Dafna Gan
Datos Biográficos
| ID | 4428975 |
|---|---|
| NOMBRE | Dafna Gan |
| NOMBRES | Dafna |
| APELLIDO | Gan |
| FIRMA | GAN D |
| AFILIACIONES | Kibbutzim College of Education, Technology and the Arts |
| ORCID | 0000-0003-1322-3564 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
International perspectives on incorporating climate change into forest school training programs
Administrators’ insights into uncovering hidden littering motivations and challenges in behavior change
Tackling littering in public spaces poses a global challenge with significant environmental, social, and economic implications. This study explores the motivational influences and the barriers to altering littering behavior among educational and operational administrators in Israel. Using the Iceberg Model, Theory U, and the Immunity to Change (ITC) framework, this research reveals the underlying factors often overlooked in littering behaviors wh…
Forces shaping educational policy
Processes of institutionalization shape whether and how innovative pedagogical models become durably embedded within education policy systems. This study examines how grassroots educational initiatives negotiate legitimacy within diverse governance and cultural contexts, using Forest School (FS), a global outdoor education movement, as a comparative case to explore how such initiatives become recognized, supported, and regulated within national e…
A comprehensive approach to teacher training
‘They don’t teach what we need to know’
Don’t Look Up
Despite the overwhelming scientific consensus on anthropogenic climate change (CC), the response in the education sector has been limited. This article works to identify reasons why by examining how teachers perceive CC. Specifically, we explore how teachers in Israel respond to climate change education (CCE), a global educational movement seeking to empower all people to participate in climate action. Drawing on social movement theory, we consid…
The unexplored relationships between forest schools and climate change
Multiculturalism, identity, and education
Incorporating collaborative learning in teacher education to foster self-efficacy to implement environmental citizenship
Purpose Engaging students in environmental citizenship to promote education for sustainability (EfS) as an explicit goal of academic courses is not common, notwithstanding wide consensus on its importance. Collaborative learning has rarely been investigated using action research methods in the context of environmental citizenship in higher education; the purpose of this study is to fill the gap. Design/methodology/approach Adopting Bandura's (201…
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and ex…
Perspectives on environmental education, citizenship, and assessment
Environmental education (EE) is recognized as an important way to improve the environmental crisis. It seems that international and national educational assessment and accountability ideas are working against EE. By examining the perspectives of Israeli teachers, who are important change agents in society, this qualitative case study seeks to understand the potential of EE, when paired with citizenship, to foster a more equitable society in the c…
Introduction to special issue
The aim of this special issue, “Learning Assessments for Sustainability?”, is to examine the interaction between the environmental and sustainability education (ESE) movement and the international large-scale assessments (ILSAs) movement. Both global educational movements emerged in the 1960s and their simultaneous work have affected each other since then. While the articles in this special issue highlight the potential benefits of ILSAs as a sou…
Imagine a school
Using drawings and accompanying written and oral explanations by third- and sixth-grade students, this phenomenological study is an examination of the children’s perception of the ideal environmental school. Analysis of the 128 features in the drawing yielded four categories: (1) physical – with natural areas and outdoor learning, (2) cognitive – core subjects and environmental ones, (3) emotional – the students’ feelings and the spaces for relea…
School staff perceptions on education for sustainability and sense of community as reflected in an elementary school culture in Israel
Promoting education for sustainability (EfS) within schools requires adopting a whole-school approach for organizational change. In this study, we adopted Schein’s (1985 Schein, E. H. 1985. Organizational Culture and Leadership Jossey-Bass. San Francisco. [Google Scholar]) organizational culture model in school context, which includes three levels: artifacts, espoused values and basic underlying assumptions. Since sense of community is an importa…
Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations
The recognition of the environmental crisis has created the need for environmental education (EE) development and leadership. Schools have a crucial role in promoting EE, which requires a deep organizational change to be led by school principals. Consequently, it is important to investigate principals’ leadership perceptions in the context of the environmental crisis. This qualitative study aimed to explore the term ‘environmental education leade…
The role of school partnerships in promoting education for sustainability and social capital
State, civil society and private sector partnerships play a crucial role in fostering a sustainable society. This case study explores the role of school-state-community-civil society-business partnerships in promoting environmental citizenship as a major component of education for sustainability (EfS), and social capital as a new outcome, from a school’s perspective. The findings indicate that the school succeeded in establishing and maintaining …
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations
The recognition of the environmental crisis has created the need for environmental education (EE) development and leadership. Schools have a crucial role in promoting EE, which requires a deep organizational change to be led by school principals. Consequently, it is important to investigate principals’ leadership perceptions in the context of the environmental crisis. This qualitative study aimed to explore the term ‘environmental education leade…
