Jennifer Suggate
Biographic Data
| ID | 5399846 |
|---|---|
| NAME | Jennifer Suggate |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Suggate |
| SIGNATURE | SUGGATE J |
| AFFILIATIONS | Durham University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 59 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 4 |
The development of children’s understanding of distant places and environmental issues
The research reported here forms part of a major international study entitled Emergent Environmentalism. The overall purpose of the Emergent Environmentalism research is to investigate the acquisition and development of environmental knowledge, awareness and concern in both adults and young children. This report is of the results of one aspect of this study, namely the development of UK children’s ideas about certain distant places and environmen…
Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada
Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family…
Significant Influences on the Development of Adults’ Environmental Awareness in the UK, Slovenia and Greece
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affe…
An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries
This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities a…
Influences and Experiences Affecting the Pro‐environmental Behaviour of Educators
This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in pro…
Environmental Cognition
The purpose of this paper is to present some of the key findings of the first main stage of an on‐going research project entilted ’Emergent Environmentalist]!’, funded by the Economic and Social Research Council in the UK and based at the University of Durham, UK. Early results from pilot studies of this project have already been published (Palmer, 1993, 1994, 1995). The findings discussed here relate to the more detailed and fine grained analysi…
Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada
Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family…
An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries
This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities a…
Significant Influences on the Development of Adults’ Environmental Awareness in the UK, Slovenia and Greece
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affe…
Influences and Experiences Affecting the Pro‐environmental Behaviour of Educators
This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in pro…
The development of children’s understanding of distant places and environmental issues
The research reported here forms part of a major international study entitled Emergent Environmentalism. The overall purpose of the Emergent Environmentalism research is to investigate the acquisition and development of environmental knowledge, awareness and concern in both adults and young children. This report is of the results of one aspect of this study, namely the development of UK children’s ideas about certain distant places and environmen…
Environmental Cognition
The purpose of this paper is to present some of the key findings of the first main stage of an on‐going research project entilted ’Emergent Environmentalist]!’, funded by the Economic and Social Research Council in the UK and based at the University of Durham, UK. Early results from pilot studies of this project have already been published (Palmer, 1993, 1994, 1995). The findings discussed here relate to the more detailed and fine grained analysi…
Influences and Experiences Affecting the Pro‐environmental Behaviour of Educators
This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in pro…
Environmental Cognition
The purpose of this paper is to present some of the key findings of the first main stage of an on‐going research project entilted ’Emergent Environmentalist]!’, funded by the Economic and Social Research Council in the UK and based at the University of Durham, UK. Early results from pilot studies of this project have already been published (Palmer, 1993, 1994, 1995). The findings discussed here relate to the more detailed and fine grained analysi…
Significant Influences on the Development of Adults’ Environmental Awareness in the UK, Slovenia and Greece
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affe…
An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries
This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities a…
Significant Life Experiences and Formative Influences on the Development of Adults’ Environmental Awareness in the UK, Australia and Canada
Environmental educators in Australia (n = 82), and Canada (n = 48) wrote autobiographical statements describing the formative influences and significant life experiences (SLE) which led to their concern for the environment. Content analysis identified the influences/experiences mentioned most often, both as single factors, e.g. ‘close family’, and as groups of logically related factors, e.g. ‘people’, a group composed of the factors ‘close family…
The development of children’s understanding of distant places and environmental issues
The research reported here forms part of a major international study entitled Emergent Environmentalism. The overall purpose of the Emergent Environmentalism research is to investigate the acquisition and development of environmental knowledge, awareness and concern in both adults and young children. This report is of the results of one aspect of this study, namely the development of UK children’s ideas about certain distant places and environmen…
Environmental Education and Sustainability (6 works) · Psychology (6 works) · Environmental education (5 works) · Pedagogy (5 works) · Sociology (5 works) · Formative assessment (4 works) · Geography (4 works) · Political science (3 works) · Social science (3 works) · Developmental psychology (2 works)