Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (335 pages)

Edition: 1st ed.

ISBN: 9783031561726

Series Statement: Sustainable Development Goals Series

Note: Intro -- Acknowledgements -- Contents -- Contributors -- Editors -- 1: It Takes a Whole School: An Introduction -- References -- Part 1: Principles, Perspectives, and Challenges -- 2: A Whole School Approach: A Synthesis of Interconnected Policy, Practice, and Research Conceptualisations -- 2.1 Introduction: Educational Change, Innovation, and School Reform in Times of Global Sustainability Challenges -- 2.2 Methods, Scope, Aims, and Objectives -- 2.3 A Synthesis of Whole School Approach Conceptualisations Within Distinct But Connected Education Initiatives -- 2.3.1 Thematic Structure of the WSA Conceptualisation Synthesis -- 2.3.2 Education for Sustainable Development and a Whole School Approach -- 2.3.3 Education for Health and Well-Being and a Whole School Approach -- 2.3.4 Whole School Approaches to Global Citizenship Education and a Whole School Approach -- 2.4 Discussion: What are the Main Principles, Processes, and Strands of a Whole School Approach in and Beyond Education for Sustainable Development? -- 2.4.1 Holistic, Systemic, and Sustainable Perspective -- 2.4.2 Democratic and Participatory Processes Involving All Actors -- 2.4.3 Five Strands of a Whole School Approach to General Quality Education -- 2.4.4 Tensions, Problematics, and Dilemmas -- 2.4.5 The Role of Reflexivity -- 2.5 Conclusions -- References -- 3: Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region -- 3.1 Introduction -- 3.1.1 Defining the Whole School Approach -- 3.1.2 Whole School Approach in the UNECE Region -- 3.2 Methodology -- 3.3 Results -- 3.3.1 WSA and Curriculum: What Do We Teach? -- 3.3.2 WSA and Pedagogy/Didactics: How Do We Learn? -- 3.3.3 WSA and Building Management/Operations: Where Do We Learn?. , 3.3.4 WSA and Professional Development: Whom Do We Learn From? -- 3.3.5 WSA and School Environment: Whom Do We Learn With? -- 3.4 Discussion -- 3.4.1 What Do We Learn? (Curricula) -- 3.4.2 Whom Do We Learn From? (Professional Development) -- 3.4.3 How Do We Learn? (Pedagogy/Didactics) -- 3.4.4 Where Do We Learn? (Building Management/Operations) -- 3.4.5 Whom Do We Learn With? (School Environment) -- 3.5 Ways Forward -- References -- 4: How to Institutionalize a Whole School Approach to ESD -- 4.1 Introduction -- 4.2 What Is a Whole School Approach? -- 4.3 Aligning Inner School Organization with Authentic Sustainability Problems -- 4.4 Capacity Building as a Tool to Conceptualize Implementation of WSA to ESD -- 4.5 A School Improvement Process Leading to Establishing WSA to ESD -- 4.5.1 Initiation -- 4.5.2 Implementation -- 4.5.3 Institutionalization -- 4.6 Concluding Remarks -- References -- 5: Getting to a Whole School Approach: Lessons From School Effectiveness and School Improvement in ESD Research -- 5.1 Introduction and Questions to Answer -- 5.2 The School Organization -- 5.3 Use and Potential of School Effectiveness Studies in ESD -- 5.4 Use and Potential of School Improvement Studies in ESD -- 5.5 Combining School Effectiveness and School Improvement Toward a WSA -- 5.6 How We See School Effectiveness and School Improvement Anchored in ESD Research -- References -- 6: Dimensions and Conditions of the Development of a Sense of Empowerment in a Whole School Approach -- 6.1 Youth Voices About Their Sense of Empowerment -- 6.2 Epistemologies and Approaches in Climate Change Education for Empowerment -- 6.3 Clarification of Concepts Pertaining to Empowerment in Climate Change Education -- 6.3.1 The Capability Approach -- 6.3.2 Concepts Related to the Sense of Empowerment -- 6.4 Methodology. , 6.5 Dimensions of the Sense of Empowerment and Links with the WSA -- 6.5.1 Vision, Ethos, Leadership, and Coordination -- 6.5.2 Curriculum -- 6.5.3 Pedagogy and Learning -- 6.5.4 Institutional Practices and Bureaucracy -- 6.5.5 Valuing Community and Intergenerational Connections -- 6.5.6 Capacity Building and Continued Professional Development of All School Staff -- 6.6 Three Main Findings for Empowering Youth in the Face of Climate Change -- 6.7 Conclusion -- References -- 7: Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Action -- 7.1 Introduction -- 7.1.1 Why Whole School Approaches to Climate Action Are Needed -- 7.1.2 Climate Action Accelerator Program: A Whole School Approach -- 7.2 Three Schools' Journeys Toward Whole School Climate Action -- 7.2.1 Southridge School -- 7.2.2 Hillfield Strathallan College -- 7.2.2.1 A Not-So-Novel