Nicola Walshe
Biographic Data
| ID | 3560708 |
|---|---|
| NAME | Nicola Walshe |
| GIVEN NAMES | Nicola |
| FAMILY NAME | Walshe |
| SIGNATURE | WALSHE N |
| AFFILIATIONS | Anglia Ruskin University |
| ORCID | 0000-0003-2123-4853 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2027 |
| H-INDEX | 3 |
'In Every River, in Every Lake'
Ecosystem transformation driven by climatic, environmental and societal factors poses interlinked ecological and social challenges for many Indigenous communities. For Inuvialuit communities in and around the lower Mackenzie Delta, in the western Canadian Arctic, recent changes in the population of beavers ( Castor canadensis ) have disrupted subsistence harvesting activities and travelling routes, exacerbating stresses linked to the cost of livi…
Understanding spaces of teacher agency
Is climate literacy an effective proxy for climate change education? Evidence from young people’s conceptualisations of climate change in England
Education, including school education, is integral to just responses to global climate change and sustainability crises. Increasingly, national and international surveys seek to assess the ‘climate literacy' of young people, including as a mechanism to measure the effectiveness of national education systems for preparing young people. However, these surveys generally ask young people to identify accurate knowledge from a series of definitions, ra…
Agentic action as an aim for sustainability education
To support young people and their futures, sustainability education is increasingly framed around enhancing young people’s agency. In England, however, sustainability is not a formal subject within the National Curriculum and teachers may have different understandings of what sustainability education involves. New insights were revealed through content analysis of written questionnaire responses from 335 secondary school teachers of different sub…
Curriculum making and climate change and sustainability education
School-based climate change and sustainability education are widely understood as a vital response to the triple environmental crises of climate change, biodiversity loss and pollution. This current research analyses over 700 responses from a national survey of teachers working in England to explore teachers’ curriculum making activities and the sites in which these occur, in the context of climate change and sustainability education (CCSE). Micr…
Understanding teacher agency in the context of school‐based climate change and sustainability education
Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11–14 years). Data were gathered through two separate o…
Branching out
Introduction: Mobilizing existing creative, cultural and community assets is seen as a crucial pathway to improving public health. Schools have been identified as key institutional community assets and arts-in-nature practice has been shown to promote children's mental health. The 'Branching Out' research investigated how an established arts-in-nature practice called 'Artscaping' could be scaled up through the mobilization of community assets inc…
Pronouns, Pin Badges and Pride
This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students…
Assessment of Environmental and Occupational Risk Factors for the Mitigation and Containment of a Covid-19 Outbreak in a Meat Processing Plant
Throughout the COVID-19 pandemic, meat processing plants have been vulnerable to outbreaks of SARS-CoV-2 infection. Transmission of the virus is difficult to control in these settings because of a combination of factors including environmental conditions and the specific nature of the work. This paper describes a retrospective outbreak investigation in a meat processing plant, a description of the measures taken to prevent or contain further outb…
Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces
Making connections
Children today face significant challenges in response to living in a globalised world and the predicted environmental threats to the planet. However, implementing environmental and sustainability education (ESE) within schools can be complex and is often ignored within initial teacher education (ITE). In response, this project aimed to evaluate pedagogies for developing transformative learning for ESE within the context of university-based ITE. …
Developing reflective trainee teacher practice with 360-degree video
Developing trainee teacher practice with geographical information systems (GIS)
There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, …
An interdisciplinary approach to environmental and sustainability education
Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ dra…
Exploring and developing children's understandings of sustainable development with dialogic diaries
Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion,…
Understanding students’ conceptions of sustainability
There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact st…
Understanding students’ conceptions of sustainability
There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact st…
Developing reflective trainee teacher practice with 360-degree video
Developing trainee teacher practice with geographical information systems (GIS)
There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, …
Making connections
Children today face significant challenges in response to living in a globalised world and the predicted environmental threats to the planet. However, implementing environmental and sustainability education (ESE) within schools can be complex and is often ignored within initial teacher education (ITE). In response, this project aimed to evaluate pedagogies for developing transformative learning for ESE within the context of university-based ITE. …
Exploring and developing children's understandings of sustainable development with dialogic diaries
Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion,…
Curriculum making and climate change and sustainability education
School-based climate change and sustainability education are widely understood as a vital response to the triple environmental crises of climate change, biodiversity loss and pollution. This current research analyses over 700 responses from a national survey of teachers working in England to explore teachers’ curriculum making activities and the sites in which these occur, in the context of climate change and sustainability education (CCSE). Micr…
Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces
Pronouns, Pin Badges and Pride
This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students…
An interdisciplinary approach to environmental and sustainability education
Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ dra…
Understanding students’ conceptions of sustainability
There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact st…
Exploring and developing children's understandings of sustainable development with dialogic diaries
Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion,…
An interdisciplinary approach to environmental and sustainability education
Education for sustainable development (ESD) persists as an important concept within international policy and yet, despite considerable debate, there remains a lack of consensus as to a pedagogy for ESD in schools. This paper presents findings from a study investigating how an interdisciplinary approach to ESD in England developed one class of 16- and 17-year-old geography students’ understandings of sustainability. The research used students’ dra…
Developing trainee teacher practice with geographical information systems (GIS)
There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, …
Developing reflective trainee teacher practice with 360-degree video
Making connections
Children today face significant challenges in response to living in a globalised world and the predicted environmental threats to the planet. However, implementing environmental and sustainability education (ESE) within schools can be complex and is often ignored within initial teacher education (ITE). In response, this project aimed to evaluate pedagogies for developing transformative learning for ESE within the context of university-based ITE. …
Assessment of Environmental and Occupational Risk Factors for the Mitigation and Containment of a Covid-19 Outbreak in a Meat Processing Plant
Throughout the COVID-19 pandemic, meat processing plants have been vulnerable to outbreaks of SARS-CoV-2 infection. Transmission of the virus is difficult to control in these settings because of a combination of factors including environmental conditions and the specific nature of the work. This paper describes a retrospective outbreak investigation in a meat processing plant, a description of the measures taken to prevent or contain further outb…
Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces
Branching out
Introduction: Mobilizing existing creative, cultural and community assets is seen as a crucial pathway to improving public health. Schools have been identified as key institutional community assets and arts-in-nature practice has been shown to promote children's mental health. The 'Branching Out' research investigated how an established arts-in-nature practice called 'Artscaping' could be scaled up through the mobilization of community assets inc…
Pronouns, Pin Badges and Pride
This article provides findings from a small-scale project undertaken to understand the student experience of the lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) student community in a large post-92 university in England. Focus groups were conducted with students that explored areas of student life, including support, the campus environment, and belonging. A social constructivist theoretical perspective underpins the article. Students…
Agentic action as an aim for sustainability education
To support young people and their futures, sustainability education is increasingly framed around enhancing young people’s agency. In England, however, sustainability is not a formal subject within the National Curriculum and teachers may have different understandings of what sustainability education involves. New insights were revealed through content analysis of written questionnaire responses from 335 secondary school teachers of different sub…
Curriculum making and climate change and sustainability education
School-based climate change and sustainability education are widely understood as a vital response to the triple environmental crises of climate change, biodiversity loss and pollution. This current research analyses over 700 responses from a national survey of teachers working in England to explore teachers’ curriculum making activities and the sites in which these occur, in the context of climate change and sustainability education (CCSE). Micr…
Understanding teacher agency in the context of school‐based climate change and sustainability education
Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together insights from both teachers and school students (aged 11–14 years). Data were gathered through two separate o…
Understanding spaces of teacher agency
Is climate literacy an effective proxy for climate change education? Evidence from young people’s conceptualisations of climate change in England
Education, including school education, is integral to just responses to global climate change and sustainability crises. Increasingly, national and international surveys seek to assess the ‘climate literacy' of young people, including as a mechanism to measure the effectiveness of national education systems for preparing young people. However, these surveys generally ask young people to identify accurate knowledge from a series of definitions, ra…
'In Every River, in Every Lake'
Ecosystem transformation driven by climatic, environmental and societal factors poses interlinked ecological and social challenges for many Indigenous communities. For Inuvialuit communities in and around the lower Mackenzie Delta, in the western Canadian Arctic, recent changes in the population of beavers ( Castor canadensis ) have disrupted subsistence harvesting activities and travelling routes, exacerbating stresses linked to the cost of livi…
Pedagogy (9 works) · Psychology (8 works) · Sociology (8 works) · Environmental Education and Sustainability (7 works) · Environmental education (6 works) · Political science (6 works) · Sustainability (6 works) · Teacher education (5 works) · Ecology (4 works) · Education for sustainable development (4 works)