30. Environmental and Sustainability Education Research (ESER)
Paper
Locally Relevant Education for Sustainable Development: Rural Schools in a Global Context
David Kronlid1, Linda Wilhelmsson2
1Midsweden university, Sweden; 2Midsweden university, Sweden
Presenting Author: Wilhelmsson, Linda
The main aim of the paper is to discuss students' learning and personal development through developing scientific didactic models in education for sustainable development (ESD) based on rural small school conditions. A partial aim is to present a heuristic research methodology where collaboration between school staff, researchers, neighboring local actors, and the local geographical location contributes to developing ESD theory and practice.
Considering present eco-social-cultural challenges and respecting the earth's carrying capacity (Fettes och Blenkinsop, 2023) and planetary boundaries (Oziewicz, 2022) education is an important partner (Jickling et. al 2018). Hence, the need to understand practical challenges and to develop didactical tools for teaching and learning is crucial. Accordingly, this paper presents tentative results from a practice-based research project with three small schools in sparsely populated areas in the middle of Sweden.
The project builds on the assumption that schools’ geographical location is important for the kind of environmental and sustainability education that is possible and desirable. Furthermore, whereas place-based education research is common (see Yemini, Engel & Ben Simon 2023), research that focuses on small schools in sparsely populated communities is uncommon. In particular, the paper addresses questions concerning the potential of the local natural environment as an equally important partner in education. Other sustainability factors taken into consideration are how education can address migration into cities, extending formal education to formal-nonformal education in collaboration with neighboring local actors, and how to understand and organize students' learning in such teaching practice context (Miller, 2015). Furthermore, those schools often engage in the proximity of the local community, place, and the culture and history of local communities.
The paper builds on categorial Bildung-theory and critical constructive didactics (Klafki, 1995) to enable the importance of personal transformation change and the role of education in mastering the global challenges of an uncertain future (Wilhelmsson & Blenkinsop, accepted; Kvamme, 2021). Simultaneously, critical constructive didactics focuses on educational content and didactics as an intersection between theory and practice (Klafki, 2010). Didactic models are realized to the extent that they are used and tested in teaching practice where the practice is seen as both a starting point and frame of reference for didactic theory (Künzli, 2010). Furthermore, late Klafki introduces “epochal key problems” as important issues that are decisive for the future. This underlines the current and future responsibilities of both teachers and students and the readiness for learning and development that leads to mastering complex sustainability problems (Kvamme, 2021).
The research questions addressed are:
What challenges and opportunities are constituted in teaching for sustainable development in small schools in sparsely populated areas?
What are the pluralistic interaction areas for those schools with nature, the local community, and the socio-geographical location?
In what ways does a practical research methodology focusing on didactic models enable a locally relevant education for sustainable development?
Tentative results include:
Insights into how the school engages (and is engaged by) the local community in education for sustainable development.
Didactic models for locally relevant education for sustainable development, including appropriate skills and attributes, that relate critically and constructively to the school's mission.
A scientifically assessed research methodology that strengthens collaboration and is sustainable over time.
Methodology, Methods, Research Instruments or Sources UsedThe study design is based on an abductive logic that enables a continuous didactic reflection where theory and empirical evidence are mutually reinterpreted (Wilhelmsson & Damber, 2022). Accordingly, the reciprocal relationship between theory and empirical practice has a given place in the research process. Abduction's flexible choice of theoretical framework avoids one-sided analysis and uncritical explanations. This is favorable for studying, understanding, and explaining the complexity of education for sustainable development. In addition, a rapidly changing society demands the ability to constantly reconsider theoretical explanations in education and teaching.
Practitioner inquiry is used as methodology. Here, teaching becomes the concrete place for the investigation and thus constitutes a context for professional and cultural understanding and development (Cochran-Smith & Lytle, 2009). The methodology, which is critical and reflexive, enables the pedagogues' systematic reflection and thus a purpose-oriented study of local teaching practice.
The abductive design along with practitioner inquiry ensures that participating researchers and educators collaborate in data collection, activities, and analysis and that these activities also become learning opportunities for participating educators and researchers.
Didactic modeling is used throughout the phases of the project as it consists of three components, extraction (construct a tentative model based on empirical data), mangling (successive and purpose-oriented adaptation of the tentative models), and exemplifying (documentation of the use of the models in analysis and teaching) (Hamza and Lundqvist, 2023).
The empirical material consists of reflexive texts produced in direct connection to the teaching experience and through collaborative workshops, writing exercises, seminars, and interactive lectures in dialogue with participating pedagogues. Documentation from teaching planning and student participation constitutes supplementary material. Data is also collected using structured dialogues about central teaching cases, and in-depth follow-up interviews with a strategic selection of participating teachers and neighboring local actors. The processing of the material takes place with the aim of jointly and critically reflecting on the complexity of, and the change in, teaching practice in collaboration with the local community and the geographical location.
Conclusions, Expected Outcomes or FindingsThe project produces insights into how schools engage and are engaged by the local community in establishing ESD; research methods and methodology, partnership with small schools, teaching practices that relate critically to the school's commission; how researchers and practitioners can, in collaboration with neighboring local actors, contribute to developing didactic models for locally relevant ESD; identifying relevant skills for participating practitioners and researchers; didactic models for locally relevant education for sustainable development.
The three evolving themes imply that locally relevant didactical models that relate critically and constructively to the school's mission in a global context should include collaboration with neighboring local community actors, the place, and nature; significant critical perspectives and student participation for student learning and development; conditions that are constitutive for living and working in sparsely populated communities.
The preliminary analysis shows that the three themes are interconnected in most teaching activities and teachers' practice-reflections. The themes also comprise individual student perspectives, teaching practice, and the overall purpose of education. Importantly, although the local community needs and needs of the individual in this specific context is underlined the latter is emphasized in teaching practice. E.g. how to motivate students to learn, what kind of knowledge is underlined, and how to achieve specific competencies in this context. Furthermore, the proximity of the local community, and the culture and history that characterize the geographical location, are celebrated at the same time as social norms and values may be challenged through education to fulfill the school's mission.
Additionally, the practitioner inquiry includes pedagogues' systematic reflection and a purpose-oriented study of local teaching practice that implies an imbalance between researchers and practitioners. Practitioners question if their teaching practice are correct and struggle with theoretical perspectives. Hence, researchers´ efforts to contextualize theory into teachers' practice is important. In addition, the work is time-consuming.
ReferencesCochran-Smith, M. & Lytle, S.L. (2009) Teacher Research as Stance. The SAGE Handbook of Educational Action Research, Susan E. Noffke, and Bridget Somekh (Red), s. 39–49. SAGE Publications.
Fettes, Mark & Blenkinsop, Sean (2023) Education as the Practice of Eco-Social-Cultural Change. Palgrave Macmillan Cham https://doi.org/10.1007/978-3-031-45834-7
Hamza, K &Lundqvist, E. (2023). Mangling didactic models for use in didactic analysis of Classroom interaction. I Lizogate, F., Klette K., och Almqvist, J. (2023) (red) Didactics in a Changing World. European perspectives on Teaching, learning and the curriculum. (s 103–121). Springer Nature Switzerland:
Jickling, B., Blenkinsop, S., Timmerman, N. & De Danann Sitka-Sage, M. (2018). Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. Springer International Publishing AG.
Klafki, W. (1995). Didactic analysis as the core of preparation of instruction (Didaktische Anlyse als Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27(1), 13-30. Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In, I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktic tradition (pp. 85-107). Routledge.
Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktic tradition (pp. 85-107). Routledge.
Kvamme, O. (2021). Rethinking Bildung in the Anthropocene: The case of Wolfgang Klafki. Theological Studies, 77 (3), a 6807, 1-9. Künzli, R. (2010). German didactic models of re-presentation, of intercourse, and of experience. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a Reflective Practice. The German Didaktik Tradition (pp. 41-54). Routledge.
Miller, P. (2015). Leading remotely: exploring the experiences of principals in rural and remote School communities in Jamaica. (Case study). International Journal of Whole Schooling, 11(1), 35.
Oziewicz, M. (2022). Planetarianism Now: On Anticipatory Imagination, Young People’s Literature, and Hope for the Planet. In: Paulsen, M., jagodzinski, j., M. Hawke, S. (eds) Pedagogy in the Anthropocene. Palgrave Studies in Educational Futures. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90980-2_12
Yemini, M, Engel, L. & Ben Simon, A. (2023): Placebased education – a systematic review of literature. Educational Review, DOI:10.1080/00131911.2023.2177260
Wilhelmsson, L. & Blenkinsop, S. (accepted). Ecologizing Bildung: Educating for the eco-social-cultural challenges of the twenty-first century: Canadian Journal of Environmental Education. Volume 23.
