Fostering teacher agency in school‐based climate change education in England, UK

Article Properties
Abstract
Cite
Rushton, Elizabeth A. C., et al. “Fostering Teacher Agency in school‐based Climate Change Education in England, UK”. The Curriculum Journal, 2024, https://doi.org/10.1002/curj.253.
Rushton, E. A. C., Dunlop, L., & Atkinson, L. (2024). Fostering teacher agency in school‐based climate change education in England, UK. The Curriculum Journal. https://doi.org/10.1002/curj.253
Rushton, Elizabeth A. C., Lynda Dunlop, and Lucy Atkinson. “Fostering Teacher Agency in school‐based Climate Change Education in England, UK”. The Curriculum Journal, 2024. https://doi.org/10.1002/curj.253.
1.
Rushton EAC, Dunlop L, Atkinson L. Fostering teacher agency in school‐based climate change education in England, UK. The Curriculum Journal. 2024;.
Journal Category
Education
Theory and practice of education
Refrences
Title Journal Journal Categories Citations Publication Date
The ‘web of conditions’ governing England’s climate change education policy landscape Journal of Education Policy
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 10 2023
Curriculum making in Europe. Policy and practice within and across diverse contexts 2021
What do climate change and sustainability have to do with me? A survey of teachers in England. Centre for Climate Change and Sustainability Education 2023
Space as a lens for teacher agency: a case study of three beginning teachers in England 2023
AR6 Synthesis report: Climate Change 2023 2023
Citations
Title Journal Journal Categories Citations Publication Date
Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs

 LUMAT: International Journal on Math, Science and Technology Education
  • Education: Education (General)
  • Science: Science (General)
 2024
Citations Analysis
Category Category Repetition
Education: Education (General)1
Science: Science (General)1
The category Education: Education (General) 1 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs and was published in 2024. The most recent citation comes from a 2024 study titled Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs. This article reached its peak citation in 2024, with 1 citations. It has been cited in 1 different journals, 100% of which are open access. Among related journals, the LUMAT: International Journal on Math, Science and Technology Education cited this research the most, with 1 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year