https://orcid.org/0000-0003-2726-8253
Citations (55)
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Annika Manni. (2023) Education “through” sustainable development in Swedish school-age educare – exploring how SAEC is responding to ESD in daily practices. Education Inquiry 0:0, pages 1-18.
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Julia Gracia, Jerónimo Torres-Porras & Jorge Alcántara-Manzanares. (2023) Overview of the implementation of a 30-year programme on environmental and sustainability education in Spain. Environmental Education Research 0:0, pages 1-18.
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Cécile Redondo & Caroline Ladage. (2023) The role of ‘experience’ in teaching innovation in education for sustainable development in France. Environmental Education Research 29:8, pages 1133-1143.
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Smail Charif. (2023) Integration of ESD in French primary schools: for what purpose, with what form of integration and with what content?. Environmental Education Research 29:8, pages 1072-1087.
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Ane Eir Torsdottir, Astrid Tonette Sinnes, Daniel Olsson & Arjen Wals. (2023) Do students have anything to say? Student participation in a whole school approach to sustainability. Environmental Education Research 0:0, pages 1-25.
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Anette Forssten Seiser, Anna Mogren, Niklas Gericke, Teresa Berglund & Daniel Olsson. (2023) Developing school leading guidelines facilitating a whole school approach to education for sustainable development. Environmental Education Research 29:5, pages 783-805.
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Janet C. Fairman, David J. Smith, Paige C. Pullen & Steve J. Lebel. (2023) The challenge of keeping teacher professional development relevant. Professional Development in Education 49:2, pages 197-209.
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Minna Maijala, Niklas Gericke, Salla-Riikka Kuusalu, Leena Maria Heikkola, Maarit Mutta, Katja Mäntylä & Judi Rose. (2023) Conceptualising transformative language teaching for sustainability and why it is needed. Environmental Education Research 0:0, pages 1-20.
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Carine Verschueren. (2022) Multi-layered predictors of ESE policy adoption in large school districts in the United States. Environmental Education Research 28:8, pages 1251-1270.
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Niklas Gericke & Tomas Torbjörnsson. (2022) Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust. The Journal of Environmental Education 53:4, pages 231-249.
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Niklas Gericke & Tomas Torbjörnsson. (2022) Identifying capital for school improvement: recommendations for a whole school approach to ESD implementation. Environmental Education Research 28:6, pages 803-825.
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Jelle Boeve-de Pauw, Daniel Olsson, Teresa Berglund & Niklas Gericke. (2022) Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development. Environmental Education Research 28:6, pages 867-885.
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Mat Jones, Dorte Ruge & Verity Jones. (2022) How educational staff in European schools reform school food systems through ‘everyday practices’. Environmental Education Research 28:4, pages 545-559.
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Dries Verhelst, Jan Vanhoof & Peter Van Petegem. (2022) Development and validation of the education for sustainable development school organisation questionnaire. Environmental Education Research 28:2, pages 241-259.
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Dafna Gan. (2021) Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations. Environmental Education Research 27:10, pages 1440-1466.
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Ying-Syuan (Elaine) Huang, Blane Harvey & Anila Asghar. (2021) Bureaucratic exercise? Education for sustainable development in Taiwan through the stories of policy implementers. Environmental Education Research 27:7, pages 1099-1114.
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Cathy Dzerefos. (2020) Reviewing education for sustainable development practices in South African eco-schools. Environmental Education Research 26:11, pages 1621-1635.
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Dries Verhelst, Jan Vanhoof, Jelle Boeve-de Pauw & Peter Van Petegem. (2020) Building a conceptual framework for an ESD-effective school organization. The Journal of Environmental Education 51:6, pages 400-415.
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Laura-Marie U. Schröder, Arjen E. J. Wals & C. S. A. (Kris) van Koppen. (2020) Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model. Environmental Education Research 26:8, pages 1088-1111.
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Articles from other publishers (36)
Khalifatulloh Fiel’ardh, Gregor Torkar, Hana Rožman & Hiroki Fujii. (2023) Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university. Frontiers in Education 8.
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Alexander Bilčík, Jana Bilčíková, Daniel Lajčin & Silvia Barnová. (2023) Information and Material Support to Environmental Education in Slovakia in the Times of Crisis. Acta Educationis Generalis 13:3, pages 29-41.
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Esneider Gutierrez-Rivera, Manuela Escobar-Sierra & Jorge-Andrés Polanco. (2023) Characterizing Organizational Sustainability in Catholic Schools: A Cross-National Study Applying Text Mining. SAGE Open 13:4.
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Muhammad Saifullah Khalid Malik, Zhanyong Qi, Mussarat Iqbal, Samina Zamir & Balqees Fatima Malik. (2022) Education for sustainable development: Secondary school teacher's awareness and perception of integration. Sustainable Development 31:3, pages 1515-1525.
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Maria Eftychia Angelaki, Theodoros Karvounidis & Christos Douligeris. (2023) Sustainability-Oriented Schools in Greece: Analyzing Pupils' Opinions and Perceptions about Sustainability and Redesign Computer Science Curricula towards Green Informatics. Sustainability-Oriented Schools in Greece: Analyzing Pupils' Opinions and Perceptions about Sustainability and Redesign Computer Science Curricula towards Green Informatics.
Maria Daskolia & Vassiliki Koukouzeli. (2023) How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences 13:4, pages 403.
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Dries Verhelst, Jan Vanhoof & Peter Van Petegem. (2021) School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization?. Educational Management Administration & Leadership 51:2, pages 502-525.
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Jorrit Holst. (2022) Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches. Sustainability Science 18:2, pages 1015-1030.
