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Grice, M. (2018). Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument. Pedagogisk forskning i Sverige, 23(3-4), 262-289
Open this publication in new window or tab >>Kompetenser för lärare inom utbildning förhållbar utveckling – konstruktionen av ett enkätinstrument
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 262-289Article in journal (Refereed) Accepted
Abstract [sv]

Empiriska studier om lärares kompetens för undervisning inom utbildning för hållbar utveckling (UHU) är efterfrågade, men få forskningsinstrument finns tillgängliga. Studiens syfte är att ta fram ett enkätinstrument som kan beskriva lärares kompetens att implementera UHU. Ett andra syfte är att undersöka samband mellan UHU-kompetens och bakgrundsvariablerna: kön, ålder, undervisningsämne och antal år i yrket. I studien undersöks gymnasielärares (n=183) förhållningssätt till undervisning om UHU på en skola med ett uttalat UHU-arbete där förhållningssätt ses som ett uttryck för lärares UHU-kompetens. Utvecklingen av enkätinstrumentet baseras på det internationellt vedertagna OECD-ramverket DeSeCo:s (Definition and Selection of Competencies) definition av kompetensbegreppet. Explorativ faktoranalys identifierade fyra dimensioner av UHU-kompetens: didaktik, motivation, kapacitet och hinder. Inga korrelationer hittades mellan dimensionerna och bakgrundsvariablerna, vilket kan bero på en gemensam skolkultur. I framtida studier behöver instrumentets validitet för lärare som inte arbetat med UHU studeras.

Place, publisher, year, edition, pages
Swedish Educational Research Association., 2018
Keywords
utbildning för hållbar utveckling (UHU), implementering av perspektivet utbildning för hållbar utveckling, lärares kompetenser för undervisning för hållbar utveckling, enkätinstrument
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-69713 (URN)
Note

Detta temanummer handlar om teoretisk och empirisk forskning som rör miljö- och hållbarhetsfrågor och visar på olika pedagogiska ansatser som synliggör globala hållbarhetsfrågors komplexitet och pluralism.

Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2019-02-13Bibliographically approved
Mogren, A., Gericke, N. & Scherp, H.-Å. (2018). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508-531
Open this publication in new window or tab >>Whole school approaches to education for sustainable development: A model that links to school improvement
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 4, p. 508-531Article in journal (Refereed) Published
Abstract [en]

This study applies a model of school organisation developed by one of the authors to investigate school improvement processes leading to a whole school approach in Education for Sustainable Development (ESD) literature. The model is operationalized to a survey instrument and distributed to Swedish upper secondary teachers. The instrument provides empirical indications of teachers’ perceptions of their schools in terms of four major dimensions of an ESD whole school approach, the importance assigned to a holistic vision, routines and structures, professional knowledge creation, and practical pedagogical work. The aims of the study are to compare the teachers’ perception of their school organisation. We compare perceptions of teachers working in schools actively implementing ESD and teachers in comparable reference schools. Comparisons are also made between teachers from schools applying different strategies and quality approaches in implementing ESD. The results indicate that, relative to teachers in ordinary schools, those in ESD schools perceive their school organisations to have higher quality and coherence, with greater potential to support teaching and pedagogical work in practice. However, there is substantial variation in perceptions of teachers from different ESD schools. The model’s robustness is validated by coherence of earlier results in the same schools.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Whole school approach, school organisation, ESD implementation, visualising ESD, ESD quality
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-67310 (URN)10.1080/13504622.2018.1455074 (DOI)000475360700004 ()2-s2.0-85046032288 (Scopus ID)
Funder
Swedish Research Council, B0589701
Available from: 2018-05-11 Created: 2018-05-11 Last updated: 2019-08-06Bibliographically approved
Mogren, A. & Gericke, N. (2017). ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23(7), 972-992
Open this publication in new window or tab >>ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 7, p. 972-992Article in journal (Refereed) Published
Abstract [en]

Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
ESD implementation; quality criteria; school leadership; school organisation
National Category
Other Biological Topics Natural Sciences
Research subject
Biology; Biology
Identifiers
urn:nbn:se:kau:diva-64653 (URN)10.1080/13504622.2016.1226265 (DOI)000405630600005 ()
Available from: 2017-10-10 Created: 2017-10-10 Last updated: 2019-05-27Bibliographically approved
Mogren, A. & Gericke, N. (2017). ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014
Open this publication in new window or tab >>ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 7, p. 993-1014Article in journal (Refereed) Published
Abstract [en]

Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2017
Keywords
Implementation of education for sustainable development; school leadership; school organisation; transformative education; quality criteria
National Category
Other Biological Topics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-64427 (URN)10.1080/13504622.2016.1226266 (DOI)000405630600006 ()
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2019-08-02Bibliographically approved
Mogren, A. (2017). Implementering av lärande för hållbar utveckling: En studie av rektors förståelse av kvalitet i skolans organisation. (Licentiate dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Implementering av lärande för hållbar utveckling: En studie av rektors förståelse av kvalitet i skolans organisation
2017 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Alternative title[en]
Implementing Education for Sustainable Development : A study of school leaders’ understanding of high quality in school organisations
Abstract [en]

