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This document outlines a study that aims to examine teachers' instructional beliefs and practices in education for sustainable development (ESD) and how they compare to students' perspectives. The study will analyze survey data from Flemish elementary school teachers and students to identify teacher profiles and any gaps between their beliefs and practices or between teacher and student views. The surveys measure holistic, pluralistic, and action-oriented instruction related to ESD. The results could provide insights into improving ESD teaching and learning.

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This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include: - The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity. - A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies. - Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.

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In today’s higher education climate of low-enrollment, shrinking government funding, and higher expectations from “students as customers,” the focus on retention is relevant. However, with all the “talk” on retention, do we know how to “do” retention? Let’s examine a few of the research supported practices on retention and discuss the specifics of how faculty, administrators and counselors perform retention strategies. Is retention something extra that we have to do, or can we make it a habit that is integrated into our standard operating procedures?

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1) The document reports on a case study that investigated high school students' use of vocabulary learning strategies (VLSs) and their perceptions of English vocabulary acquisition. 2) The study found that students were moderate users of VLSs, with asking teachers for translations and written/spoken repetition being the most common strategies. Interacting with native speakers and using labels/keyword methods were least used. 3) Students had positive perceptions of vocabulary learning and saw it as helpful for different English skills. 4) A positive correlation was found between students' use of VLSs and their perceptions of vocabulary acquisition.

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Poster ecer 2021 sinakou et al

1. Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem University of Antwerp www.edo-valies.be Instructional beliefs Holism 9 items Pluralism 5 items Instructional practices Holism 9 items Pluralism 5 items Instructional practices that happen Holism 3 items* Pluralism 8 items in the initial instrument* Action-orientation 31 items in the initial instrument* Instructional practices that students wish Holism 3 items* Pluralism 8 items in the initial instrument* Action-orientation 31 items in the initial instrument* * It remains to get validated. Introduction Aim of Education for Sustainable Development: students to get knowledge and skills to take actions towards SD issues (Hungerford, 2010). Teachers’ instructional beliefs & instructional practices in ESD are important for the cultivation of students’ action competence towards SD issues (Sinakou, Donche, Boeve-de Pauw & Van Petegem, 2021). Theoretical background In Education for Sustainable Development • holistic, • pluralistic and • action-oriented instructional practices contribute to the development of students’ action competence (e.g., Sinakou, Donche, Boeve-de Pauw & Van Petegem, 2019). Expected outcomes • Teachers’ clusters with specific profiles • Gap between teachers’ beliefs and their practices within clusters • Gap between teachers’ and students’ perspectives References Hungerford, H. R. (2010). Environmental Education (EE) for 21st century: where have we been? Where are we now? Where are we headed? Journal of Environmental Education, 41(1), 1-6. Sinakou, E., Donche, V., Boeve- de Pauw, J. & Van Petegem, P. (2019). Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework. Sustainability, 11(21), 5994, doi: 10.3390/su11215994. Sinakou, E., Donche, V., Boeve- de Pauw, J. & Van Petegem, P. (2021). Development and validation of a questionnaire on teachers’ Instructional Beliefs and Practices in Education for Sustainable Development. Environmental Education Research. DOI: 10.1080/13504622.2021.1921115 Research aim: to combine teachers’ & students’ perspectives. Research questions (RQs): What are Flemish elementary school teachers’ profiles regarding their instructional beliefs & instructional practices in holistic and pluralistic ESD. What are their students’ perceptions about their teachers’ instructional practices in action-oriented ESD? Students’ instrument Holism- Pluralism -Action-orientation in ESD questionnaire (HPAESD-Q-Students) Teachers’ instrument Holism- Pluralism in ESD questionnaire (HPESD-Q) Reliable & valid (Sinakou, Donche, Boeve-de Pauw & Van Petegem, 2021) Eleni.Sinakou@uantwerpen.be @EleniSinakou eleni-sinakou-8bb0002a In design phase ready for data collection NW30 Submission ID number: 1204

Poster ecer 2021 sinakou et al

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