A system-wide school-based program for sustainability: Climate clever energy savers

Buchanan, J; Aubusson, P; Schuck, S

A system-wide school-based program for sustainability: Climate clever energy savers

Buchanan, J

Aubusson, P

Schuck, S

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Publication Type:: Chapter
Citation:: Handbook of Research on Pedagogical Innovations for Sustainable Development, 2014, pp. 245 - 269
Issue Date:: 2014-03-31

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2014-03-31	en_US
dc.identifier.citation	Handbook of Research on Pedagogical Innovations for Sustainable Development, 2014, pp. 245 - 269	en_US
dc.identifier.isbn	1466658568	en_US
dc.identifier.isbn	9781466658561	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32812
dc.description.abstract	© 2014 by IGI Global. All rights reserved. This chapter reports on an external evaluation of a statewide Education for Sustainability program conducted in Australia. The Climate Clever Energy Savers Program, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from Years 3 to 10), to participate in projects with their teachers' support, aimed at reducing their school's electricity consumption and costs. The chapter describes the Program in the context of the importance of sustainability development, and the centrality of education in achieving this. The ongoing evaluation investigates outcomes of the school-based projects, as well as teachers' views on the available support. This chapter investigates three case studies of the Program, examining outcomes, commonalities and differences across these sites. It describes the use of the Sustainability Action Process as a framework for guiding projects' progress. The chapter concludes with implications for practice and further research emerging from the case study investigations.	en_US
dc.relation.ispartof	Handbook of Research on Pedagogical Innovations for Sustainable Development	en_US
dc.relation.isbasedon	10.4018/978-1-4666-5856-1.ch013	en_US
dc.title	A system-wide school-based program for sustainability: Climate clever energy savers	en_US
dc.type	Chapter
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2014 by IGI Global. All rights reserved. This chapter reports on an external evaluation of a statewide Education for Sustainability program conducted in Australia. The Climate Clever Energy Savers Program, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from Years 3 to 10), to participate in projects with their teachers' support, aimed at reducing their school's electricity consumption and costs. The chapter describes the Program in the context of the importance of sustainability development, and the centrality of education in achieving this. The ongoing evaluation investigates outcomes of the school-based projects, as well as teachers' views on the available support. This chapter investigates three case studies of the Program, examining outcomes, commonalities and differences across these sites. It describes the use of the Sustainability Action Process as a framework for guiding projects' progress. The chapter concludes with implications for practice and further research emerging from the case study investigations.

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http://hdl.handle.net/10453/32812