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Jo-Anne L Ferreira
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Teaching sustainable development in higher education: Building critical, reflective thinkers through an interdisciplinary approach
C Howlett, JA Ferreira, J Blomfield
International Journal of Sustainability in Higher Education 17 (3), 305-321, 2016
2802016
Approaches to embedding sustainability in teacher education: A synthesis of the literature
RB Stevenson, M Lasen, JA Ferreira, J Davis
Teaching and Teacher Education 63, 405-417, 2017
2752017
Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional development models
JA Ferreira, L Ryan, D Tilbury
Journal of Education for Teaching 33 (2), 225-239, 2007
2172007
Whole-school approaches to sustainability: A review of models for professional development in pre-service teacher education
JA Ferreira, L Ryan, D Tilbury
Australian Research Institute in Education for Sustainability (ARIES) for …, 2006
1522006
Mainstreaming sustainability into pre-service teacher education in Australia
JA Ferreira, L Ryan, J Davis, M Cavanagh, J Thomas
Macquarie University, 2009
1142009
Unsettling orthodoxies: Education for the environment/for sustainability
JA Ferreira
Environmental and Sustainability Education Policy, 121-134, 2018
1002018
Overcommitted to tourism and under committed to sustainability: The urgency of teaching “strong sustainability” in tourism courses
D Cotterell, R Hales, C Arcodia, JA Ferreira
Activating Critical Thinking to Advance the Sustainable Development Goals in …, 2021
862021
Scientists’ warnings and the need to reimagine, recreate, and restore environmental education
A Reid, J Dillon, N Ardoin, JA Ferreira
Environmental Education Research 27 (6), 783-795, 2021
752021
Developing knowledge and leadership in pre-service teacher education systems
JA Ferreira, L Ryan, J Davis
Australian Journal of Environmental Education 31 (2), 194-207, 2015
592015
Planning for success: Factors influencing change in teacher education
JA Ferreira, L Ryan, D Tilbury
Australian Journal of Environmental Education 23, 45-55, 2007
592007
What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education?
N Evans, JA Ferreira
Environmental Education Research 26 (1), 27-42, 2020
492020
Embedding EfS in teacher education through a multi-level systems approach: Lessons from Queensland
JA Ferreira, J Davis, RB Stevenson
Australian Journal of Environmental Education 32 (1), 65-79, 2016
362016
Working the system: A model for system-wide change in pre-service teacher education
JA Ferreira, E Ryan
Australian Journal of Teacher Education (Online) 37 (12), 112-128, 2012
362012
Transformation, empowerment, and the governing of environmental conduct: Insights to be gained from a “history of the present” approach
JA Ferreira
International handbook of research on environmental education, 63-68, 2013
332013
Teacher education and education for sustainability
JA Ferreira, N Evans, JM Davis, R Stevenson, N Evans
Learning to embed sustainability in teacher education, 7-21, 2019
312019
Cultivating conscientious tourism caretakers: A phenomenographic continuum towards stronger sustainability
D Cotterell, JA Ferreira, R Hales, C Arcodia
Current Issues in Tourism 23 (8), 1004-1020, 2020
262020
Environmental and sustainability education research, past and future: Three perspectives from late, mid, and early career researchers
RB Stevenson, JA Ferreira, S Emery
Australian Journal of Environmental Education 32 (1), 1-10, 2016
262016
Using research and a systems approach to mainstream change in early childhood education for sustainability
JA Ferreira, JM Davis
Young children and the environment: Early education for sustainability, 301-316, 2015
222015
A response to reorienting teacher education towards sustainability
JA Ferreira, L Ryan, D Tilbury
Australian Journal of Environmental Education 30 (1), 147-148, 2014
222014
Good CoPs and bad CoPs: Facilitating reform in first-year assessment via a community of practice
C Howlett, JM Arthur, JA Ferreira
Higher Education Research & Development 35 (4), 741-754, 2016
212016
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