Do students have anything to say? Student participation in a whole school approach to sustainability

References

• Act relating to Primary and Secondary Education and Training 2020., LOV-2019-06-21-60 Lovdata https://lovdata.no/NLE/lov/1998-07-17-61/§1-1
   Google Scholar
• Andreou, N. 2020. “Towards a Generation of Sustainability Leaders: Eco-Schools as a Global Green Schools Movement for Transformative Education.” In Green Schools Globally: Stories of Impact on Education for Sustainable Development, edited by A. G. Gough, J. C.-K. Lee, and E. P. K. Tsang, 31–45). Switzerland: Springer. doi:10.1007/978-3-030-46820-0_3.
   Google Scholar
• Barratt, R., and E. Barratt Hacking. 2008. “A Clash of Worlds: Childeren Talking about Their Community Experience in Relation to the School Curriculum.” In Participation and Learning: Perspectives on Education and the Environment, Health and Sustainability, edited by A. G. Gough, J. C.-K. Lee, & E. P. K. Tsang A. Reid, B. B. Jensen, J. Nikel, and V. Simovska, 285–298. Netherlands: Springer. doi:10.1007/978-1-4020-6416-6_1.
   Google Scholar
• Bjønness, B., and A. Sinnes. 2019. “Hva Hemmer og Fremmer Arbeidet Med Utdanning for Bærekraftig Utvikling i Videregående Skole?” Acta Didactica Norge 13 (2): 4. doi:10.5617/adno.6474.
   Google Scholar
• Børhaug, K. 2007. “Mission Impossible? School Level Student Democracy.” Citizenship, Social and Economics Education 7 (1): 26–41. doi:10.2304/csee.2007.7.1.26.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Braun, V., and V. Clarke. 2021. “One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis?” Qualitative Research in Psychology 18 (3): 328–352. doi:10.1080/14780887.2020.1769238.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2023. “Toward Good Practice in Thematic Analysis: Avoiding Common Problems and Be(Com)Ing a Knowing Researcher.” International Journal of Transgender Health 24 (1): 1–6. doi:10.1080/26895269.2022.2129597.
   PubMedGoogle Scholar
• Breiting, S., K. Hedegaard, F. Mogensen, K. Nielsen, and K. Schnack. 2009. Action competence, conflicting interests and environmental education: The MUVIN Programme. Danmarks Pædagogiske Universitets Forlag. https://www.dpu.dk/fileadmin/www.dpu.dk/en/research/researchprogrammes/environmentalandhealtheducation/forskning_miljoe-og-sundhedspaedagogik_20090707140335_action-competence-muvin.pdf
   Google Scholar
• Breiting, S. 2018. “School Development and Engagement – is Mental Ownership the Holy Grail of Education for Sustainable Development?.” In Environment and School Initiatives Lessons from the ENSI Network – Past, Present and Future, edited by C. Affolter and A. Varga, 258–271. Environment and School Initiatives, Vienna and Eszterhazy Karoly University.
   Google Scholar
• Breiting, S., and M. Mayer. 2015. “Quality Criteria for ESD Schools: Engaging Whole Schools in Education for Sustainable Development.” In Schooling for Sustainable Development in Europe: Concepts, Policies and Educational Experiences at the End of the UN Decade of Education for Sustainable Development, edited by R. Jucker and R. Mathar, 31–46. Switzerland: Springer International Publishing. doi:10.1007/978-3-319-09549-3_3.
   Google Scholar
• Breiting, S., and F. Mogensen. 1999. “Action Competence and Environmental Education.” Cambridge Journal of Education 29 (3): 349–353. doi:10.1080/0305764990290305.
   Google Scholar
• Buckler, C., and H. Creech. 2014. Shaping the future we want: UN Decade of Education for Sustainable Development; final report. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000230171
   Google Scholar
• Cincera, J., and S. Kovacikova. 2014. “Being an EcoTeam Member: Movers and Fighters.” Applied Environmental Education & Communication 13 (4): 227–233. doi:10.1080/1533015X.2015.972299.
   Google Scholar
• Cincera, J., and J. Krajhanzl. 2013. “Eco-Schools: What Factors Influence Pupils’ Action Competence for Pro-Environmental Behaviour?” Journal of Cleaner Production 61 (4): 117–121. doi:10.1016/j.jclepro.2013.06.030.
   Google Scholar
• Cincera, J., J. Boeve-de Pauw, D. Goldman, and P. Simonova. 2019. “Emancipatory or Instrumental? Students’ and Teachers’ Perceptions of the Implementation of the EcoSchool Program.” Environmental Education Research 25 (7): 1083–1104. doi:10.1080/13504622.2018.1506911.
