Do children want environmental rights? Ask the Children!

Makuch, Zen; Aczel, Miriam R.; Zaman, Sunya

doi:10.5070/g314342949

Cited by 2 publications

(2 citation statements)

References 38 publications

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“…Within the two full texts did not explicitly state how EE could be facilitated or implicate a role for disabled people within EE, one full text mentioned, in a sentence, that teachers have to be taught about disability, which could be suggested to mean that disabled people could be knowledge producers for EE; however, who is to teach the teachers is not spelt out explicitly [143]. The other full text mentioned regulations around plastic straws, noting how many regulation documents cover "environmental education".…”

Section: Results Covering Disabled People In Relation To Ee In Releva...mentioning

confidence: 99%

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

Salvatore

Wolbring

2022

Sustainability

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Environmental education (EE) is a lifelong process to acquire knowledge and skills that can influence pro-environmental behavior, environmental activism, and disaster-risk management. Disabled people are impacted by environmental issues, environmental activism, and how EE is taught. Disabled people can be learners within EE but can contribute to EE in many other roles. Given the importance of EE and its potential impact on disabled people—and given that equity, diversity, and inclusion is an ever-increasing policy framework in relation to environment-focused disciplines and programs in academia and other workplaces, which also covers disabled people—we performed a scoping review of academic literature using Scopus and EBSCO-HOST (70 databases) as sources, to investigate how and to what extent disabled people are engaged with EE academic literature. Of the initial 73 sources found, only 27 contained relevant content whereby the content engaged mostly with disabled people as EE learners but rarely with other possible roles. They rarely discussed the EE impact on disabled people, did not engage with EE teaching about disabled people being impacted by environmental issues and discourses, and did not connect EE to environment-related action by disabled people. Results suggest the need for a more differentiated engagement with disabled people in the EE literature.

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Section: Results Covering Disabled People In Relation To Ee In Releva...mentioning

confidence: 99%

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

Salvatore

Wolbring

2022

Sustainability

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“…Besides, learners' control over the learning environment demonstrates their social rights within the context (Makuch et al, 2020) 2020) study, if a task does not necessarily require involvement of others, they prefer to learn alone. In short, learners committed to selfregulation and demonstrated their learner control abilities by being exposure to a variety of "opportunities" (Chacon-Diaz, 2020) when experiencing online tutorials.…”

Section: Self-regulation Strategies Cognitive Controlmentioning

confidence: 99%

Malaysian Elementary Learners’ Self-Regulation, Motivational Beliefs and Learner Control Motivation When Experiencing Online Tutorials

LEOW,

ABDUL RAZAK

2024

Turkish Online Journal of Distance Education

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Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.

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Do children want environmental rights? Ask the Children!

Cited by 2 publications

References 38 publications

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

Coverage of Disabled People in Environmental-Education-Focused Academic Literature

Malaysian Elementary Learners’ Self-Regulation, Motivational Beliefs and Learner Control Motivation When Experiencing Online Tutorials

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