Search Results (7)

Place-based approaches have gained significant attention as a means of addressing entrenched disadvantage through collaborative, locally responsive service delivery, yet implementation has yielded mixed results and the systemic factors that facilitate or impede inter-organisational collaboration remain inadequately understood. This study applied participatory systems mapping as part of a systemic inquiry to identify leverage points for place-based integrated service delivery in the City of Casey, an outer-metropolitan municipality in Melbourne, Australia. Twenty-one representatives from the Casey Futures Partnership engaged in group model building workshops, co-producing a causal loop diagram containing 33 factors and 104 directional connections. The resulting map was analysed using a blended analytical approach combining network metrics with the Action Scales Model. Funding availability and criteria emerged as the most central factor within the system, while belief-level factors, including territorial behaviour and resource and collaboration mindset, were found to be substantially shaped by upstream structural conditions. Factors combining network influence with deeper system positioning and amenability to local action included awareness of community needs and priorities, trust and willingness to collaborate from funders, inter-organisational communication, and advocacy effectiveness. The findings support multi-level place-based approaches that address underlying beliefs and structural conditions alongside operational improvements. Full article

Circular economy (CE) means efficient resource use. It is a matter of better available resource management. Understanding the characteristics, potential, use advantages and disadvantages, and management systems, in each context, is the basis to construct a feasible CE framework to deal with climate change and economic scarcity challenges. Urban stormwater has potential importance in CE when addressed as a useful resource rather than as waste. Its use can replace part of the water supply (reduce principle), brought from distant sources using energy-consuming and emission-producing systems. Thus, it can be a source of energy savings and emission reduction since stormwater can be used and stored near the place where rainwater falls or infiltrates to supply groundwater (reuse principle). Urban agriculture can also gain benefits by using, e.g., green infrastructures (GIs) (recycling principle). The main gap still lies in the implementation of the efficiency mentality, reducing expenses and consequently improving revenues, profits, and environment issues, such as emissions. It is a big paradigm shift. The creation of policies, institutions, and regulations aligned with each other, together with urban planning and water cycle efficiency, from a CE perspective is fundamental. Urban stormwater as a CE component is a moving paradigm shift based on a change in mindset. Full article

The purpose of this study was to examine the future decent work perceptions in the Psychology of Working Theory (PWT) based on a sample of female primary pre-service teachers in higher education. A cross-sectional design was used for this research. 368 pre-service female teachers were recruited from a university in eastern China for the current study. The results of structural equation modeling indicated that the PWT model applied to Chinese pre-service female primary school teachers. In particular, subjective social status was positively related to future decent work perceptions, disadvantaged mindset was negatively related to future decent work perceptions, and future decent work perceptions were positively related to academic satisfaction. Overall, all the proposed direct pathways in this study were significant. This is the first empirical study to apply the PWT framework among Chinese pre-service female teachers in primary school. With this examination, we were able to comprehensively examine the relationship between variables such as subjective social status and disadvantaged mindset, and future decent work perceptions, helping to improve students’ academic satisfaction and providing suggestions for future career development for this group. Full article

Bioeconomy and circular economy approaches are being adopted by an increasing number of international organizations, governments and companies to enhance sustainability. Concerns have been raised about the implications for biodiversity. Here, we present a review of current research on the two approaches to determine their relationship to each other and to other economic models, their impact on sustainability and their relationship with biodiversity. Bioeconomy and circular economy are both poorly defined, inconsistently implemented and inadequately measured, and neither provides a clear pathway to sustainability. Many actors promote goals around economic growth above environmental issues. Biodiversity is often addressed indirectly or inadequately. Furthermore, many traditionally disadvantaged groups, including women and indigenous people, may be neglected and rarely engage or benefit. These challenges are compounded by capacity gaps and legal and governance complexities around implementation, influenced by traditional mindsets and approaches. Countries and companies need to plan their sustainability strategies more explicitly around the biodiversity they impact. Opportunities include the relevance and timeliness of sustainable economics for delivering Sustainable Development Goals in a post-COVID world, the existence of work to be built on, and the diversity of stakeholders already engaged. We propose five main steps to ensure the sustainability of economic approaches. Ultimately, we can ensure sustainability only by starting to shift mindsets and establishing a more focused agenda for bioeconomy and circular economy that puts species, ecosystems and the wellbeing of local people at the center. Full article

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them. Full article

The world’s challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning interventions, with potential to improve environmental sustainability, health and equity at the same time. The lessons for good practice are intended to support governmental and non-governmental actors, practitioners and researchers planning to work across sectors to achieve mutual benefits for health and environmental sustainability and in particular to benefit poorer and more socio-economically disadvantaged groups. Full article

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners. Full article