UID:
almahu_9949845821602882
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?.
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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.
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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.
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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.
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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.
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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.