Wilhelmsson, L. & Damber, U. (2022). Abduktion som alternativ i didaktisk forskning. Pedagogisk forskning i Sverige, 4, ss. 180-202.
30. Environmental and Sustainability Education Research (ESER)
Paper
Exploring the Interpretation of the Learning Environment for Effective Environmental Outdoor Education
Levente Álmos Szőcs1,2, Attila Varga1
1ELTE Eötvös Loránd Uinversity, Institute of People–Environment Transaction; 2ELTE Eötvös Loránd University, Doctoral School of Education
Presenting Author: Varga, Attila
The research aims to provide a comprehensive analysis of the interpretations of the out-of-school learning environment of environmental education.
The main research questions arise from a general understanding of the use and interpretation of the learning environment in environmental education.
1. How do teachers interpret the components of the learning environment outside school during the implementation of environmental education?
2. Are there any pattern-like links between teachers' and pupils' interpretations of the out-of-school learning environment in relation to the environmental education and between interpretations and implementation in general?
Our analysis is therefore necessarily preceded by a rethinking of the definition of the learning environment. We focus on the relationship between people and their environment, where understanding individual interpretations of the learning environment can be the key to successful environmental education.
If we think of space as a complex system of effects that provides the framework for the concrete realization of learning, then the continuous temporal variation of the system of effects also means that the conditions of learning are constantly changing (Banyard & Underwood, 2008). Some dimensions of the system of effects conceptualised as space are more closely related to the learning process, while others are indifferent to a particular aspect of the learning process (De Corte et al, 2003). We can define the learning factors that can be described and characterised in a learning space as the elements of the system of effections of the learning space, and thus our related studies also requires a complex approach in which we accept ab ovo that the learning process can only be examined in conjunction with the factors that influences it, along their interrelationships (Tókos et al, 2020). The complex web of relationships between factors that affects the learning space and defines a unit of interaction where abstraction and reflection are associated with learning are continuous or quasi-continuous. This interaction unit is the learning environment. Our understanding of learning environments argues that a given learning environment is always shaped by learning objectives and learning outcomes described in terms of the development of individual and community spaces (Dúll, 2010). In the learning environment, the factors that shape learning form a dynamically changing network and the elements of the network affect the activity system of the individual involved in the learning process in different ways. However, individual activity systems are necessarily interconnected. In most cases individual learning goals are formulated along the lines of the learning goals of the community (Engeström, 1987). So the individual learning outcomes can be interpreted along the lines of community learning outcomes, and community learning outcomes can only be interpreted along the lines of individual learning outcomes (Rusticus et al, 2023).
The learning outcomes of environmental education are linked to space, individual and community spaces, which, for some learning outcomes can be fundamental in determining the ideal learning environment for the learning activity (Agarvall et al, 2003; Varga, 2004). These learning outcomes can not only determine the ideal learning environment, but can also continuously shape it. As a result of the learning process, environmental knowledge is expanded, which allows for new and changing interpretations of the whole system of effects (the space around us). And the ideal learning environment supports the success of the learning process, therefore the precise definition of learning outcomes helps to create the ideal learning environment, as the elements that contribute to the achievement of the learning goals are highlighted in the learning space's effects (Corbett, 2002; Cseh, 2015).
Methodology, Methods, Research Instruments or Sources UsedThe research used a mixed methodology which incorporates both quantitative and qualitative elements. In the design of the study, the quantitative unit is complemented by the qualitative one through the observation and case study of concrete learning situations and examples of implementation.
The research tools used in this study therefore reflect the specificities of the inductive and deductive approaches. The use of an online questionnaire for teachers (n=480) and pupils, to be implemented in the first phase of the data collection, seems to be an ideal solution for the implementation of the environmental education and for exploring the learning environment outside the school at a more general level.
