5 research outputs found
The Role of Environmental Education in the Ontario Elementary Math Curriculum
No full textABSTRACT In 2007, the Ontario Ministry of Education (OME) mandated environmental education (EE) be integrated into all subject areas. However, in the Ontario math curriculum, there is not a single specific expectation that makes reference to EE. An initial literature review revealed there is a significant research gap when connecting math and the environment at the elementary level. Very few techniques, strategies and specific activities are proposed to help teachers integrate EE within the math curriculum. The primary research question that guides the study is: What role does environmental education play in the Ontario math curriculum at the elementary level? A qualitative case study approach is used as data is collected through individual, semi-structured interviews. Codes are created to identify two overarching themes. There are many challenges that restrict teachers from easily integrating EE and math. However, opportunities do exist for schools to overcome these challenges and successfully integrate EE and math. The OME must take a more active role in providing practical solutions that link EE and math. Teachers must be reflective and motivated to make their own connections between EE and math. Finally, administrators must encourage widespread integration of EE within all subjects, including math. That is why it is so critical that all of society -seniors, adults and children alikerecognize the importance of promoting ecological awareness and implementing solutions to support sustainability. Sustainability is defined as "the ability to meet the needs of the present, without compromising the ability of future generations to meet their own needs" (United Nations World Commission on Environment and Development, 1987). The next generation will be the recipients of the choices we make in the present. It is clear that education must play a significant role in promoting sustainability: Schools have a vital role to play in preparing our young people to take their place as informed, engaged and empowered citizens who will be pivotal in shaping the future of our communities, our province, our country and our global environment (Ministry of Education, 2009). In 2007, the Ontario Ministry of Education (OME) published 'Shaping Our Schools, Shaping Our Future.' This document mandated that Environmental Education (EE) be integrated into all subject areas (Ministry of Education, 2007). However, this document does not provide 2 specific recommendations on how teachers can actually integrate EE within school subjects. In 2011, the OME published the document 'Environmental Education: Scope and Sequence of Expectations," which was aimed at assisting teachers in integrating EE into each subject. This document clearly shows that in the grade one to six Ontario math curricula, there is not a single specific expectation that makes reference to EE. In contrast, subjects such as science had 98 specific expectations referenced to EE (Ontario Ministry of Education, 2011). Purpose of the Study An initial literature review revealed that there is a significant research gap in the techniques, strategies and specific activities proposed to help teachers integrate EE with the math curriculum. Gadotti (2010), Wakefield however, all three authors fail to propose actual strategies or activities demonstrating how to integrate EE and math. Although many authors demonstrate that the environment and math are interrelated, they do not make any connection between EE and math at the elementary level. Ernst and Monroe Due to the importance of integrating EE into all curriculum subjects, and the fundamental gap that exists in the current Ontario math curriculum, the purpose of this study is to examine the role of EE specifically within the math curriculum. The scope of the study is confined to the primary and junior levels of education in Ontario, grades one to six, with a focus on schools within the Toronto area. This is supported by primary research gathered from interviewing two 3 elementary teachers who have a working knowledge of EE and have integrated it within specific subjects. The paper ends with a discussion and analysis of the participants responses followed by recommendations and conclusions. This study is important to the education community because there has been very little research analyzing the relationship between EE and math at the elementary level. Many teachers do not possess the knowledge or skills on how to integrate EE into the classroom and therefore struggle with educating their students on aspects of sustainability. Research Questions The primary research question that guides the present study is: What role does environmental education play in the Ontario math curriculum at the elementary level? The secondary sub questions for this research are: 1. What are the challenges teachers face when attempting to incorporate environmental education into the math curriculum? 