   Web of Science ®Google Scholar
• Eco-Schools 2017. Eco-Schools Handbook - Engaging the Youth of Today to Protect the Climate of Tomorrow. FEE Eco-Schools. https://ecoschools.in/pdf/Eco-Schools-Handbook.pdf
   Google Scholar
• European Commission 2022. Proposal for a Council Recommendation on learning for environmental sustainability. 14 January 2022. European Commission Directorate-General for Education Youth Sport and Culture. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52022DC0011&from=EN
   Google Scholar
• Field, A. 2013. Discovering Statistics Using IBM SPSS Statistics (4th ed.). London: SAGE Publications.
   Google Scholar
• Fielding, M. 2001. “Students as Radical Agents of Change.” Journal of Educational Change 2 (2): 123–141. doi:10.1023/A:1017949213447.
   Google Scholar
• Flutter, J., and J. Rudduck. 2004. Consulting Pupils: What’s in It for Schools? (1 ed.). London: Routledge. doi:10.4324/9780203464380.
   Google Scholar
• Frost, D., and A. Roberts. 2011. “Student Leadership, Participation and Democracy.” Leading & Managing 17 (2): 66–84.
   Google Scholar
• Gericke, N. 2022. “Implementation of Education for Sustainable Development through a Whole School Approach.” In Education for Sustainable Development in Primary and Secondary Schools: Pedagogical and Practical Approaches for Teachers, G. Karaarslan-Semiz, 153–166. Switzerland: Springer International Publishing. doi:10.1007/978-3-031-09112-4_11.
   Google Scholar
• Goldman, D., R. Hansmann, J. Činčera, V. Radović, A. Telešienė, A. Balžekienė, and J. Vávra. 2020. “Education for Environmental Citizenship and Responsible Environmental Behaviour.” In Conceptualizing Environmental Citizenship for 21st Century Education, edited by A. C. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, and M.-C. Knippels, 115–137. Switzerland: Springer International Publishing. doi:10.1007/978-3-030-20249-1_8.
   Google Scholar
• Gough, A. G., and I. Robottom. 1993. “Towards a Socially Critical Environmental Education: Water Quality Studies in a Coastal School.” Journal of Curriculum Studies 25 (4): 301–316. doi:10.1080/0022027930250401.
   Web of Science ®Google Scholar
• Graham, J. W. 2009. “Missing Data Analysis: Making It Work in the Real World.” Annual Review of Psychology 60: 549–576. doi:10.1146/annurev.psych.58.110405.085530.
   PubMed Web of Science ®Google Scholar
• Hardesty, D. M., and W. O. Bearden. 2004. “The Use of Expert Judges in Scale Development: Implications for Improving Face Validity of Measures of Unobservable Constructs.” Journal of Business Research 57 (2): 98–107. doi:10.1016/S0148-2963(01)00295-8.
   Web of Science ®Google Scholar
• Hargreaves, L. G. 2008. “The Whole-School Approach to Eduation for Sustainable Development: From Pilot Projects to Systemic Change.” Policy & Practice-A Development Education Review 6: 69–74. https://www.developmenteducationreview.com/issue/issue-6/whole-school-approach-eduation-sustainable-development-pilot-projects-systemic-change.
   Google Scholar
• Hart, P. 2008. “What Comes before Participation? Searching for Meaning in Teachers’ Constructions of Participatory Learning in Environmental Education.” In Participation and Learning: Perspectives on “Education and the Environment, Health and Sustainability”, edited by A. Reid, B. B. Jensen, J. Nikel, and V. Simovska, 197–211. Netherlands: Springer. doi:10.1007/978-1-4020-6416-6_1.
   Google Scholar
• Hart, R. 1992. Children’s Participation: From tokenism to citizenship (4). (Innocenti Essay, Issue 4). UNICEF International Child Development Centre. https://www.unicef-irc.org/publications/100-childrens-participation-from-tokenism-to-citizenship.html
   Google Scholar
• Hart, R. 2008. “Stepping Back from ‘The Ladder’: Reflections on a Model of Participatory Work with Children.” In Participation and Learning: Perspectives on Education and the Environment, Health and Sustainability, edited by A. Reid, B. B. Jensen, J. Nikel, and V. Simovska, 19–31. Netherlands: Springer. doi:10.1007/978-1-4020-6416-6_1.
   Google Scholar
• Henderson, K., and D. Tilbury. 2004. Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs. A. G. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage. http://aries.mq.edu.au/projects/whole_school/files/international_review.pdf
   Google Scholar
• Holst, J. 2023. “Towards Coherence on Sustainability in Education: A Systematic Review of Whole Institution Approaches.” Sustainability Science 18 (2): 1015–1030. doi:10.1007/s11625-022-01226-8.
   Web of Science ®Google Scholar
• Hu, L., and t Bentler, P. M. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Jensen, B. B., and K. Schnack. 1997. “The Action Competence Approach in Environmental Education.” Environmental Education Research 3 (2): 163–178. doi:10.1080/1350462970030205.