In the second step of the data collection, further data extracted from the focus group interviews (n=30) based on the questionnaire survey data and results. In the interviews, we obtained data specifically on the detailed understanding of the out-of-school learning environment involved in environmental education. The possible correlations between the data collected in this way and the data on environmental education from the questionnaire survey, and their explanation, can be interpreted as expected results of the research.
In the third step of the data collection, we done observation in between teachers (n=14), The purpose of the case studies of specific activities is to analyse the relationship between the understanding of the learning environment outside school and the concrete implementation of environmental education at a deeper level. Furthermore, the main objective is to confirm the validity of the relationships described along the interview data and the findings based on them through practical examples.
Conclusions, Expected Outcomes or FindingsThe expected results of the research can be broken down into three broad units, similar to each phase of the data collection. Each phase of the data collection may produce different results that can be interpreted individually. However, the complex interconnectedness of environmental education in the out-of-school learning environment and a deeper understanding of it can only be achieved by interpreting the results of these three phases together. The data from the first phase provide a general picture of the situation of out-of-school environmental education in public education in Hungary, showing the methodological, technical and territorial specificities of its implementation and the factors that help and hinder its systematic implementation.
The main result of the second phase of data collection is an exploratory analysis of the situation, which reveals the similarities and differences between the interpretations of the out-of-school learning environment by environmental educators, with particular reference to the characteristics and features of the environmental education activities implemented along the lines of the different interpretations.
From the analysis of the cases observed in the third phase, the conscious design of the out-of-school learning environment and its impact on students can be described. Another noteworthy result is that the observed cases have resulted in a product of 'good practices' that can be useful for teachers planning environmental education activities in out-of-school learning environments.
ReferencesAgarwal, Adesh and Saxena, A. K.: Pshycological Perspectives in Environmental
and Development Issues, Concept Publishing Company, 2003
Banyard, P., & Underwood, J. (2008). Understanding the learning space. eLearning Papers, (9), 1.
Corbett, J. (2002). Supporting inclusive education. Routledge.
Cseh, A. (2015). Pre Architectura - Learning Through Space. 10.13140/RG.2.2.11833.26723.
De Corte, E., Verschaffel, L., Entwistle, N. & Van Marrienboer, J. (2003, szerk.). Powerful Learning Environments: Unravelling Basic Components and Dimensions. Amsterdam: Pergamon Press.
Dúll A. (2010). Helyek, tárgyak, viselkedés (Places, objects, behaviour). Környezetpszichológiai tanulmányok. L’Harmattan Kiadó.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.
Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161-175.
Tókos, K., Rapos, N., Szivák, J., Lénárd, S., & Kárász, J. T. (2020). Osztálytermi tanulási környezet vizsgálata. Iskolakultúra, 30(8), 41-61.
Varga, A. (2004). A környezeti nevelés pedagógiai, pszichológiai alapjai (Pedagogical and psychological foundations of environmental education). Eötvös Loránd Tudományegyetem Bölcsészettudományi Kar Neveléstudományi Doktori Iskola.
30. Environmental and Sustainability Education Research (ESER)
Paper
Global Insights, Local Practices: A Qualitative Inquiry on ESD in Flemish and Japanese School Organizations
Dries Verhelst1, Orie Sasaki2, Kae Yoshino2
1University of Antwerp, Belgium; 2Department of Empirical Social Security Research National Institute of Population and Social Security Research
Presenting Author: Verhelst, Dries;
Sasaki, Orie
Education for Sustainable Development (ESD) is regarded as one of the main drivers for a sustainable future. Embedding ESD within schools should be the focus of research, practice, and policy (UNESCO, 2020). While there is a growing body of empirical studies on its effects on teaching practices and student outcomes (Boeve-de Pauw et al., 2015; Olsson, 2018), research on the role of schools as organizations in ESD is still lacking, especially in contrast with the literature in educational management and school effectiveness (Creemers and Kyriakides, 2008; Teddlie and Reynolds, 2006; Verhelst et al., 2022; Verhelst et al., 2021). With the Whole School Approach gaining importance for embedding ESD in schools (Bosevska and Kriewaldt, 2020; Sasaki et al., 2023; Wals and Mathie, 2022), the need for a clear understanding of schools organizational functioning is even more evident.
Despite the approval of the school organization’s importance by more and more ESD scholars (Mogaji and Newton, 2020; Mogren, 2019; Scott, 2013; Verhelst et al., 2020), the characteristics that shape such an organizational context are still not very well documented in the international research literature (Kuzmina et al., 2020; Verhelst et al., 2020). Seeing that ESD is strongly shaped by the context wherein it is practiced, there is a strong need for a comparison of ESD within different geographical and cultural contexts (Kopnina and Meijers, 2014). While some frameworks on ESD within the school organization were developed based on insights from educational effectiveness research and school improvement research (Mogren et al., 2019; Verhelst et al., 2020), the generalizability of these frameworks across different contexts is still limited (Verhelst et al., 2021). Moreover, seeing that the general field of educational management and administration tends to be predominantly situated in the Anglo-American research traditions (Hallinger and Kovačević, 2019), cross-cultural comparisons pose a unique challenge, necessitating a deeper exploration to discern the applicability and cultural nuances of these frameworks.
In this presentation, we seek to address this scholarly gap by scrutinizing the complexities of ESD in Flemish and Japanese school organizations, offering a nuanced insight to discern the transferability and cultural intricacies of the implementation of ESD in school organizations. The theoretical framework at the base of this comparison is the framework for an ESD-effective school (Verhelst et al., 2020). The framework describes eight interconnected characteristics on a contextual and a central level, that have been connected to students’ outcomes in ESD (Verhelst et al., 2022). At the contextual level, sustainable leadership and school resources are situated. Sustainable leadership—defined by the adept adjustment of leadership styles considering holism, pluralism, and action orientation—combined with the school's resources, shapes the environment wherein six central characteristics manifest. These include Pluralistic Communication (fostering recognition and dialogue among diverse viewpoints), Supportive Relations (cultivating positive connections within the school and with external partners), Democratic Decision-Making (involving all relevant stakeholders in decision-making processes), Shared Vision of the School (cultivating a unified understanding of ESD and the school's commitment to it), Adaptability (responding effectively to internal and external demands or opportunities for change), and Collective Efficacy (believing that collective efforts positively impact students' ESD learning outcomes). Importantly, these characteristics collectively embody the ESD culture and organizational values, with their interrelated nature meaning that each can influence the others.
Our study aims to examine the factors contributing to the effectiveness of Education for Sustainable Development (ESD) in Japanese and Flemish schools. Our primary research question is as follows: "To what extent and in what ways are school characteristics perceived and valued as instrumental traits in facilitating ESD in Japanese and Flemish schools?"
Methodology, Methods, Research Instruments or Sources UsedThis study builds on two qualitative data sets collected in Flanders and in Japan. To obtain an apt sample, we used purposive sampling (Patton, 2015). Via collaboration with educational organizations with expertise in ESD in both Japan and Flanders, suitable schools were identified. Data were gathered via semi-structured interviews, which allowed for interaction between the researcher and the participant (Patton, 2015). While this technique offers a systematic way of asking questions, it did not eliminate the opportunity to discuss relevant information that was not included in the interview guide (Patton, 2015). To mitigate the impact of social desirability, we explicitly communicated to all participants that the interviews were not designed to assess the school's performance. The Japanese data was collected in 2020 among 10 teachers from ESD promoting schools in Yokohama city, 3 primary schools and 3 secondary schools. The Flemish data was collected in 2019 among 12 teachers across nine schools: six primary schools and three secondary schools.
The recordings were transcribed and translated for analysis. After a process of reading and rereading, the transcripts were coded in NVivo (version 12 pro). A coding tree was used to deductively code the data (Benjamin and William, 1999). This coding tree was constructed based on the framework for an ESD-effective school (Verhelst et al., 2020). This coding tree was the basis for the comparison of the two samples. The data from both Japanese and Flemish teachers was analyzed via selective coding, specific fragments were assigned to the coding tree. Subsequently, a combination of selective and open coding was used to go through the data again, until saturation (Cohen et al., 2011). Using peer examination when constructing the coding tree and multiple researchers for analyzing the data, the internal validity of this study was addressed (Cohen et al., 2011). Moreover, during both the development of the coding tree and the coding process itself, attention was devoted to the linguistic and conceptual understandings between research partners (Troman and Jeffrey, 2007). To check the reliability of the data analysis, we double coded 10% of the data to calculate the interrater reliability. After the coding was finalized, we looked for differences between Flemish and Japanese respondents with regards to cultural and context specific differences or similarities.
Conclusions, Expected Outcomes or FindingsIn this submission, we present preliminary findings of our ongoing research on the perception of school characteristics as instrumental traits in enhancing the efficacy of ESD between Japanese and Flemish schools. We look forward to refining and augmenting these findings as our research advances, and we welcome valuable insights and feedback from the conference attendees. In the following, we briefly discuss what we expect to find in our analyses. Seeing that cross-cultural qualitative research knows many challenges related to the conceptual equivalence across contexts and languages (Troman and Jeffrey, 2007), our explorative comparison of the Japanese and Flemish perspectives attempts to establish a foundation of mutual understanding in future comparative research.
Nevertheless, this first explorative inquiry aims to identify any potential differences or similarities in the views of the Flemish and Japanese respondents regarding the conceptual framework of an ESD-effective school. These potential differences could help in understanding how ESD is operationalized in school organizations that have a completely different cultural background. In this we could identify factors related to the organizational system, the curricula, and cultural perceptions regarding ESD. Identifying these potential differences can help researchers understand cultural nuances of ESD within the school organization.
Our aim is to contribute to the documentation of factors influencing the organizational implementation of ESD, taking into account the nuanced geographical and cultural contexts that shape schools and educational practices. Through this research, we endeavor to shed light on the contextual variations in the embodiment of ESD characteristics, fostering a more comprehensive and culturally sensitive perspective on sustainable education.
ReferencesBenjamin and William (1999). Doing Qualitative Research. SAGE Publications.
Boeve-de Pauw, Gericke, Olsson and Berglund (2015). "The effectiveness of education for sustainable development." Sustainability.
Bosevska and Kriewaldt (2020). "Fostering a whole-school approach to sustainability: learning from one school’s journey towards sustainable education." IRGEE.
Cohen, Martin, McCulloch, O'Sullivan, Manion, Morrison and Bell (2011). Data Analysis: Coding and Content Analysis. Research Methods in Education. Routledge.
Creemers and Kyriakides (2008). The Dynamics of Educational Effectiveness: a Contribution to Policy, Practice and Theory in Contemporary Schools. Routledge.
Hallinger and Kovačević (2019). "A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018." RER.
Kopnina and Meijers (2014). "Education for sustainable development (ESD): Exploring theoretical and practical challenges." International Journal of Sustainability in Higher Education.
Kuzmina, Trimingham and Bhamra (2020). "Organisational Strategies for Implementing Education for Sustainable Development in the UK Primary Schools: A Service Innovation Perspective." Sustainability.
Mogaji and Newton (2020). "School Leadership for Sustainable Development: A Scoping Review." JSD.
Mogren (2019). Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens. Doctoral thesis, Karlstad University.
Mogren, Gericke and Scherp (2019). "Whole school approaches to education for sustainable development: a model that links to school improvement." EER.
Olsson (2018). Student Sustainability Consciousness : Investigating Effects of Education for Sustainable Development in Sweden and Beyond Doctoral thesis, comprehensive summary, Karlstad University.
Patton (2015). Qualitative research & evaluation methods. Integrating theory and practice. Los Angeles, Calif., SAGE Publications.
Sasaki, Yonehara and Kitamura (2023). "The influence of the whole school approach on implementing education for sustainable development in Japan." PROSPECTS.
Scott (2013). "Developing the sustainable school: thinking the issues through." The Curriculum Journal.
Teddlie and Reynolds (2006). The international handbook of school effectiveness research. Routledge.
Troman and Jeffrey (2007). "Qualitative data analysis in cross‐cultural projects." Comparative Education.
UNESCO (2020). Education for sustainable development: a roadmap.
Verhelst, Vanhoof, Boeve-de Pauw and Van Petegem (2020). "Building a conceptual framework for an ESD-effective school organization." JEE.
Verhelst, Vanhoof, De Maeyer, Sass and Van Petegem (2022). "Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence." JEE.
Verhelst, Vanhoof and Van Petegem (2021). "School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization?" EMAL.
Wals, and Mathie (2022). Whole School Responses to Climate Urgency and Related Sustainability Challenges. Encyclopedia of Educational Innovation. Springer Singapore.
|