2. What activities and strategies are teachers currently implementing to integrate environmental education with math? 3. Which strands of the math curriculum are best suited to integrating environmental education? Methodology In this research study, a qualitative case study approach is used as the methodology. Eisenhardt (1989) defines a case study methodology as a research strategy that focuses on understanding the relationship and dynamics within a confined, real world setting. The methodology used in this proposal draws on the work of existing experts in the field of qualitative research. Specifically, it draws in part draw from the work of Creswell Creswell highlights that key components of a case study approach include identifying the case, stating intent, using multiple sources of data, and analyzing the data. In addition to Creswell, the methodology guiding this research proposal draws from Robert Yin (2014) who argues that a case study research strategy answers how and why questions, accommodates situations when the researcher has minimal control over the events, and occurs in a real-life context. In this research study, I use Yin's recommendations on how to construct validity and follow the case study protocol for developing effective questions and conducting successful data collection techniques. The scope of this research is confined to schools within the Toronto region, which sets the boundary for the research. Data is collected through individual, semi-structured interviews as well as observations. The interview is recorded on a recording device. The results of the data collection from two specific cases of teachers who currently integrate environmental education and math are analyzed. This analysis consists of the identification of codes, which can easily be organized into groups of themes or categories. The case study approach is utilized to provide a description teachers perspectives on integrating EE and math, as well as make conclusions and recommendations for best practices moving forward. Unfortunately, it was not until I got to the university level that I started to learn about environmental stewardship and sustainability issues, such as climate change. I believe that it is extremely important we educate children on the concepts of sustainability from a very young age. Background of the Researcher By conducting this study, I hope to help identify solutions that teachers can readily implement into their classrooms that connect environmental education and math. My previous research experience combined with my passion for promoting environmental education will ensure that I succeed in addressing an obvious gap in academic literature and the existing OMEcurriculum. More importantly, my work supports student engagement of environmental awareness in elementary education and empower students to become agents of change. Overview This research proposal consists of five chapters. Chapter one provides an overview of the study, the purpose of the study, the research questions and the background of the researcher. Chapter two consists of a literature review, which analyzes previous research exploring the relationship between environmental education and math. Chapter three described the methodology and procedure used in the study, as well as information about the participants, data 6 collection methods, and ethical considerations. Chapter four provides an analysis of the data collected. Chapter five discusses and provides conclusive statements on the data analysis, limitations of the study, and highlights recommendations for future teaching practices and future research studies. References and the appendix are at the end of this study. 7 Chapter 2: LITERATURE REVIEW Introduction to Literature Review Children, tomorrow's leaders, must be knowledgeable and prepared to tackle the future challenges that they will inherit. It is our responsibility as a society to provide environmental education to children. Children must possess the knowledge, skills, attitudes, and values necessary to support a sustainable future (Davis, 1998). It is also important to recognize that although the OME cite on numerous occasions that the government will move forward with addressing the 32 recommendations made in the 2007 policy document, there has been little to no work done since the 2011 policy document to support the implementation of EE. Teachers are instructed to teach based on the OME standards and expectations. It is clear the OME expects teachers to include EE in their practice, but the Ministry offers little guidance on how teachers should actually teach EE, which is especially true when integrating EE with math. Therefore, the objective of this literature review is to examine the relationship between EE and math, and to help identify gaps and opportunities in current literature for improving the assimilation of EE and math at the elementary level. Benefits of Environmental Education In a report issued in 2000, by the National Environmental Education and Training Foundation, EE was infused into lessons in a range of grades at the elementary level within schools in the southern states. The results showed that students scored higher grades on standardized tests after a year of EE Other research suggests that assessing the effectiveness of EE is not measured by observing if students have increased their knowledge or get higher grades, but is measured in the student's ability to think critically Archie 10 Therefore, the trend amongst research that effective environmental education translates to not only improved academic achievement, but also improved critical thinking skills, only strengthens and supports a call to include environment education within the