School mobility management case study: German School of Oporto (Deutsche Schule zu Porto)

Teixeira, João Filipe; Silva, Cecília; Neves, João Valente

doi:10.1016/j.cstp.2018.11.002

Cited by 15 publications

(8 citation statements)

References 12 publications

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“…The minor variations in children's modal share to access schools seem convergent with children in this age group, whose travel choices are relatively stable (Panter et al, 2013). This converges in a way with the findings by Teixeira et al (2019), whose tested interventions "were able to create awareness and intentions of change" but needed "more extensive activities throughout time" to effectively change travel behavior. However, both inquiry sessions and outdoor walking activities here analyzed over a five-month period seem to have contributed to alter the observed travel behavior of caregivers and certain perceptions of children and their caregivers (polarity of statements during the PwC sessions and social norms, respectively).…”

Section: Discussionsupporting

confidence: 62%

“…These follow the usual assumption that attitudes influence behavior (Janke and Handy, 2019) and resonate with the reported associations of active transport and physical activity with parental perceptions on environmental characteristics (De Meester et al, 2014), as well as positive cycling experience and negative attitudes towards cars (Sigurdardottir et al, 2013). Some of these studies did not detect any intervention effect on active commuting, but on "parental encouragement and student attitude towards bicycling" (Christiansen et al, 2014) and on creating "awareness and intentions of change" (Teixeira et al, 2019), supporting the assumption that such psychosocial factors of active transport are "the first step in order to achieve a change in behaviour" (Verhoeven et al, 2016).…”

Section: Literature Reviewsupporting

confidence: 65%

“…The evaluation of such interventions covered a broad range of school-based strategies, including obesity prevention programs (Xu et al, 2015), peer-mentoring about physical activity (Tymms et al, 2016), lessons about active transport in a driving license course (Verhoeven et al, 2016), and a variety of initiatives aiming to encourage active commuting with children (e.g., cycle training, school travel plan, Safe Routes to School). Many of them nonetheless reported no significant effect of the implemented measures on increasing moderate-to-vigorous physical activity (Harrington et al, 2018;Sayers et al, 2012;Tymms et al, 2016) or promoting walking or cycling to school (McMinn et al, 2012;Østergaard et al, 2015;Teixeira et al, 2019), even when large-scale policy changes were considered (Sirard et al, 2015). The lack of evidence of the interventions' impact is reported predominantly among older children (aged 11 and above), and no difference in effect across gender and socio-economic position has been identified (Love et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessing the impact of discussing and practicing urban mobility on the travel behavior of young children and their caregivers: mixed-method empirical research in public preschools in São Paulo (Brazil)

Humberto¹,

Moura²,

Giannotti³

2020

Preprint

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This manuscript seeks to evaluate changes in the travel behavior of young children (5-6 y/o.) and their caregivers following the implementation of a 4-month program in public preschools in São Paulo (Brazil) with a high prevalence of low-income immigrants. The program was developed around two intervention types: i) weekly inquiry sessions about urban mobility through the Philosophy with Children approach and ii) bimonthly outdoor walking activities in the surroundings of schools. In this way, it was possible to observe positive changes in the perceptions of children’s statements and in the social norms of their caregivers about transportation, as well as significant modal shifts of caregivers towards sustainable mobility, which were evaluated using difference-in-differences and time-series analyses. Besides the identification of changes in the behavior of adult caregivers through child-centered intervention types, this empirical research enabled unraveling the effect of the proposed measures according to the child’s gender, nationality, and level of social vulnerability, including the significant modal shifts towards walking and cycling identified among boys and out of car and motorcycle among native children, which were significant both in post and follow-up measures.In addition to contributions to the evaluation of school-based interventions with data from developing countries, the discussions presented in this paper intend to provide insights into the role of early childhood and perceptions in behavioral changes towards sustainable transport.

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Section: Discussionsupporting

confidence: 62%

Section: Literature Reviewsupporting

confidence: 65%

Section: Literature Reviewmentioning

confidence: 99%

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Assessing the impact of discussing and practicing urban mobility on the travel behavior of young children and their caregivers: mixed-method empirical research in public preschools in São Paulo (Brazil)

Humberto¹,

Moura²,

Giannotti³

2020

Preprint

View full text Add to dashboard Cite

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“…Nevertheless, knowledge has either been created or deepened on relevant topics, such as the Eco-schools program [42], the coastline (the development of a Sea Museum within a school, in addition to knowledge of the local marine diversity in danger of extinction), ecological footprint, and health (diet, physical activity, and mobility related to environmental care) [46,47,69]. In another sense, the repercussions of human activity that damages both human beings and their environment are highlighted.…”

Section: Discussionmentioning

confidence: 99%

Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

et al. 2019

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The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

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“…Han sido varios los programas implementados en diferentes ciudades para motivar la movilidad activa a las escuelas (Teixeira et al, 2019;. Por lo general, estos se basan en procesos de preparación, promoción, implementación y planteamiento de políticas, e incluyen tanto a la escuela, como a los padres y a la comunidad.…”

Section: Marco Teóricounclassified

Avances en el conocimiento de la relación entre la movilidad activa a la escuela y el entorno urbano

et al. 2021

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Se ha demostrado que la movilidad activa para los niños en edad escolar es fundamental para la salud, las relaciones sociales y el desempeño académico. Por ello, resulta preocupante que, en las últimas décadas, la movilidad activa hacia las escuelas haya disminuido. A pesar de que existe un creciente interés en promover la movilidad escolar a pie y en bicicleta, la evidencia científica es dispersa y poco estructurada, lo que dificulta la toma de decisiones adecuadas. En este artículo buscamos aportar a la sistematización del conocimiento acerca de movilidad escolar activa a través de una revisión de la literatura científica de los años 2009-2019 incluida en la base de datos bibliográfica Scopus. Se evidencia que las decisiones al respecto son tomadas principalmente por los padres, quienes ven como una barrera fundamental para la movilidad activa la inseguridad, tanto vial como personal; sin embargo, también inciden factores relacionados con el entorno construido, las condiciones sociodemográficas de los barrios, la distancia, el clima y la conveniencia de los padres. La revisión de la literatura evidencia también la concentración de este tipo de estudios en países desarrollados, y la incipiente investigación sobre la temática en países en vías de desarrollo.

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School mobility management case study: German School of Oporto (Deutsche Schule zu Porto)

Cited by 15 publications

References 12 publications

Assessing the impact of discussing and practicing urban mobility on the travel behavior of young children and their caregivers: mixed-method empirical research in public preschools in São Paulo (Brazil)

Assessing the impact of discussing and practicing urban mobility on the travel behavior of young children and their caregivers: mixed-method empirical research in public preschools in São Paulo (Brazil)

Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

Avances en el conocimiento de la relación entre la movilidad activa a la escuela y el entorno urbano

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