As a remedial measure to human-induced climate change, it is imperative to develop intrinsic altruistic values and adequate knowledge of environmental phenomena and behavior to act in favor of the environment. The study aims to assess the effect of an Environmental Education Program (EEP) based on empathy, reflective thinking, and information on…

Pre-service teachers (PSTs) often enter teacher preparation programs with firm expectations of their future classrooms. However, the exact nature of their expectations remains relatively unexplored. Though previous research has identified that pre-service teachers expect to impact student outcomes, few studies have explored the ways in which PSTs…

Students' learning environments often change during school career, due to school transitions and the introduction of educational innovations, causing discontinuity in teaching and learning. Success of students entering a new learning environment depends in part on their prior expectations of education, as these influence later perceptions.…

In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes--that is,…

Experiential learning exercises, such as field trips, are a common pedagogical practice in geoscience curriculums. Their purpose is to facilitate the transfer of knowledge gained in a classroom or lab setting into a field setting, but can be considered a barrier for entry into the geosciences for those with disabilities, caregiver/employment…

Pre-service teachers (PSTs) often enter preparation programs with rigid expectations of teaching that focus more on K-12 students' emotional outcomes than their academic outcomes. This study examines the teaching expectations of PSTs enrolled in teacher preparation programs at institutions within the Council for Christian Colleges and…

A considerable literature looks at universities' approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study…

Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl "et al." (1964). The research…

This paper explores and deploys a business oriented taxonomy of decisions from which to ascertain change in student viewpoint regarding the study of sustainability modules. A review of conceptual and empirical studies to date on business cohorts' viewpoints regarding sustainability study notes the lack of business contextualization and the…

While feedback in education is important, formative feedback that leads to improvement in students' learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and…

Diversity courses in higher education often seek to deepen understanding of the systematic advantages associated with dominant group membership, such as white privilege. Most pedagogical studies of privilege awareness examine the impact of full-length diversity courses on white privilege awareness (Case, 2007; Kernahan & Davis, 2009; Lawrence…

Purpose: The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how…

This paper reports on the results of an embedded, multiple case study that investigated the views of both lecturers and students on written staff-student feedback in three postgraduate programmes at one UK university. The study sought to uncover how "quality written feedback" is perceived in the higher education environment under…

In any teaching-learning situation, teacher plays a significant role in the classroom. This study aimed at investigating the students' attitude toward teachers' affective factors in EFL classrooms. In this study, the students' population was 300 pre-intermediate (based on the institutes' placement test) female EFL students (10 to 25 years old) in…

A goal of higher education is to advance learning. This study examined the role "comfortability" plays in that process. Defined as the level of comfort students experience with their classmates, instructor, and course material, comfortability addresses how secure a student feels in the classroom. Comfortability was assessed multiple…