Ontario math curriculum. The Relationship between Environmental Education and Math A second key theme evident within existing literature was that the two disciplines, the environment and mathematics, are connected. Mathematics is traditionally seen as its own discipline, separate from natural phenomena such as the environment. That is why, historically, school mathematic programs do not focus on sustainability related issues It is important to note that previous research has determined that four major barriers exist that constrain incorporating environmental education into classrooms: Conceptual, Logistical, Educational, and Attitudinal barriers 11 The ultimate goal of green math is to inform the general public on environmental issues and help make people more socially charged, which aligns directly with the OME's goal established in the 'Shaping Our Schools, Shaping Our Future'' policy document. Integrating Environmental Education and Math A third theme identified within existing literature was that author's proposals for how to integrate EE and math varied significantly. Gadotti Other authors call for the importance of teachers to be more educated on concepts related to EE. This can be accomplished through professional communities, university pre-service Major changes to the entire education system are unlikely to occur any time soon. Therefore, small changes that teachers can make inside their classroom provide a more appropriate foundation to integrate EE and math, further strengthening students critical thinking skills and improve students motivation to learn. Limitations and Research Gaps There is very little existing literature directly related to the topic of EE and math. Math and the environment have historically been viewed as completely separate disciplines Although many authors demonstrate that the environment and math are interrelated, very few make any connection between EE and math at the elementary level. Ernst and Monroe The fact that very little research has been done to assess how EE can be integrated within the subject area of math at the elementary level is problematic and an obvious gap that must be addressed. Conclusion Schools must play an important role in educating children on issues of sustainability in order to provide them with the knowledge and capacity required to deal with complex future environment related issues. The implementation of EE in schools has many benefits for children, which include improved critical thinking skills and an increased self-motivation to learn 15 Chapter 3: METHEDOLOGY Introduction The primary goal of this research paper is to identify the role of environmental education, specifically within the Ontario math curriculum at the elementary level. A primary and secondary data collection process was performed. The work of many academic literary authors is analyzed to develop a foundation of knowledge. This is followed by the generation of data through two one-on-one semi structured interviews with exemplary elementary school teachers. Within this chapter, my methodology is discussed highlighting the study procedure, the participants, how the data is collected and analyzed, the ethical review procedure and the study limitations. Research Approach & Procedure A qualitative case study approach is used as the methodology here. The methodology draws from existing experts in the field of qualitative case study research. Additionally, Robert Yin (2014) recommends the researcher construct validity to follow the case study protocol for developing effective questions and conducting successful data collection techniques. 16 A qualitative case study approach is appropriate for this specific study because this study is very limited in nature. The study is confined to interviewing only two individuals, resulting in two specific cases being compared and contrasted. A review of relevant literature was conducted to initiate the data collection process. The main purpose of the literature review is to examine existing literature in relation to the topic of this study; environmental education and mathematics (EE and math). Key themes are identified amongst the work of various authors to develop a foundation of information that is expanded upon and added to via this study. Important limitations and gaps are identified amongst the academic literature, which help establish exactly what this study addresses. In addition to analyzing academic journal articles for research gaps, published documents from the Ontario Ministry of Education are assessed to help support and guide the purpose of this study. The fact that the Ministry has mandated that environmental education be incorporated into all subject areas but offers no guidance for how teachers can actually integrate EE and math in these documents, demonstrates a clear need for this research study. Despite there being very few academic publications connecting EE and math at the elementary level, the academic literature is constantly revisited throughout this entire study process to incorporate any additional contributions. Predetermined interview questions are asked in the semi-structured interview. However, a semi-structured interview allows for non-predetermined follow-up questions based on the conversation (Crestwell, 2013). Thus, a semi-structured interview is the appropriate type of data collection process for this specific