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24 results

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  • Intergenerational Influence in Environmental Education: A Quantitative Analysis
  • Roy Ballantyne, John Fien, Jan Packer
  • Journal: Australian Journal of Environmental Education / Volume 17 / 2001
  • Published online by Cambridge University Press: 23 June 2015, pp. 1-7
  • View abstract

    The process of intergenerational influence has important implications for environmental educators who wish to promote discussion about and action for the environment beyond the bounds of the school classroom. This paper examines the process of intergenerational influence in environmental education through a quantitative analysis of the factors influencing the frequency and nature of intergenerational discussion. The relationships among eight sets of variables are explored, including student and parent environmental orientation, the quality of family communication, program features, student enjoyment of the program, student learning through the program, and the frequency and nature of discussion of the program. The findings are discussed both in terms of their implications for environmental educators and for future research in the field.

  • Factors Contributing to Intergenerational Communication Regarding Environmental Programs: Preliminary Research Findings
  • Roy Ballantyne, Sharon Connell, John Fien
  • Journal: Australian Journal of Environmental Education / Volume 14 / 1998
  • Published online by Cambridge University Press: 23 June 2015, pp. 1-10
  • View abstract

    Given the increasing recognition of the potential for school students to act as catalysts of environmental change, research is needed to determine the extent to which school environmental education programs can facilitate intergenerational communication and learning in the home and wider community. The present paper reports on preliminary findings from a pilot study based on two environmental education programs. Four factors were investigated in terms of their influence upon the extent to which school students discussed the programs at home: student response to the program; student environmental orientation; parent environmental orientation; and family communication properties. In this study, program and family communication factors exerted the greatest influence on the frequency of discussions concerning environmental education programs experienced by students. Suggestions are made for ways in I which environmental education programs can be designed in order to facilitate student-parent communication about environmental issues.

  • Professor Sir Donald Harrison
  • John Ballantyne
  • Journal: The Journal of Laryngology & Otology / Volume 117 / Issue 7 / July 2003
  • Published online by Cambridge University Press: 08 March 2006, pp. 519-520
  • Print publication: July 2003
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  • Imrich Friedmann, MD, DSc, FRCPath, FRCS. 1907–2002
  • John Ballantyne
  • Journal: The Journal of Laryngology & Otology / Volume 116 / Issue 11 / November 2002
  • Published online by Cambridge University Press: 08 March 2006, pp. 875-876
  • Print publication: November 2002
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  • John Angell-James
  • John Ballantyne
  • Journal: The Journal of Laryngology & Otology / Volume 116 / Issue 10 / October 2002
  • Published online by Cambridge University Press: 08 March 2006, pp. 755-757
  • Print publication: October 2002
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  • John Ferguson Simpson 1902–1995
  • John Ballantyne
  • Journal: The Journal of Laryngology & Otology / Volume 110 / Issue 1 / January 1996
  • Published online by Cambridge University Press: 29 June 2007, pp. 3-4
  • Print publication: January 1996
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  • Editorial
  • John Ballantyne, Neil Weir
  • Journal: The Journal of Laryngology & Otology / Volume 106 / Issue 7 / July 1992
  • Published online by Cambridge University Press: 29 June 2007, pp. 587-588
  • Print publication: July 1992
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  • Introduction of Panel
  • John C. Ballantyne
  • Journal: The Journal of Laryngology & Otology / Volume 98 / Issue S9 / June 1984
  • Published online by Cambridge University Press: 27 May 2011, p. 249
  • Print publication: June 1984
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