Idea… -- 7.2.2.2 Meet the Learning Landscape -- 7.2.2.3 Setting the Course -- 7.2.2.4 Wayfinding Led by Students -- 7.2.2.5 Compelling Vision -- 7.2.2.6 Organizational Culture -- 7.2.2.7 Collective Learning -- 7.2.2.8 Physical Space -- 7.2.3 Trinity College School -- 7.3 Discussion -- 7.3.1 Commonalities -- 7.3.1.1 Regenerative Practice as Paradigm Shift -- 7.3.1.2 Leadership and Organizational Culture -- 7.3.2 Challenges -- 7.4 Conclusion -- References -- 8: How can a Whole School Approach to Sustainability be Inclusive to All Learners? -- 8.1 Introduction -- 8.2 Inclusion-Oriented ESD -- 8.3 Whole School Approach to Inclusion-Oriented ESD -- 8.4 Research Design -- 8.5 Results -- 8.5.1 Understanding of Inclusion-Oriented ESD in Schools -- 8.5.1.1 All Means All -- 8.5.1.2 Participation -- 8.5.1.3 Contextualizing -- 8.5.2 Success Factors and Challenges for Inclusion-Oriented ESD -- 8.5.2.1 Resources -- 8.5.2.2 Workload. , 8.5.2.3 Education System -- 8.5.2.4 Education and Training: Teaching Competences -- 8.5.2.5 Whole School Approach as a Driver -- 8.5.2.6 Participation and Self-Efficacy -- 8.5.2.7 Attitude -- 8.5.3 WSA for Inclusion-Oriented ESD -- 8.5.3.1 Whole School in Community Approach -- 8.5.3.2 Structural Level -- 8.5.3.3 Participation and Self-Efficacy -- 8.6 Discussion and Conclusion -- References -- 9: The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education -- 9.1 Introduction -- 9.1.1 Tensions and Liminal Spaces in Transformative Entrepreneurship Education -- 9.1.2 Attunement and Alignment in Whole-School Transformative Processes -- 9.1.3 Context of the Study -- 9.1.4 Methods and Materials -- 9.1.5 The Whole-School Alignment Model (WSAM) -- 9.2 The Teacher Team Finding Their Pathways -- 9.2.1 The Structural Alignment Process: 'You Need to Start Somewhere' -- 9.2.2 The Process of Clarifying the Aim and Ways of Assessing: 'We See a Goal on the Horizon' -- 9.2.3 Reversing the Teacher and Student Roles: 'How Much should I Meddle?' -- 9.2.4 Renewing Identity: The Whole-School Transformation Process -- 9.3 Narrow Passages and Recurring Motifs -- 9.3.1 Narrow Passages Through Liminal Space -- 9.3.2 Recurring Motifs: Shared Ownership to Shared Questions -- 9.3.3 Reviewing the Model: 'These Arrows Should Perhaps Be Bent' -- 9.4 Conclusion and Implications: Facilitating Transformative Agency -- References -- 10: Architecture as Educator for Sustainable Grown-Upness: An ESD Performance Framework for School Habitats -- 10.1 Introduction -- 10.1.1 School Habitats and Sustainability -- 10.1.2 Whole School Approach to ESD -- 10.1.3 Research Goal and Structure of the Chapter -- 10.2 Research Methodology -- 10.2.1 The Case Study -- 10.2.2 The Inductive Process -- 10.3 Vision on ESD. , 10.3.1 The Hidden Curriculum of School Habitats -- 10.3.2 Education and Sustainable Development -- 10.3.3 Cultivation, Subjectification and Sustainable Grown-Upness -- 10.3.4 Relevancy for This Chapter -- 10.4 The Performance Concept for Building -- 10.4.1 An Exploration of Supplies: School Habitats -- 10.4.2 An Exploration of Performance: Habitats as Educators -- 10.4.3 An Exploration of Demands: Subjectification -- 10.5 The ESD Performance Framework for School Habitats -- 10.5.1 Engage the Heart -- 10.5.1.1 Direct Attention to Nature -- 10.5.1.2 Direct Attention to People -- 10.5.1.3 Direct Attention to Place -- 10.5.2 Exemplify to the Head -- 10.5.3 Enable the Hands -- 10.5.3.1 Educational? -- 10.5.3.2 Self-Limitation and Self-Activation -- 10.6 Discussion and Conclusions -- 10.6.1 A Whole School Approach and Teacher Literacy -- 10.6.2 A Moral Agenda in Education? -- 10.6.3 Conclusions -- References -- 11: Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Early Childhood Education Across Nordic Countries -- 11.1 Introduction -- 11.2 Global Citizenship in Early Childhood Education and a Whole School Approach to Sustainability -- 11.3 Linking a Whole School Approach to Sustainability with Early Childhood Education Research -- 11.4 Wholeness in Preschool Education -- 11.4.1 Greening of the Whole Preschool -- 11.4.2 The Whole Child's Learning -- 11.4.3 Wholeness in Preschool Teaching -- 11.4.4 Thematic Approach as a Perspective on a Whole Preschool -- 11.5 Lessons Learned from Global Citizenship to a Whole School Approach to Sustainability -- References -- Part 2: Practices -- 12: Activating the Petals in the 'WSA Flower Model': Critical Factors for Sustaining Schools' Pathways Towards a Whole-School Approach -- 12.1 Introduction -- 12.2 Background. , 12.3 About the University-School Partnership.