Student outcomes of Education for Sustainable Development (ESD) is reported to be weak and empirical studies investigating the underlying causes have been called for. School organization is pointed out as essential, which highlights the role of school leaders in realizing ESD. This study aims to identify characteristic features of ESD active school organizations, by investigating how school leaders maintain high quality in their organizations. ESD is thus studied from an internal organizational perspective. Fourteen school leaders at ten upper secondary schools, active in ESD implementation, were interviewed and qualitative data quantified. A special focus was on school leaders’ transformative statements, in response to earlier criticism that ESD implementation has been too structural. Results consist of 26 identified quality criteria. By means of cluster analysis, the quality criteria were merged into four principal quality criteria: collaborative interaction and school development, student-centred education, cooperation with local society and proactive leadership and continuity. The school leaders’ quality strategies were identified through correlation analysis of their principal quality criteria. The quality strategies reveal a difference in the schools’ internal or external focus. An analysis of the school leaders’ quality statements in relation to their quality strategy implementation indicates that ESD to a large degree is introduced from a transformative perspective. One school in the study stands out as highly transformation-oriented, and has a quality strategy combining an internal and external focus, thus making it a possible benchmark for successful ESD-implementation. The study contributes a suggestion on how a progression of ESD implementation can take place and as well as possible obstacles.  

Abstract [sv]

Studier om implementering av Lärande för hållbar utveckling (LHU) visar att påverkan på elevers förståelse, attityder och agerande i frågan är liten. Det finns ett behov av att empiriskt undersöka hur skolans organisation kan underlätta en mer framgångsrik LHU implementering. Rektorernas roll pekas ut som central i det arbetet, men få studier har tidigare undersökt hur rektorer arbetar med skolorganisationen. I studien undersöks generella uttryck för kvalitet som rektorer anser viktiga i skolorganisationen för att åstadkomma en utbildning med hög kvalitet. Resultaten tolkas i ljuset av skolor som aktivt implementerar LHU. Studien söker svar på vad som utmärker de skolorganisationer som aktivt arbetar med LHU. 14 rektorer på 10 LHU-skolor har intervjuats. Kvalitativ data har kvantifierats i syfte att upptäcka mönster och sammanhang. Ett speciellt fokus har ägnats åt transforamtiva uttryck, som ett svar på tidigare kritik mot att LHU implementerats allt för strukturellt inom skolan. Resultaten redovisar kvalitetskriterier som rektorerna framhåller som viktiga samt specifika fokusområden för kvalitetsarbete. Skolor i studien med hög medvetenhet om transformativa uttryck inom skolans organisation utgör grund för en diskussion om hur strategier för LHU implementering kan utformas.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 69
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:39
Keywords
ESD implementation, transformativ education, quality criteria, school leadership, school organisation, Implementering av lärande för hållbar utveckling, kvalitetskriterier, skolans organisation, transformativ utbildning, skolans ledarskap, rektor
National Category
Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-64659 (URN)978-91-7063-816-9 (ISBN)978-91-7063-911-1 (ISBN)
Presentation
2017-11-17, 1D340, Karlstads universitet, Karlstad, 13:15 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council, B0589701
Available from: 2017-10-30 Created: 2017-10-11 Last updated: 2019-05-27Bibliographically approved
Mogren, A. & Gericke, N. (2016). Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?. In: : . Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 27-28 oktober, Örebro, Sverige..
Open this publication in new window or tab >>Implementering av lärande för hållbar utveckling – den skolorganisatoriska nivån som ett stöd eller hinder?
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65155 (URN)
Conference
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 27-28 oktober, Örebro, Sverige.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-09-06Bibliographically approved
Mogren, A. & Gericke, N. (2015). Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach. In: : . Paper presented at The 8th World Environmental Education Congress (WEEC) in Gothenburg, June 29th – 2nd July..
Open this publication in new window or tab >>Education forSustainable Development, ESD implementation and transformative schoolorganization: a Swedish perspective of Whole school approach
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65166 (URN)
Conference
The 8th World Environmental Education Congress (WEEC) in Gothenburg, June 29th – 2nd July.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-09-06Bibliographically approved
Mogren, A. & Gericke, N. (2015). The role of school organization in ESD implementation. In: : . Paper presented at The ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Budapest, Hungary, 7th – 5th September..
Open this publication in new window or tab >>The role of school organization in ESD implementation
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65172 (URN)
Conference
The ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Budapest, Hungary, 7th – 5th September.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-09-06Bibliographically approved
Mogren, A., Gericke, N. & Scherp, H.-Å. (2014). Education for Sustainable Development (ESD), a matter of school organization. In: : . Paper presented at The 42nd NERA (Nordic Education Research Association) Congress in Lillehammer, Norway, March 3-7.
Open this publication in new window or tab >>Education for Sustainable Development (ESD), a matter of school organization
2014 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-65128 (URN)
Conference
The 42nd NERA (Nordic Education Research Association) Congress in Lillehammer, Norway, March 3-7
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2018-07-27Bibliographically approved
Mogren, A. & Gericke, N. (2014). ESD, a matter of School Organization. In: : . Paper presented at The ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) at Porto 1-5 September, Portugal..
Open this publication in new window or tab >>ESD, a matter of School Organization
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-65129 (URN)
Conference
The ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) at Porto 1-5 September, Portugal.
Available from: 2017-11-08 Created: 2017-11-08 Last updated: 2018-07-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2726-8253

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