Leading sustainable schools: exploring the role of primary school principals

Kadji‐Beltran, Chrysanthi; Zachariou, Aravella; Stevenson, Robert B.

doi:10.1080/13504622.2012.692770

Cited by 68 publications

(67 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These findings are consistent with the literature; a similar discrepancy between what schools claim about the importance of sustainability education and what they report actually doing in practice was identified by Jackson (2007). Similarly, a study by Kadji and colleagues showed that school principals convey intentions to support schoolwork related to sustainability but are not willing to commit to initiate substantial changes, among other things, due to lack of professional development for principals (Kadji-Beltran, Zachariou, & Stevenson, 2013). Additionally, Kadji-Beltran (2009) andmadsen (2013) have demonstrated that most school principals and teachers only vaguely comprehend the concept of sustainable schools.…”

Section: Summary and Discussionmentioning

confidence: 99%

“…Further, Deschesnes, Drouin, Tessier and couturier (2014) specifically indicate the importance of school principals' support in developing teachers' competencies to work pedagogically with unpredictable issues with complex contexts, such as health and well-being. Additionally, the literature suggests that the professional development of both teachers and school principals is important for both health and sustainability education (Dadaczynski & Paulus, 2015;larsen & Samdal, 2008;Kadji-Beltran et al, 2013).…”

Section: Summary and Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Global social issues in the curriculum: perspectives of school principals

Simovska

Prøsch

2015

Journal of Curriculum Studies

View full text Add to dashboard Cite

Section: Summary and Discussionmentioning

confidence: 99%

Section: Summary and Discussionmentioning

confidence: 99%

Global social issues in the curriculum: perspectives of school principals

Simovska

Prøsch

2015

Journal of Curriculum Studies

View full text Add to dashboard Cite

“…The first steps towards EE in the educational system of Cyprus were taken in the early 1990s (Zachariou 2005a). During that decade the efforts for introducing EE consisted of initiatives that lacked coordination, continuity and planning and did not challenge any of the dominant orientation of the educational structures, regulations, curriculum and pedagogical practices of schooling, which focused on reproducing rather than transforming the social and economic structures of society (Zachariou and Valanides 2006;Kadji-Beltran et al 2013a, b).…”

Section: Observations Concerning the Esd Implementation Process In Thmentioning

confidence: 99%

Schooling for Sustainable Development in Europe

Jucker¹,

Mathar²

2015

View full text Add to dashboard Cite

This book series addresses issues associated with sustainability with a strong focus on the need for educational policy and action. Current attention and initiatives assume that Education for Sustainable Development (ESD) can be introduced successfully and gradually into schools worldwide. This series explores the issues that arise from the substantial and sustainable changes to be implemented in schools and education systems.The series aims to counter the prevailing Western character of current research and enable cross-cultural comparisons of educational policy, practice, and project development. As a whole, it provides authoritative and comprehensive global coverage, with each volume providing regional/continental coverage. The volumes present data and insights that contribute to research, policy and practice in ESD-related curriculum development, school organization and schoolcommunity partnerships. They are based on ESD-related project experiences, empirical studies that focus on ESD implementation and teachers' perceptions as well as childhood studies that examine children's geographies, cultural characteristics and behaviours. More information about this series at

show abstract

“…These new demands highlight the urgent need for effective and practical teacher education for ESD implementation, since both experienced as well as newly appointed teachers have limited experience in the new framework for ESD and need close and practical support. Educational programmes designed for the induction of teachers to ESD are necessary due to: the insufficient university education and training on ESD of the newly appointed teachers in ESD (Zachariou and Valanides 2006) as well as the experienced ones; the lack of targeted in-service training (INSET) -even though current INSET offers a variety of educational programmes on ESD, it is not oriented towards meeting the specific needs of different groups of educators and is not based on peer learning and more collective forms of learning (Pashiardis 1997, Kadji-Beltran et al 2013; and the need for providing suitable education and training to experienced teachers in ESD so as to operate as the supporters and guides of novice-in-ESD teachers.…”

Section: Professional Development In Education 719mentioning

confidence: 99%

Mentoring as a strategy for empowering Education for Sustainable Development in schools

Kadji‐Beltran

Zachariou

Liarakou

et al. 2013

Professional Development in Education

Self Cite

View full text Add to dashboard Cite

Education for Sustainable Development (ESD) is a demanding new field in terms of content and context and requires whole-school approaches and changes in educational structures. The field's implementation constitutes a great challenge for teachers, novice in the field of ESD. Teacher education for ESD needs to effectively transfer knowledge and skills related to the concepts of sustainable development and reflect the relation of ESD to values education, systemic thinking and an interdisciplinary approach. The teaching methods employed by teacher education need to be in accordance with ESD methods and to empower teachers for integrating ESD in the teaching-learning process. For this purpose, we used a mentoring system to introduce experienced and newly appointed teachers, all novice in the field of ESD, to planning and implementing ESD and evaluated the potential of mentoring as a form of education for empowering teachers for ESD. Results highlight the value of mentoring since it encompasses all of the attributes that ESD teacher education requires in an experiential and practical form, it promotes teacher interaction and the formation of professional learning communities for ESD and it increases teachers' pedagogical content knowledge of the subject. IntroductionEffective teachers are key determinants for successful schools, and teacher professional development is vital for improving the quality of education. Continuing professional development (CPD) of teachers raises teacher performance and can follow different educational models: the training model, the award bearing model, the deficit model, the cascade model and so forth (Kennedy 2005). As the uncertainty regarding the efficacy of external courses for raising teacher performance grows (Rhodes and Beneice 2002), CPD turns to school-based educational models.The coaching/mentoring model of professional development is based on mutual teacher support and dissemination of best practices and it is largely widespread in

show abstract

Leading sustainable schools: exploring the role of primary school principals

Cited by 68 publications

References 28 publications

Global social issues in the curriculum: perspectives of school principals

Global social issues in the curriculum: perspectives of school principals

Schooling for Sustainable Development in Europe

Mentoring as a strategy for empowering Education for Sustainable Development in schools

Contact Info

Product

Resources

About