Additional Edition: Print version: Wals, Arjen E. J. Whole School Approaches to Sustainability Cham : Springer International Publishing AG,c2024 ISBN 9783031561719

Language: English

Keywords: Electronic books.

URL: Click to View

URL: lizenzpflichtig

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 online resource (335 pages)

Edition: 1st ed.

ISBN: 3-031-56172-4

Series Statement: Sustainable Development Goals Series

Additional Edition: ISBN 3-031-56171-6

Language: English

UID:

Format: XIX, 332 p. 24 illus., 23 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031561726

Series Statement: Sustainable Development Goals Series,

Content: In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations' Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more. This is an open access book. .

Note: Chapter 1. It takes a whole school: an introduction -- Chapter 2. A Whole School Approach: A synthesis of interconnected Policy, Practice and Research Conceptualisations -- Chapter 3. Insights, challenges and prospects on whole school approach to sustainability in the UN Economic Commission for Europe (UNECE) region -- Chapter 4. How to institutionalize a whole school approach to ESD -- Chapter 5. Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research -- Chapter 6. Dimensions and conditions of the development of a sense of empowerment in a whole school approach -- Chapter 7. Accelerating change-making: Reflections on embedding regenerative practices in school climate action -- Chapter 8. How can a whole school approach to sustainability be inclusive to all learners? -- Chapter 9. The whole-school alignment model: Facilitating a teacher team in sustainable entrepreneurship education -- Chapter 10. Architecture as educator for sustainable grown-upness: An ESD-performance framework for school habitats -- Chapter 11. Developing a whole (pre)school approach to sustainability: Insights from global citizenship and early childhood education across Nordic countries -- Chapter 12. Activating the petals in the 'WSA flower model': Critical factors for sustaining schools' pathways towards a whole school approach -- Chapter 13. Piloting a self-assessment tool for a whole school approach to sustainability in Mongolia -- Chapter 14. Critical events in the systematic work at an organizational level towards a whole school approach to sustainability in a Swedish municipality -- Chapter 15. Weaving curriculum, assessment, and pedagogy: Global citizenship experience lab school's whole school approach to sustainability and global citizenship education -- Chapter 16. Students' deliberation on 'greening' the school's energy supply: A case discussed from a whole school approach perspective -- Chapter 17. A whole school approach towards sustainability: Assessing the implementation of a school program "recreos residuos cero" (zero waste break time) -- Chapter 18. Practicing climate action in a K-12 school using a whole institution approach -- Chapter 19. Utilizing collaborative self-study to explore pedagogies for sustainability -- Chapter 20. Critical eco-reflexive approaches: A case study of "Teaching for sustainability" towards SDG 4.7 transition via a whole school approach perspective in higher education -- Chapter 21. Whole-school project-based approach to promote education for sustainability: A Mauritian experience -- Chapter 22. Exploring a whole school approach at non-formal folk high schools in Norway through common goals and action learning -- Chapter 23. A whole-school approach to building communities of practice of ESD: A case study of two Japanese high schools -- Chapter 24. It takes a whole school: A synthesis.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031561719