study, as it allows the interviewees to expand upon the interview questions, to further contribute their lived experiences. Instruments of Data Collection The interview is broken into four sections loosely following the structure of the main research questions and sub questions. Firstly, the interviewee's background and experience are explored. Secondly, the teacher's current practices are explored, the 'what and how'. Thirdly, the interviewee's beliefs and values are explored, the 'why'. The final section explores the next steps and challenges of integrating EE and math, the 'what's next'. A digital voice recorder is used to record and transcribe the interview. Participants A brief overview of the participant recruitment process and the sampling criteria which enable exceptional participants to be selected is presented in the following section. Sampling Criteria The participants are exemplary teachers who have a working knowledge of environmental education, thereby ensuring credibility. Two elementary teachers are selected. This allows for varying perspectives to be compared and contrasted. 18 Participants must meet each of the following criteria: • A grade 3-5 teacher at the elementary level in a public school in the GTA • Have at least 3 years of full time teaching experience • Are willing to reflect upon and share their own experiences • Have a working knowledge of EE and incorporate EE into some of their daily lessons (does not have to include math) Two elementary educators teaching similar grades and having a comparable amount of full time teaching experience are selected to maintain study consistency. A pseudonym is assigned to each participant and their school to support their privacy. Further, daily schedules and other identifying factors are kept private. Sampling Procedures Two participants will be recruited through word of mouth within the Toronto teaching community. I will be asking friends and colleagues to recommend individuals who fit the key criteria listed above. Participant Bios Participant #1, "Jen," is a grade 3 primary teacher in the Toronto District School Board. She has been teaching for 6 years. She graduated with a teaching degree from Medaille Collage in Buffalo, New York. 19 Participant #2, "Mike," is a grade 4/5 teacher with the Toronto District School Board. He has been teaching for 16 years and graduated with a teaching degree from the University of Toronto. Michael has taught all grades except for kindergarten. Data Analysis The data is collected through two face-to-face, one-on-one semi-structured interviews. The main research question and sub questions were used as a foundation for developing the interview layout. The interview was broken into four sections. Firstly, the interviewee's background and experience are explored. Secondly, the teacher's current practices are explored
Tropical timber trade policies : what impact will eco-labeling have?
Get PDFAbout 20 percent of the total production of tropical timber is traded internationally. But for Indonesia, Malaysia, Papua New Guinea, and some countries in West-Central Africa, tropical timber trade accounts for more than 50 percent of production. Although the tropical timber trade has often been blamed for deforestation, the authors find that it contributes much less to deforestation than do poor policies for the production of tropical timber. Lack of tenure rights, short and uncertain logging concessions, low stumpage values, and inadequate monitoring of logging activities are among the major policy failures that help deplete the tropical forests. Trade policies, often identified as an instrument for enforcing environmental objectives internationally, are inefficient instruments for correcting domestic distortions, and in the case of tropical timber trade, may affect the environment perversely. Export and import restrictions ultimately depress the value of an already underpriced resource - the forest. Restrictions on log exports, for example, encourage wasteful processing of logs. Unless sound forest management policies are enforced domestically, the net effect could even be an increase in the rate of deforestation. Import restrictions may have a marginal impact, since trade accounts for less than 20 percent of production and most of the tropical timber is imported in Asia, where such restrictions currently do not exist. Even if import restrictions had a significant impact, it would be in a reduction in value of tropical logs that would make alternative uses of the forest lands more profitable - so the rate of deforestation might not be reduced. Eco-labeling's main strength is its capacity to discriminate (through market signals) in favor of timber produced under sound environmental practices. By contrast, bans and boycotts have an indiscriminate, perverse impact. But if eco-labeling is imposed unilaterally by a subset of countries, its effectiveness will be doubtful. It will lead to trade diversion and potentially perverse environmental results, not to mention an increase in GATT trade disputes. Even if eco-labeling is adopted by all importing countries, there could still be trade diversion in tropical timber products because some consumers may not prefer certified timber, given its higher price. Eco-labeling programs should be designed so that producers see them not as a nontariff barrier but as an instrument for capturing the rents associated with prevailing environmental concerns in the developed world. Consumer education is important to the success of such programs, and eco-labeling programs should be designed accordingly.Environmental Economics&Policies,Forestry,Silviculture,Forests and Forestry,Economic Theory&Research
