Promoting sustainable development through whole school approaches: an international, intercultural teacher education research and development project

Nurses and Teachers: Partnerships for Green Health Promotion

“…The presence of an adult who mediated children's relationship with nature was strongly related to environmental attitudes and behavior and weakly related to knowledge. 23 From these and other studies, 24 Negev and Sagy 23 suggest systemic pedagogical reforms in educators and students are needed to promote green health promotion. This research highlights a problem for health promotion and ecological sustainability-the disparity between knowledge and behavior change.…”

“…The leading model of school health promotion and the primary interface for collaborative health and education in schools for the last 3 decades has been the HPS approach . The HPS approach embeds the principles of the Ottawa Charter and promotes a whole school approach to develop policies for health and sustainability . The HPS approach advocates for schools to integrate ecological sustainability and ecological health to work toward green health promotion …”

“…8 The HPS approach embeds the principles of the Ottawa Charter and promotes a whole school approach to develop policies for health and sustainability. 24 The HPS approach advocates for schools to integrate ecological sustainability and ecological health to work toward green health promotion. 2,32 There are other notable global initiatives outside the health promotion arena.…”

Ecology, Democracy, and Green Schools: An Integrated Framework

“…The present article focuses on K-12 education and leadership, although higher education has an extensive record of engagement with sustainability-related issues (Anderberg, Nordén, & Hansson, 2009;Corcoran & Wals, 2004;Sharp, 2002;Sherren, 2008). Internationally and in the United States, the earliest efforts in K-12 education have focused on environmental education, science, and social studies curriculum through teacher preparation (Ferreira, Ryan, & Tilbury, 2006;Nolet, 2009) and teacher development (Inman, Mackay, Rogers, & Wade, 2011;Rauch & Steiner, 2006;Shallcross et al, 2006) rather than school leadership. Ferreira and colleagues (2006) emphasized the consequence of omitting school leaders in sustainabilityrelated efforts:…”

“…The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting (Hoy, 1996) a continuum of development from more traditional schools to green schools. Green schools represent an emerging international trend in K-12 education: whole school approaches for educating students about sustainability within more democratic and sustainable school environments (B. W. Edwards, 2006;Henderson & Tilbury, 2004;Higgs & McMillan, 2006;Schelly et al, 2010;Shallcross, Loubser, Le Roux, O'Donoghue, & Lupele, 2006). Early descriptions of these schools suggest that the practice of both democratic and ecological principles is integral to their design and development.…”