The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level

Armstrong, Patricia; Sharpley, Brian; Malcolm, Stephen Andrew

doi:10.1017/s0814062600002159

Cited by 15 publications

(13 citation statements)

References 5 publications

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“…[primary school teacher] 7. Consistent with the results of Armstrong andGrant (2004a, 2004b) student empowerment, whole-school approach, school-home transitions, student commitment, and recognition of environmental education practices were identified as key successes in being involved in the Waste Wise Schools program.…”

Section: Challenges Barriers and Accomplishmentssupporting

confidence: 53%

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Australian Waste Wise Schools Program: Its Past, Present, and Future

Cutter-Mackenzie

2010

The Journal of Environmental Education

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Section: Challenges Barriers and Accomplishmentssupporting

confidence: 53%

“…A number of research studies have been undertaken to measure the impact of the Waste Wise Schools program in educational and community settings (see Armstrong, 2004;Armstrong & Grant, 2004a, 2004bSharpley, 2003aSharpley, , 2003b.…”

Section: Existing Waste Wise Schools Researchmentioning

confidence: 99%

Australian Waste Wise Schools Program: Its Past, Present, and Future

Cutter-Mackenzie

2010

The Journal of Environmental Education

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“…Students learned to appreciate the importance of glass recycling, obtained more knowledge on the topic, and acquired environmentally proactive attitudes and respectful behaviors/habits. These results coincide, to a large extent, with evidence from other recycling education programs that increased recycling behavior amongst students and stimulated positive environmental awareness, knowledge, and attitudes [39,[51][52][53][54][55][56][57]61]. Furthermore, the students in our study promoted glass recycling within their networks of family and friends, which helps to widen the scope of these education programs [54,62].…”

Section: Discussionsupporting

confidence: 86%

“…This activity allowed the institute to become financially self-sufficient and the model of a sustainable university. In Australia, Armstrong, Sharpley, and Malcolm [54], Armstrong and Grant [55], and Cutter-Mackenzie [56] conducted a scientific review of the program Waste Wise Schools. This is an environmental education program based on the 3 R's for primary and secondary schools in Western Australia.…”

Section: Introductionmentioning

confidence: 99%

Effects of an Educational Glass Recycling Program against Environmental Pollution in Spain

Aguilar-Jurado

Madrona

Ortega-Dato

et al. 2019

IJERPH

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In this article, we analyzed the effects of an educational glass recycling program on primary schools and their students in Castilla-La Mancha (Spain). A sample of 89 schools, with 20,710 elementary students, was selected by simple random sampling. For the statistical analysis, descriptive techniques (frequencies and statistics), parametric (One Way ANOVA test), and non-parametric (Chi-Square test) inferential techniques were used, with a 5% significance level (p < 0.05). The program's results showed that 153,576.3 kg of glass (with a value of 17,064.03 €) were recycled. Significant determinants of glass recycling were: School category (p = 0.043), previous environmental/recycling education (p = 0.046), geographic location of school (p = 0.030), gender (p = 0.007), and academic year (p < 0.05). With the program, students learned the importance of glass recycling, obtained a greater knowledge of and habits related to the same, acquired favorable attitudes towards the environment, and promoted glass recycling in their social circles. We conclude that environmental education about glass recycling has positive effects on glass recycling attitudes and behaviors in elementary school students and may be used as a measure to combat the problem of environmental pollution.

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“…Despite the rhetoric, Gough describes the history of environmental education in Australia as ‘long, winding and rocky’, where, like a game of Snakes and Ladders, positive initiatives encounter problems that soon return them to their beginnings (Greenhall, 1987). Nonetheless, there have been many environmental education programs introduced in Australian schools, and Armstrong, Sharpley, and Malcolm (2004) argue that there is strong evidence that these programs have created changes in both attitudes of students and general wellbeing of schools.…”

Section: Perspectivesmentioning

confidence: 99%

Preparing Action Competent Environmental Educators: How Hard Could It Be?

Nielsen

Andersen

Hurley

et al. 2012

Aust. J. environ. educ.

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This article describes an interpretive study that evaluated a new subject in teacher education called 'Education for Sustainable Development'. The study evaluated the subject for its ability to prepare pre-service teachers for their roles as environmental educators. We used perspectives in place-based pedagogy and critical thinking to underpin the subject design and our analysis. Data sources include instructor journals, planning documents, interviews with students and student thinking books. Interpretive analysis of the data corpus was a collaborative process that involved both subject instructors and students who took the subject. Themes that emerged from the research were centred around: (1) how the students built connections between primary school education and environmental education; (2) how students developed action competence through the activities in the subject; (3) how students were challenged to think differently about themselves as educators; and, (4) how the subject design presented its own challenges for both instructors and students.Keywords educators, hard, competent, environmental, be, could, action, preparing Disciplines Education | Social and Behavioral Sciences Publication DetailsNielsen, W. S., Andersen, P., Hurley, A., Sabljak, V., Petereit, A., Hoskin, V. & Hoban, G. F. (2012) Australian Journal of Environmental Education, vol. 28(2), 92-107, 2012 AbstractThis article describes an interpretive study that evaluated a new subject in teacher education called 'Education for Sustainable Development'. The study evaluated the subject for its ability to prepare pre-service teachers for their roles as environmental educators. We used perspectives in place-based pedagogy and critical thinking to underpin the subject design and our analysis. Data sources include instructor journals, planning documents, interviews with students and student thinking books. Interpretive analysis of the data corpus was a collaborative process that involved both subject instructors and students who took the subject. Themes that emerged from the research were centred around: (1) how the students built connections between primary school education and environmental education; (2) how students developed action competence through the activities in the subject; (3) how students were challenged to think differently about themselves as educators; and, (4) how the subject design presented its own challenges for both instructors and students.The purpose of this article is to explore the design of a new subject in the Bachelor of Primary Education at the University of Wollongong (UOW) through the experiences of the designers (the subject instructors) and students who participated in the subject in its first year. Further, we conducted the evaluation of the subject as a collaborative research project with four pre-service teachers who had been students in the subject. The new subject is called 'Education for Sustainable Development' (ESD) and is a core subject in the autumn term of the fourth and final year of the degre...

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The Waste Wise Schools Program: Evidence of Educational, Environmental, Social and Economic Outcomes at the School and Community Level

Cited by 15 publications

References 5 publications

Australian Waste Wise Schools Program: Its Past, Present, and Future

Australian Waste Wise Schools Program: Its Past, Present, and Future

Effects of an Educational Glass Recycling Program against Environmental Pollution in Spain

Preparing Action Competent Environmental Educators: How Hard Could It Be?

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