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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010184747 | LB2822.8 C74 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
This book is a major outcome of a seven-year European Commission funded project on professional development for preservice and in-service teachers and a contribution to the UN decade of education for sustainable development. Written for practicing teachers and other professionals, it will be essential reading for trainee teachers and teachers studying courses in whole school development and education for sustainable development.
Each section of the book integrates theoretical and personal knowledge with the contextual knowledge provided by the case studies. The first section offers overviews of school development, whole school approaches, and self-evaluation, and points to the inadequacy of school effectiveness and improvement models for school development.
The second section is made up of case studies of schools in England, the Netherlands, Greece, and Malta that are developing whole school approaches. Each describes work in progress, and critical analysis reveals the processes supporting the school's development and its holistic approaches. The final section indicates ways in which schools can promote school development through whole school approaches and suggests relevant resources.
The book shows that educating children to become active global citizens who strive for sustainable lifestyles requires transforming how schools educate. In the United Nations' agenda for its decade of education for sustainable development that began in 2005, learning through doing and action-focused education are central--and these approaches are at the heart of this book.
Author Notes
Tony Shallcross teaches at Manchester Metropolitan University and John Robinson at Manchester Metropolitan University in the UK. Paul Pace is based at the University of Malta. Arjen Wals is at the University of Wageningen, Netherlands.
Table of Contents
| Foreword | p. vii |
| Section A Clarifying terms | |
| Introduction: Mind your Es, Ds and Ss: clarifying some terms | p. 3 |
| Chapter 1 School improvement, school effectiveness or school development? | p. 11 |
| Chapter 2 Whole school approaches, forging links and closing gaps between knowledge, values and actions | p. 29 |
| Chapter 3 Reflective living practice: analytical case studies and school development | p. 47 |
| Chapter 4 Change, action and school-focused professional development | p. 61 |
| Section B Case studies | |
| Chapter 5 Constructing case studies using evaluative research | p. 85 |
| Chapter 6 Being sensible and social sensibility: Smallwood Supporting Somaliland | p. 105 |
| Chapter 7 Enthusiasm and the creation of meaning in individual work: the Three Es project | p. 123 |
| Chapter 8 Redeveloping a school's physical environment | p. 137 |
| Chapter 9 We can all make a difference: The Green Club and one teacher's determination | p. 153 |
| Chapter 10 Working together, growing together through international collaboration | p. 167 |
| Chapter 11 Where now and with what help and support? | p. 177 |
| Notes | p. 190 |
| Author biographies | p. 191 |
| References | p. 195 |
| Index | p. 205 |
| List of figures, Tables and Appendices | |
| Figures | |
| (i) A process based typology of sustainability | p. 8 |
| 1.1 The historical development of research literature in school development | p. 15 |
| 2.1 The five strands of a whole school approach to EE/ESD | p. 33 |
| 2.2 Four types of environmental action | p. 35 |
| 2.3 Behaviourist, constructivist and situated learning | p. 37 |
| 3.1 A comparison of top-down and bottom-up evaluation | p. 51 |
| 3.2 The action research community problem-solving cycle | p. 54 |
| 3.3 Processes and outcomes in self-evaluation | p. 55 |
| 4.1a and b Two views of the three sectors of sustainable development | p. 74 |
| 4.2 Education about sustainable development: starting points and pathways | p. 76 |
| 4.3 The three knowledge bases of CPD | p. 79 |
| 5.1 Potential action research cycles | p. 93 |
| Tables | |
| 1.1 School development and some key differences between school effectiveness and school improvement | p. 26 |
| 2.1 Ladder of participation | p. 40 |
| 4.1 Individualism, collectivism and interrationalism | p. 68 |
| 4.2 Lessons and strategies for managing change | p. 69 |
| 4.3 The four levels of influence on action | p. 71 |
| 4.4 Some reasons for the failure of centralised CPD | p. 78 |
| 5.1 Guidelines for the writing of critical, analytical, case studies | p. 87 |
| 5.2 A pluralist research model for the evaluation of whole school approaches to EE/ESD | p. 91 |
| 5.3 Teachers' roles in relation to social/environmental change | p. 95 |
| 5.4 Characteristics of mechanistic and organic organisations | p. 98 |
| 5.5 Leadership styles and their characteristics | p. 98 |
| 5.6 School community relationships in EE/ESD | p. 99 |
| 5.7 Different types of change | p. 100 |
| 5.8 Key features of the six case studies: Chapters Six to Ten | p. 102 |
| 7.1 Outline for the teaching plan for the water theme at Nummenpaa School | p. 130 |
| 11.1 SEEPS project: unit titles and outlines | p. 186 |
| 8.1 Appendix: Questionnaire on EE in your school | p. 152 |