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
The unexplored relationships between forest schools and climate change
Multiculturalism, identity, and education
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
The role of school partnerships in promoting education for sustainability and social capital
State, civil society and private sector partnerships play a crucial role in fostering a sustainable society. This case study explores the role of school-state-community-civil society-business partnerships in promoting environmental citizenship as a major component of education for sustainability (EfS), and social capital as a new outcome, from a school’s perspective. The findings indicate that the school succeeded in establishing and maintaining …
Perspectives on environmental education, citizenship, and assessment
Environmental education (EE) is recognized as an important way to improve the environmental crisis. It seems that international and national educational assessment and accountability ideas are working against EE. By examining the perspectives of Israeli teachers, who are important change agents in society, this qualitative case study seeks to understand the potential of EE, when paired with citizenship, to foster a more equitable society in the c…
Introduction to special issue
The aim of this special issue, “Learning Assessments for Sustainability?”, is to examine the interaction between the environmental and sustainability education (ESE) movement and the international large-scale assessments (ILSAs) movement. Both global educational movements emerged in the 1960s and their simultaneous work have affected each other since then. While the articles in this special issue highlight the potential benefits of ILSAs as a sou…
Imagine a school
Using drawings and accompanying written and oral explanations by third- and sixth-grade students, this phenomenological study is an examination of the children’s perception of the ideal environmental school. Analysis of the 128 features in the drawing yielded four categories: (1) physical – with natural areas and outdoor learning, (2) cognitive – core subjects and environmental ones, (3) emotional – the students’ feelings and the spaces for relea…
School staff perceptions on education for sustainability and sense of community as reflected in an elementary school culture in Israel
Promoting education for sustainability (EfS) within schools requires adopting a whole-school approach for organizational change. In this study, we adopted Schein’s (1985 Schein, E. H. 1985. Organizational Culture and Leadership Jossey-Bass. San Francisco. [Google Scholar]) organizational culture model in school context, which includes three levels: artifacts, espoused values and basic underlying assumptions. Since sense of community is an importa…
Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations
The recognition of the environmental crisis has created the need for environmental education (EE) development and leadership. Schools have a crucial role in promoting EE, which requires a deep organizational change to be led by school principals. Consequently, it is important to investigate principals’ leadership perceptions in the context of the environmental crisis. This qualitative study aimed to explore the term ‘environmental education leade…
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and ex…
Incorporating collaborative learning in teacher education to foster self-efficacy to implement environmental citizenship
Purpose Engaging students in environmental citizenship to promote education for sustainability (EfS) as an explicit goal of academic courses is not common, notwithstanding wide consensus on its importance. Collaborative learning has rarely been investigated using action research methods in the context of environmental citizenship in higher education; the purpose of this study is to fill the gap. Design/methodology/approach Adopting Bandura's (201…
‘They don’t teach what we need to know’
Don’t Look Up
Despite the overwhelming scientific consensus on anthropogenic climate change (CC), the response in the education sector has been limited. This article works to identify reasons why by examining how teachers perceive CC. Specifically, we explore how teachers in Israel respond to climate change education (CCE), a global educational movement seeking to empower all people to participate in climate action. Drawing on social movement theory, we consid…
The unexplored relationships between forest schools and climate change
Multiculturalism, identity, and education
International perspectives on incorporating climate change into forest school training programs
Administrators’ insights into uncovering hidden littering motivations and challenges in behavior change
Tackling littering in public spaces poses a global challenge with significant environmental, social, and economic implications. This study explores the motivational influences and the barriers to altering littering behavior among educational and operational administrators in Israel. Using the Iceberg Model, Theory U, and the Immunity to Change (ITC) framework, this research reveals the underlying factors often overlooked in littering behaviors wh…
Forces shaping educational policy
Processes of institutionalization shape whether and how innovative pedagogical models become durably embedded within education policy systems. This study examines how grassroots educational initiatives negotiate legitimacy within diverse governance and cultural contexts, using Forest School (FS), a global outdoor education movement, as a comparative case to explore how such initiatives become recognized, supported, and regulated within national e…
A comprehensive approach to teacher training
Environmental Education and Sustainability (16 obras) · Environmental education (12 obras) · Pedagogy (11 obras) · Psychology (11 obras) · Political science (9 obras) · Sociology (8 obras) · Sustainability (7 obras) · Public relations (6 obras) · Ecology (5 obras) · Social Psychology (5 obras)