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Imelda S. Caleon & Veronica Chua-Yap Chen Hian. 2023. Positive Psychology and Positive Education in Asia. Positive Psychology and Positive Education in Asia
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Mae V. Ceblano, Ian Phil Canlas & Ryan Japay. 2022. SDGs in the Asia and Pacific Region. SDGs in the Asia and Pacific Region
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Mariem Fekih Zguir, Sana Dubis & Muammer Koç. (2022) Integrating sustainability into curricula: Teachers’ perceptions, preparation and practice in Qatar. Journal of Cleaner Production 371, pages 133167.
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Achraf Guidara. (2022) The quality of management schools, the ethical behavior of firms and sustainability level: a cross-country investigation. Arab Gulf Journal of Scientific Research 40:2, pages 102-117.
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Niki Harré, Charlotte Blythe, Lucy McLean & Shagoofa Khan. (2021) A People‐Focused Systems Approach to Sustainability. American Journal of Community Psychology 69:1-2, pages 114-133.
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Niklas Gericke. 2022. Education for Sustainable Development in Primary and Secondary Schools. Education for Sustainable Development in Primary and Secondary Schools
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Menelaos Sotiriou, Sofoklis Sotiriou & Franz X. Bogner. (2021) Developing a Self-Reflection Tool to Assess Schools’ Openness. Frontiers in Education 6.
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Ying-Syuan Huang & Anila Asghar. (2021) The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism. Policy Futures in Education 19:8, pages 925-949.
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Ulrich Müller, Dawson R. Hancock, Tobias Stricker & Chuang Wang. (2021) Implementing ESD in Schools: Perspectives of Principals in Germany, Macau, and the USA. Sustainability 13:17, pages 9823.
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Miftachul Huda, Islah Gusmian & Mufrad Teguh Mulyo. (2021) Towards Eco-Friendly Responsibilities. Journal of Comparative Asian Development 18:2, pages 1-12.
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Eirik Hæreid Marcussen, Michael Weiss & Guro Hansen Helskog. 2021. Teacher Education in the 21st Century - Emerging Skills for a Changing World. Teacher Education in the 21st Century - Emerging Skills for a Changing World.
Ali Mustofa, Mukhlas Samani & Soedjarwo. (2021) An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java. IJORER : International Journal of Recent Educational Research 2:3, pages 261-274.
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Farhana Borg & Niklas Gericke. (2021) Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools. Sustainability 13:7, pages 3838.
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I K Rahayu, Y Sanjaya & R Solihat. (2021) Integration of SDGs in environmental education subjects of adiwiyata vocational high school. Journal of Physics: Conference Series 1806:1, pages 012167.
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Helen Griffin, Dorottya Rédai & Valentina Guerrini. 2021. Gender Equality and Stereotyping in Secondary Schools. Gender Equality and Stereotyping in Secondary Schools
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Lina Lopez Lalinde & Carrie Maierhofer. 2021. Education and Climate Change. Education and Climate Change
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Salvador Baena-Morales, Rosabel Martinez-Roig & María J. Hernádez-Amorós. (2020) Sustainability and Educational Technology—A Description of the Teaching Self-Concept. Sustainability 12:24, pages 10309.
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Ksenija Kuzmina, Rhoda Trimingham & Tracy Bhamra. (2020) Organisational Strategies for Implementing Education for Sustainable Development in the UK Primary Schools: A Service Innovation Perspective. Sustainability 12:22, pages 9549.
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Gabriel Prosser-Bravo, María Soledad Salazar-Sepúlveda, Sonia Pérez-Tello, Marcela Pérez-Lienqueo & Carlos Prosser-González. (2020) Evaluación de un programa de educación ambiental desde la voz del alumnado. Revista Latinoamericana de Ciencias Sociales Niñez y Juventud 18:2, pages 1-26.
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Ulrich Müller, Armin Lude & Dawson R. Hancock. (2020) Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals. Sustainability 12:7, pages 3031.
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Francisco D. Guillén-Gámez, Lina Higueras-Rodríguez & Marta Medina-García. (2020) Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession. Sustainability 12:6, pages 2215.
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Kerstin Schopp, Matthias Bornemann & Thomas Potthast. (2020) The Whole-Institution Approach at the University of Tübingen: Sustainable Development Set in Practice. Sustainability 12:3, pages 861.
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Lili-Ann Wolff, Tuula H. Skarstein & Frode Skarstein. (2020) The Mission of Early Childhood Education in the Anthropocene. Education Sciences 10:2, pages 27.
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Prima Wahyu Titisari, Elfis, Irina Safitri Zen, Yani Hendrayani, Indry Chahyana, Khairani, Nadiatul Janna, Nunut Suharni & Tika Permata Sari. 2020. Charting a Sustainable Future of ASEAN in Business and Social Sciences. Charting a Sustainable Future of ASEAN in Business and Social Sciences
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Niklas Gericke, Annika Manni & Ulrica Stagell. 2020. Green Schools Globally. Green Schools Globally
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Niklas Gericke, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam & Slaven Gasparovic. 2020. Conceptualizing Environmental Citizenship for 21st Century Education. Conceptualizing Environmental Citizenship for 21st Century Education
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Dolors Cañabate, Teresa Serra, Remigijus Bubnys & Jordi Colomer. (2019) Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction. Sustainability 11:21, pages 5970.
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Mutia Indra Nengsi & Delfi Eliza. (2019) Pelaksanaan Pengembangan Karakter Peduli Lingkungan Bagi Anak dalam Konteks Alam Takambang Jadi Guru. Aulad : Journal on Early Childhood 2:2, pages 28-40.
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