Can a school change its spots? The first year of transforming to an innovative school

Tubin, Dorit; Ofek-Regev, Noa

doi:10.1007/s10833-008-9100-z

Cited by 10 publications

(8 citation statements)

References 20 publications

(25 reference statements)

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“…In our findings, we see that in even many eco-schools the change is not deep enough and does not include the ESD characteristics of pro-environmental behavior and some ecoschools that do nearly nothing and surviving as stowaways in the eco-school systems in both countries (Fullan, 1993;Tubin & Ofek-Regev, 2010). On the other hand, there are a few almost perfect "whole-school" ESD schools without eco-school title.…”

Section: Processmentioning

confidence: 75%

Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel

Gan

Gal

Könczey

et al. 2019

HERJ

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As global challenges to sustainable development are increasing, there is a growing pressure for educational systems to embed education for sustainable development (ESD) into formal education. To meet this demand, Eco-School systems were established in many countries during the past decades. Using General Inductive Approach to analyze raw data sources like interviews with experts and eco-school principals, documents, and official as well as educational research databases both in Hungary and in Israel, the paper compares the process and the outcome of the implementation of eco-school movement in Hungary and Israel. The major conclusion is that eco-school system itself has a significant positive but limited effect on the implementation of ESD in educational systems. Without a person, a “change agent,” without the commitment of the principal or the teachers, the central eco-school initiative could not trigger changes on local levels; however, eco-school systems may survive for another decade if eco-school teachers continue innovation and collective learning. On the system level, the existence of the movement demonstrates the sustainability pedagogy for decision-makers – and therefore they can be satisfied without further efforts.

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Section: Processmentioning

confidence: 75%

Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel

Gan

Gal

Könczey

et al. 2019

HERJ

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“…Kouluyhteisöjen kehittämisestä on tehty kansainvälistä tutkimusta, esimerkiksi koulukulttuurin muutoksesta (Gordon & Patterson, 2008;Tubin & Ofek-Regev, 2010), muutosjohtajuudesta (Fullan, 2005;Lai, 2015) ja opettajien tunteista muutosprosessissa (Kelchtermans, 2005;Schmidt & Datnow, 2005). Suomalaista yhteisnäiskoulukontekstia on jonkin verran tutkittu (esim.…”

Section: Johdantounclassified

Yhtenäiskoulua kohti – opettajien ja rehtorien diskursseja koulukulttuurin muutoksesta

Puhakka¹,

Tarnanen²,

Kostiainen³

2022

prlg

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Tässä artikkelissa tarkastellaan yhtenäiskoulun opettajayhteisön sosiaalista todellisuutta, jota rakennetaan ja ylläpidetään vuorovaikutuksen kautta. Tutkimuksen tarkoituksena on selvittää, millaisia konstruktioita tulevan yhtenäiskoulun opettajat ja rehtorit luovat yhtenäisen koulukulttuurin rakentamisesta ja muutokseen sitoutumisesta. Tutkimus on osa opetus- ja kulttuuriministeriön rahoittamaa Uutta luova asiantuntijuus -hanketta. Tutkimusaineisto koostuu kymmenestä tulevan yhtenäiskoulun opettajan ja rehtorin teemahaastattelusta, ja se on analysoitu diskurssianalyysin keinoin. Yhtenäisen koulukulttuurin rakentaminen merkityksellistyy tutkimustuloksissa kolmessa dominoivassa diskurssissa, jotka ovat johtajuuden diskurssi, yhteisen opettajuuden diskurssi sekä sääntödiskurssi. Kaksi taustalle jäävää diskurssia ovat oppilasdiskurssi sekä opetuksen ulkopuolisen toiminnan diskurssi. Kun merkityksenantoja tarkastellaan siitä näkökulmasta, miten opettajat ja rehtorit sitoutuvat koulukulttuurin muutokseen, tulokset jäsentyvät neljäksi diskurssiksi, jotka ovat innokkuuden, estyneisyyden diskurssi, kuormittavuuden diskurssi sekä väljyyden diskurssi. Tulevan yhtenäiskoulun työyhteisön sisäistä jännitteisyyttä ja opettajien välistä vastakkainasettelua voi ymmärtää vuorovaikutuksen ilmiöiden kautta. Tutkimuksen diskurssien perusteella yhtenäiskoulun koulukulttuuri tulisi rakentaa jaetulle johtajuudelle ja läpinäkyville vuorovaikutuskäytänteille, jotka perustuvat työyhteisön sisäiselle luottamukselle, arvostukselle ja keskustelulle.

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“…Several researchers have explained why the goal of changing behavior through EE has been unfulfilled by claiming that changing knowledge and attitudes does not lead to changes in pro-environmental behaviors (Bamberg & Möser, 2007;Chawla & Cushing, 2007;Yavetz et al, 2009). When schools like Beach School-and many other schools both in Israel and worldwide-implement EE, what is emphasized is scientific knowledge, and aspects related to social justice or pro-environmental behavior remain in the private sphere (Gan, 2021;Tubin & Ofek-Regev, 2010).…”

Section: Ontological Perspectives On Knowledgementioning

confidence: 99%

Perspectives on environmental education, citizenship, and assessment: A case study of elementary school teachers and principals in Israel

Gan

2021

EPAA

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Environmental education (EE) is recognized as an important way to improve the environmental crisis. It seems that international and national educational assessment and accountability ideas are working against EE. By examining the perspectives of Israeli teachers, who are important change agents in society, this qualitative case study seeks to understand the potential of EE, when paired with citizenship, to foster a more equitable society in the context of the global educational reform movement. The study focuses on EE implementation in two Israeli schools, asking, “How do Israeli elementary school teachers understand EE’s role in fostering citizenship in the context of assessment and accountability?” The findings contribute to the literature by exploring the relationship between EE, assessment, and citizenship. They also suggest that a school’s ontological perspective on knowledge, namely the constructivist approach, enhances pro-environmental behavior, while the positivist approach matches the EE scientific approach that focuses more on assessment. A whole-school approach to EE deepened the active involvement of participants and enhanced their sense of citizenship more than an inquiry-based learning approach. This study recommends integrating the social component of EE and developing action skills for citizenship, taking into consideration the global assessment movement and accountability context.

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Can a school change its spots? The first year of transforming to an innovative school

Cited by 10 publications

References 20 publications

Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel

Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel

Yhtenäiskoulua kohti – opettajien ja rehtorien diskursseja koulukulttuurin muutoksesta

Perspectives on environmental education, citizenship, and assessment: A case study of elementary school teachers and principals in Israel

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