Page 170 - Učilnica za življenje
P. 170

Tina Štemberger and Jurka Lepičnik Vodopivec


                       Rose,D. H., &A.Meyer (2002). Teaching every studentin thedigital age: Universal
                          design for learning. Association for Supervision and Curriculum Develop-
                          ment.
                       Schwartz, S. H. (1994). Beyond individualism/collectivism: New cultural dimen-
                          sions of values. In U. Kim, H. C. Triandis, Ç. Kâğitçibaşi, S.-C. Choi, & G. Yoon
                          (Eds.), Individualism and collectivism: Theory, method, and applications (pp.
                          85–119). Sage Publications.
                       UNECE. (2016). UNECE strategy for education for sustainable development: Evalu-
                          ation report on the implementation of the UNECE Strategy for Education for
                          Sustainable Development from 2005 to 2015.
                       UNESCO. (2014). Teaching and learning: Achieving quality for all; EFA global mon-
                          itoring report 2013/4.
                       UNESCO. (2017). Education of sustainable development goals: Learning objec-
                          tives.
                       United Nations. (2015) Transforming our world: The 2030 agenda for sustain-
                          able development.
                       Vukelić, N. (2022). Teacher action competence in education for sustainable de-
                          velopment. Journal of Contemporary Educational Studies/Sodobna Peda-
                          gogika, 73(2), 180–194.
                       Vukelić, N., & Rončević, N. (2021). Student teachers’ sustainable behavior. Edu-
                          cation Sciences, 11(12), 789.
                       Wals, A. E. (2010). Mirroring, Gestaltswitching and transformative social learn-
                          ing: Stepping stones for developing sustainability competence. Interna-
                          tional Journal of Sustainability in Higher Education, 11(4), 380–390.
                       Waltner, E. M., Rieß, W., & Mischo, C. (2019). Development and validation of an
                          instrument for measuring student sustainability competencies. Sustain-
                          ability, 11(6), 17171.
                       Watkins, A. (2012). Teacher education for inclusion: Profile of inclusive teachers.
                          European Agency for Development in Special Needs Education.
                       Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustain-
                          ability: a reference framework for academic program development. Sus-
                          tainability Science, 6(2), 203–218.



                       Validacija slovenske različice Vprašalnika o trajnostnem ravnanju
                       študentov
                       Namen raziskave je bil validirati slovensko verzijo Vprašalnika o trajnostnem
                       ravnanju, ki temelji na socialno-psihološkem modelu trajnostnega ravnanja
                       (Juares Najera). Vprašalnik sestavljajo štiri lestvice: (i) univerzalne vrednote,
                       (ii) zavedanje posledic, (iii) pripisovanje odgovornosti, (iv) inter- in intraperso-
                       nalne inteligentnosti. Za validacijo vprašalnika sta bili uporabljeni analiza po-
                       sameznih trditev in metoda glavnih kompoment, za preverjanje notranje kon-
                       sistentnosti pa Cronbachov α-koeficient. Na vzorcu študentov, prihodnjih uči-


                  170
   165   166   167   168   169   170   171   172   173   174