Additional Edition: Printed edition: ISBN 9783031561733

Additional Edition: Printed edition: ISBN 9783031561740

Language: English

DOI: 10.1007/978-3-031-56172-6

URL: https://doi.org/10.1007/978-3-031-56172-6

UID:

Format: 1 online resource (xix, 332 pages) : , illustrations (some color).

ISBN: 9783031561726 , 3031561724

Series Statement: Sustainable development goals series,

Content: In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations' Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more. This is an open access book.

Note: Includes index. , Chapter 1. It takes a whole school: an introduction -- Chapter 2. A Whole School Approach: A synthesis of interconnected Policy, Practice and Research Conceptualisations -- Chapter 3. Insights, challenges and prospects on whole school approach to sustainability in the UN Economic Commission for Europe (UNECE) region -- Chapter 4. How to institutionalize a whole school approach to ESD -- Chapter 5. Getting to a whole school approach: Lessons from school effectiveness and school improvement in ESD research -- Chapter 6. Dimensions and conditions of the development of a sense of empowerment in a whole school approach -- Chapter 7. Accelerating change-making: Reflections on embedding regenerative practices in school climate action -- Chapter 8. How can a whole school approach to sustainability be inclusive to all learners? -- Chapter 9. The whole-school alignment model: Facilitating a teacher team in sustainable entrepreneurship education -- Chapter 10. Architecture as educator for sustainable grown-upness: An ESD-performance framework for school habitats -- Chapter 11. Developing a whole (pre)school approach to sustainability: Insights from global citizenship and early childhood education across Nordic countries -- Chapter 12. Activating the petals in the 'WSA flower model': Critical factors for sustaining schools' pathways towards a whole school approach -- Chapter 13. Piloting a self-assessment tool for a whole school approach to sustainability in Mongolia -- Chapter 14. Critical events in the systematic work at an organizational level towards a whole school approach to sustainability in a Swedish municipality -- Chapter 15. Weaving curriculum, assessment, and pedagogy: Global citizenship experience lab school's whole school approach to sustainability and global citizenship education -- Chapter 16. Students' deliberation on 'greening' the school's energy supply: A case discussed from a whole school approach perspective -- Chapter 17. A whole school approach towards sustainability: Assessing the implementation of a school program “recreos residuos cero” (zero waste break time) -- Chapter 18. Practicing climate action in a K-12 school using a whole institution approach -- Chapter 19. Utilizing collaborative self-study to explore pedagogies for sustainability -- Chapter 20. Critical eco-reflexive approaches: A case study of "Teaching for sustainability" towards SDG 4.7 transition via a whole school approach perspective in higher education -- Chapter 21. Whole-school project-based approach to promote education for sustainability: A Mauritian experience -- Chapter 22. Exploring a whole school approach at non-formal folk high schools in Norway through common goals and action learning -- Chapter 23. A whole-school approach to building communities of practice of ESD: A case study of two Japanese high schools -- Chapter 24. It takes a whole school: A synthesis.

Additional Edition: Print version: Wals, Arjen E. J. Whole School Approaches to Sustainability Cham : Springer International Publishing AG,c2024 ISBN 9783031561719

Language: English

Keywords: Electronic books.

DOI: 10.1007/978-3-031-56172-6

URL: SpringerLink

URL: Click here to view book