Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Lasen, Michelle
Skamp, Keith
and
Simoncini, Kym
2017.
Teacher Perceptions and Self-Reported Practices of Education for Sustainability in the Early Years of Primary School: An Australian Case Study.
International Journal of Early Childhood,
Vol. 49,
Issue. 3,
p.
391.
Hunter, Mary Ann
Aprill, Arnold
Hill, Allen
and
Emery, Sherridan
2018.
Education, Arts and Sustainability.
p.
1.
Hunter, Mary Ann
Aprill, Arnold
Hill, Allen
and
Emery, Sherridan
2018.
Education, Arts and Sustainability.
p.
13.
Hunter, Mary Ann
Aprill, Arnold
Hill, Allen
and
Emery, Sherridan
2018.
Education, Arts and Sustainability.
p.
95.
Casinader, Niranjan
and
Kidman, Gillian
2018.
Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry.
Australian Journal of Environmental Education,
Vol. 34,
Issue. 1,
p.
1.
Reid, Alan
and
Breidahl, Harry
2019.
Exemplary Practices in Marine Science Education.
p.
341.
Kidman, Gillian
and
Casinader, Niranjan
2019.
Developing Teachers’ Environmental Literacy through Inquiry-based Practices.
EURASIA Journal of Mathematics, Science and Technology Education,
Vol. 15,
Issue. 6,
Glackin, Melissa
and
King, Heather
2020.
Taking stock of environmental education policy in England – the what, the where and the why.
Environmental Education Research,
Vol. 26,
Issue. 3,
p.
305.
Olive, Rebecca
and
Enright, Eimear
2021.
Sustainability in the Australian Health and Physical Education Curriculum: an ecofeminist analysis.
Sport, Education and Society,
Vol. 26,
Issue. 4,
p.
389.
Chang, Chew-Hung
and
Ow, Phoebe
2022.
Assessment in Geographical Education: An International Perspective.
p.
123.
Tomas, Louisa
Mills, Reece
and
Gibson, Fiona
2022.
“It’s kind of like a cut and paste of the syllabus”: a teacher’s experience of enacting the Queensland Earth and Environmental Science syllabus, and implications for Education for Sustainable Development.
The Australian Educational Researcher,
Vol. 49,
Issue. 2,
p.
445.
Salinas, Ivan
Guerrero, Gonzalo
Satlov, Miriam
and
Hidalgo, Paola
2022.
Climate Change in Chile’s School Science Curriculum.
Sustainability,
Vol. 14,
Issue. 22,
p.
15212.
Kougias, K.
Sardianou, E.
and
Saiti, A.
2023.
Attitudes and Perceptions on Education for Sustainable Development.
Circular Economy and Sustainability,
Vol. 3,
Issue. 1,
p.
425.
Gurr, Sarah K.
and
Forster, Daniella J.
2023.
Using normative case studies to examine ethical dilemmas for educators in an ecological crisis.
Educational Philosophy and Theory,
Vol. 55,
Issue. 10,
p.
1121.
Douglas, Francesca
Beasy, Kim
Sollis, Kate
and
Flies, Emily J.
2024.
Online, Experiential Sustainability Education Can Improve Students’ Self-Reported Environmental Attitudes, Behaviours and Wellbeing.
Sustainability,
Vol. 16,
Issue. 6,
p.
2258.
Hargis, Kristen
2024.
Whole School Approaches to Sustainability.
p.
247.
Ham, Miriam
and
Menzie-Ballantyne, Karena
2024.
Using teachers’ prior knowledge as the foundation for collaborative policy development: an Australian case study.
Asia Pacific Journal of Education,
p.
1.
Hoang, April
Sanders, Matthew R.
Turner, Karen M. T.
Morawska, Alina
Cobham, Vanessa
Chainey, Carys
and
Simmons, Erik
2024.
Connecting families, schools, and communities: A systems‐contextual approach to sustainable futures for children.
Sustainable Development,
Vol. 32,
Issue. 5,
p.
4505.
Siegel, Lisa
2024.
Ecofeminism ↔ Intraconnectivism: working beyond binaries in environmental education.
Gender and Education,
Vol. 36,
Issue. 4,
p.
328.
Hoang, April
Hepburn, Stevie-Jae
Tomizawa, Saya
Carroll, Annemaree
Edwards, Elizabeth
and
Sanders, Matthew
2024.
Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools.
Environmental Education Research,
p.
1.