Browsing by Author "Eames, Chris W."

• Action on the ground: A review of community environmental groups’ restoration objectives, activities and partnerships in New Zealand 

  Peters, Monica A.; Hamilton, David P.; Eames, Chris W. (New Zealand Ecological Society, 2015)

  More than 600 community environmental groups across New Zealand are engaged in restoring degraded sites and improving and protecting habitat for native species. In the face of ongoing biodiversity declines, resource ...

  

• Backyard perspectives: Considering a biogeographical, sociocultural and socioecological framing of environmental education in Australasia and Asia 

  Eames, Chris W.; Cutter-Mackenzie, Amy (Japanese Society for Environmental Education, 2017)

  Australia and Aotearoa New Zealand are geographically situated at the southern edge of the Asia-Pacific region and have therefore sometimes been referred to as the ‘backyard’ of the wider Asia region. It is from this vantage ...

• A collaborative community education model: Developing effective school-community partnerships 

  Eames, Chris W.; DePetris, Thea (Cambridge University Press (CUP), 2018)

  Despite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportuni- ties through community-based action projects, they remain under-utilised ...

  

• Cooperative education: Integrating classroom and workplace learning 

  Eames, Chris W.; Coll, Richard K. (Springer, 2010)

  Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves ...

• CoRe: A way to build pedagogical content knowledge for beginning teachers 

  Eames, Chris W.; Williams, P. John; Hume, Anne Christine; Lockley, John (Teaching & Learning Research Initiative, 2011)

  Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has ...

  

• Secondary school science teachers’ Pedagogical Content Knowledge (PCK) in their classroom practice 

  Tufail, Imran (The University of Waikato, 2021)

  Research on teacher expertise has identified pedagogical content knowledge (PCK) as the most important factor impacting student progress (Neumann, Kind & Harms, 2019; Park & Chen, 2012) and supported its recognition in ...

  

• Factors affecting the teaching and learning of English in a blended learning environment in a Vietnamese university 

  Tran, Le Thu Ha (The University of Waikato, 2020)

  The adoption of blended learning solutions in higher education has increased significantly over some years in many developing countries, including Vietnam. While blended learning has been well-researched in Western countries ...

  

• Climate change education in Tongan secondary schools 

  Havea, 'Elisapesi Hepi (The University of Waikato, 2020)

  Children are among the most vulnerable groups to the adverse impacts of climate change. They can be psychologically disturbed and rendered powerless by the magnitude of its impacts. Tonga and its island groups are extremely ...

  

• Climate change is here: Teachers’ and students’ perceptions about education for It 

  Bevins, Patricia Anne (The University of Waikato, 2020)

  Climate change is the greatest threat humans have ever faced. The unprecedented anthropogenic activity impacting on the environment is having catastrophic effects across the globe and could continue for thousands of years. ...

  

• Teachers’ perceptions of professional learning through social media in environmental education 

  Mostafa, Fariba (The University of Waikato, 2020)

  Increasingly rapid consumption of natural resources and the production of wastes and their impacts on ecosystems have become unsustainable practices due to the increase in population, technological development and economic ...

  

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