The student transactions were analyzed in two steps. The first step consisted of an overall analysis of the explicit aim or focus of the teaching practice where three main focus was found; “learning from each other”, “taking a stand” and “to be critical and creative”. The second step consisted of a specified analysis of desired subject positions which were then discussed in the light of educational functions. Here the students’ actions were found to limit their own and each other’s learning processes, by for instance avoiding conflicting views and facts. The analysis also shows how the students’ emotional reactions on the other hand enable their own and each other’s learning processes by creating “interruptions” thus making space for an existential dimension of environmental and sustainability issues. Education as qualification and socialization often was put to the foreground in the practice. But in the students’ transactions in their group discussions two unique tools for learning was identified which teachers may not possess, and which have the potential to enable room for subjectification. These tools were identified as the student’s possibility to be private and to have continuous conversations.