The price of pain and the value of suffering
Get PDFEstimating the financial value of pain informs issues as diverse as the market price of analgesics, the cost-effectiveness of clinical treatments, compensation for injury, and the response to public hazards. Such costs are assumed to reflect a stable trade-off between relief of discomfort and money. Here, using an auction-based health market experiment, we show the price people pay for relief of pain is strongly determined by the local context of the market, determined either by recent intensities of pain, or their immediately disposable income, but not overall wealth. The absence of a stable valuation metric suggests that the dynamic behaviour of health markets is not predictable from the static behaviour of individuals. We conclude that the results follow the dynamics of habit formation models of economic theory, and as such, the study provides the first scientific basis for this type of preference modelling
Using digital technology as a platform to strengthen the continuum of care at community level for maternal, child and adolescent health in Tanzania: introducing the Afya-Tek program
No full textAbstract Inadequate care within Tanzania’s primary health system contributes to thousands of preventable maternal and child deaths, and unwanted pregnancies each year. A key contributor is lack of coordination between three primary healthcare actors: public sector Community Health Workers (CHWs) and health facilities, and private sector Accredited Drug Dispensing Outlets (ADDOs). The Afya-Tek program aims to improve the continuity of care amongst these actors in Kibaha district, through a mobile-application based digital referral system that focuses on improving maternal, child and adolescent health. The digital system called Afya-Tek was co-created with users and beneficiaries, and utilises open-source technology in-line with existing government systems. The system guides healthcare actors with individualised decision support during client visits and recommends accurate next steps (education, treatment, or referral). From July 2020 to June 2023, a total of 241,000 individuals were enrolled in the Afya-Tek program covering 7,557 pregnant women, 6,582 postpartum women, 45,900 children, and 25,700 adolescents. CHWs have conducted a total of 626,000 home visits to provide health services, including screening clients for danger signs. This has resulted in 38,100 referrals to health facilities and 24,300 linkages to ADDOs. At the ADDO level, 48,552 clients self-presented; 33% of children with pneumonia symptoms received Amoxicillin; 34% of children with diarrhoea symptoms received ORS and zinc; and 4,203 referrals were made to nearest health facilities. Adolescents preferred services at ADDOs as a result of increased perceived privacy and confidentiality. In total, 89% of all referrals were attended by health facilities. As the first digital health program in Tanzania to demonstrate the linkage among public and private sector primary healthcare actors, Afya-Tek holds promise to improve maternal, child and adolescent health as well as for scale-up and sustainability, through incorporation of other disease conditions and integration with government’s Unified Community System (UCS)
Abstracts of Tanzania Health Summit 2020
Get PDFThis book contains the abstracts of the papers/posters presented at the Tanzania Health Summit 2020 (THS-2020) Organized by the Ministry of Health Community Development, Gender, Elderly and Children (MoHCDGEC); President Office Regional Administration and Local Government (PORALG); Ministry of Health, Social Welfare, Elderly, Gender, and Children Zanzibar; Association of Private Health Facilities in Tanzania (APHFTA); National Muslim Council of Tanzania (BAKWATA); Christian Social Services Commission (CSSC); & Tindwa Medical and Health Services (TMHS) held on 25–26 November 2020. The Tanzania Health Summit is the annual largest healthcare platform in Tanzania that attracts more than 1000 participants, national and international experts, from policymakers, health researchers, public health professionals, health insurers, medical doctors, nurses, pharmacists, private health investors, supply chain experts, and the civil society. During the three-day summit, stakeholders and decision-makers from every field in healthcare work together to find solutions to the country’s and regional health challenges and set the agenda for a healthier future.
Summit Title: Tanzania Health SummitSummit Acronym: THS-2020Summit Date: 25–26 November 2020Summit Location: St. Gasper Hotel and Conference Centre in Dodoma, TanzaniaSummit Organizers: Ministry of Health Community Development, Gender, Elderly and Children (MoHCDGEC); President Office Regional Administration and Local Government (PORALG); Ministry of Health, Social Welfare, Elderly, Gender and Children Zanzibar; Association of Private Health Facilities in Tanzania (APHFTA); National Muslim Council of Tanzania (BAKWATA); Christian Social Services Commission (CSSC); & Tindwa Medical and Health Services (TMHS)
