Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Whole school approaches to education for sustainable development: A model that links to school improvement
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).ORCID iD: 0000-0003-2726-8253
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).ORCID iD: 0000-0001-8735-2102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
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. Vol. 25, no 4, p. 508-531
Keywords [en]
Whole school approach, school organisation, ESD implementation, visualising ESD, ESD quality
National Category
Didactics
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-67310DOI: 10.1080/13504622.2018.1455074ISI: 000475360700004Scopus ID: 2-s2.0-85046032288OAI: oai:DiVA.org:kau-67310DiVA, id: diva2:1205222
Funder
Swedish Research Council, B0589701Available from: 2018-05-11 Created: 2018-05-11 Last updated: 2019-11-08Bibliographically approved
In thesis
1. Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens
Open this publication in new window or tab >>Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The importance of an education that empowers students to engage with real societal problems to promote a sustainable future is widely acknowledged. However, the organisational characteristics of schools that facilitate such education for sustainable development (ESD) have received little attention. This thesis aims to fill this research gap by contributing new knowledge on ways that school organisations can implement transformative ESD, while aligning with a whole school approach.

Swedish upper secondary schools actively implementing ESD were selected for the study. The research design used a mixed-method approach developed from the field of school improvement research. Methods included semi-structured interviews with school leaders and questionnaire surveys for teachers. School leaders’ and teachers’ understanding of quality in their local school organisation was studied.

The thesis identifies the guiding principles that school leaders and teachers found important for promoting transformative ESD. These include four principal quality criteria that need structural support through collegial meetings to establish a holistic idea of ESD, namely collaborative interaction and school development, student-centred education, cooperation with local society, and proactive leadership and long-term perspective. With the support of the guiding principles, the whole school organisation contributes to teaching and learning practices in ESD active schools.

The two main contributions are 1) identification of the school organisation that provide firm ground for local implementation of transformative ESD, and 2) that the internal school organisation is a prerequisite for school collaboration with the surrounding society, which is a main goal of ESD, according to policy and theory. In the case of the latter, a student-centred approach in organising education was found to facilitate such links between education and the community, which is a main goal of ESD, according to policy and theory. The results may provide useful recommendations for schools and ESD implementation programmes.

Abstract [en]

This thesis investigates the guiding principles required in the school organisation to make a permanent implementation of transformative Education for Sustainable Development (ESD) possible, while aligning with a whole school approach. Swedish upper secondary schools actively implementing ESD were selected for the study.

The research design consists of a mixed method approach that was developed from the field of school improvement research. The methods used include semi-structured interviews with school leaders and questionnaire surveys with teachers. School leaders’ and teachers’ understanding of quality in their local school organisation was studied, and the guiding principles promoting transformative ESD were identified.  These include four principal quality criteria that need structural support through collegial meetings to establish a holistic idea of ESD in the organisation: collaborative interaction and school development, student-centred education, cooperation with local society, and proactive leadership and long-term perspective.  

The two main contributions are 1) identification of the school organisation that provide firm ground for local implementation of transformative ESD, and 2) that the internal school organisation is a prerequisite for school collaboration with the surrounding society, which is a main goal of ESD, according to policy and theory. The results may provide useful recommendations for schools and ESD implementation programmes.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019. p. 95
Series
Karlstad University Studies, ISSN 1403-8099 ; 2019:33
Keywords
Education for Sustainable Development, School organisation, Transformative ESD, Transformative Quality, School improvement, Whole School Approach
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75563 (URN)978-91-7867-058-1 (ISBN)978-91-7867-068-0 (ISBN)
Public defence
2019-12-20, Eva Eriksson, 21A342, Karlstads universitet, Karlstad, 10:00 (English)
Opponent
Supervisors
Available from: 2019-12-04 Created: 2019-11-08 Last updated: 2019-12-04Bibliographically approved

Open Access in DiVA

fulltext(3376 kB)62 downloads
File information
File name FULLTEXT01.pdfFile size 3376 kBChecksum SHA-512
ecdc59809cab7545dc7e97991f5c6c7e92ff4465eb3b9b36e66e7fff05dbaa3f3003d425fba173130365f15e716cee54b51a392f682130fac760c47661fdfe22
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records BETA

Mogren, AnnaGericke, NiklasScherp, Hans-Åke

Search in DiVA

By author/editor
Mogren, AnnaGericke, NiklasScherp, Hans-Åke
By organisation
Department of Environmental and Life Sciences (from 2013)Department of Educational Studies (from 2013)
In the same journal
Environmental Education Research
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 62 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 121 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf