Education for Sustainable Development and Global Citizenship: Leadership, Collaboration, and Networking in Primary Schools

Autor/in	Bennell, Sheila J.
Titel	Education for Sustainable Development and Global Citizenship: Leadership, Collaboration, and Networking in Primary Schools
Quelle	In: International Journal of Development Education and Global Learning, 7 (2015) 1, S.5-32 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Foreign Countries; Sustainable Development; Citizenship Education; Global Approach; Leadership Training; Social Networks; Elementary School Teachers; Case Studies; Teacher Surveys; Semi Structured Interviews; Faculty Development; Teacher Collaboration; Principals; Administrator Role; Leadership Styles; Qualitative Research; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Führungslehre; Social network; Soziales Netzwerk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Lehrerkooperation; Principal; Schulleiter; Führungsstil; Qualitative Forschung
Abstract	The interaction of leadership, collaboration, and networking in the development of Education for Sustainable Development and Global Citizenship (ESDGC) is examined in five north Wales primary schools noted for their ESDGC development. Strong leadership and considerable, but varying, forms of distributed leadership were found in each of the schools. All schools had extensive external networks with a wide range of visitors and community links. However, participation in these networks and in external professional development was largely confined to key ESDGC players. Some schools had designed effective ways of sharing the knowledge, skills, and understanding of key players with their fellow teachers. Where internal collaboration and networking were frequent, the staff appeared to be more knowledgeable about and committed to ESDGC. (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01