Developing School Leading Guidelines Facilitating a Whole School Approach to Education for Sustainable Development

Autor/inn/en	Forssten Seiser, Anette; Mogren, Anna; Gericke, Niklas; Berglund, Teresa; Olsson, Daniel
Titel	Developing School Leading Guidelines Facilitating a Whole School Approach to Education for Sustainable Development
Quelle	In: Environmental Education Research, 29 (2023) 5, S.783-805 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forssten Seiser, Anette) ORCID (Mogren, Anna) ORCID (Gericke, Niklas) ORCID (Berglund, Teresa) ORCID (Olsson, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2151980
Schlagwörter	Foreign Countries; Leadership Responsibility; Holistic Approach; Program Implementation; Sustainable Development; Principals; Change Strategies; Sustainability; Guidelines; Leadership Styles; Educational Improvement; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Ausland; Holistischer Ansatz; Nachhaltige Entwicklung; Principal; Schulleiter; Lösungsstrategie; Nachhaltigkeit; Richtlinien; Führungsstil; Teaching improvement; Unterrichtsentwicklung; Schweden
Abstract	This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school's capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging--or orchestrating--practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01