   Google Scholar
• Jones, M.-A, and S. Bubb. 2021. “Student Voice to Improve Schools: Perspectives from Students, Teachers and Leaders in ‘Perfect’ Conditions.” Improving Schools 24 (3): 233–244. doi:10.1177/1365480219901064.
   Web of Science ®Google Scholar
• Kirby, P. 2004. A guide to actively involving young people in research: For Researchers, Research Commissioners and Managers. INVOLVE Support Unit. https://www.invo.org.uk/wp-content/uploads/2012/01/InvolvingYoungPeople2004.pdf
   Google Scholar
• Kronvald, O., and M. R. Thyssen. 2017. Elevdeltagelse i undervisning for bæredygtig udvikling (Nordisk arbeidsmodell for Undervisning for bærekraftig utvikling, Issue 1). Naturfagsenteret. https://www.naturfagsenteret.no/c1515378/binfil/download2.php?tid=2196049
   Google Scholar
• Laurie, R., Y. Nonoyama-Tarumi, R. McKeown, and C. Hopkins. 2016. “Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research.” Journal of Education for Sustainable Development 10 (2): 226–242. doi:10.1177/0973408216661442.
   Google Scholar
• Leicht, A., J. Heiss, and W. J. Byun. 2018. “Issues and Trends in Education for Sustainable Development (978-92-3-100244-1).” (Education on the Move, Issue 5). Paris, France: UNESCO Publishing. https://www.guninetwork.org/publication/unesco-report-issues-and-trends-education-sustainable-development.
   Google Scholar
• Leo, U., and P. Wickenberg. 2014. “Under One Umbrella: Professional Norms Promoting Education for Sustainable Development at the School Level.” In Schools for Health and Sustainability. Theory, Research and Practive, edited by V. Simovska and P. Mannix McNamara, 61–79. Dordrecht: Springer Netherlands. doi:10.1007/978-94-017-9171-7_4.
   Google Scholar
• Mehmetoglu, M., and T. Jakobsen. 2016. Applied Statistics Using Stata - A Guide for the Social Sciences. London: SAGE Publications Ltd.
   Google Scholar
• Ministry of Education and Research 2017. Core curriculum – values and principles for primary and secondary education. Laid down by Royal decree. The National curriculum for the Knowledge Promotion 2020. https://www.regjeringen.no/en/dokumenter/verdier-og-prinsipper-for-grunnopplaringen–-overordnet-del-av-lareplanverket/id2570003/
   Google Scholar
• Mogren, A., N. Gericke, and H. Å. Scherp. 2019. “Whole School Approaches to Education for Sustainable Development: A Model That Links to School Improvement.” Environmental Education Research 25 (4): 508–531. doi:10.1080/13504622.2018.1455074.
   Web of Science ®Google Scholar
• O’Donoghue, R., J. Taylor, and V. Venter. 2014. “How Are Learning and Training Environments Transforming with ESD?.” In Issues and Trends in Education for Sustainable Development, edited by A. Leicht, J. Heiss, and W. J. Byun. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261445?posInSet=6&queryId=0fa2cd23-2299-427c-8f61-217ef22792e0.
   Google Scholar
• Ojala, M. 2012. “Hope and Climate Change: The Importance of Hope for Environmental Engagement among Young People.” Environmental Education Research 18 (5): 625–642. doi:10.1080/13504622.2011.637157.
   Web of Science ®Google Scholar
• Olsson, D., N. Gericke, and J. Boeve-de Pauw. 2022. “The Effectiveness of Education for Sustainable Development Revisited – a Longitudinal Study on Secondary Students’ Action Competence for Sustainability.” Environmental Education Research 28 (3): 405–429. doi:10.1080/13504622.2022.2033170.
   Web of Science ®Google Scholar
• Olsson, D., N. Gericke, W. Sass, and J. Boeve-de Pauw. 2020. “Self-Perceived Action Competence for Sustainability: The Theoretical Grounding and Empirical Validation of a Novel Research Instrument.” Environmental Education Research 26 (5): 742–760. doi:10.1080/13504622.2020.1736991.
   Web of Science ®Google Scholar
• Parra, G., R. Hansmann, A. C. Hadjichambis, D. Goldman, D. Paraskeva-Hadjichambi, P. Sund, L. Sund, N. Gericke, and D. Conti. 2020. “Education for Environmental Citizenship and Education for Sustainability.” In Conceptualizing Environmental Citizenship for 21st Century Education, edited by A. C. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, and M.-C. Knippels, 149–160. Switzerland: Springer International Publishing. doi:10.1007/978-3-030-20249-1_10.
   Google Scholar
• Reid, A., B. B. Jensen, J. Nikel, and V. Simovska. 2008. “Participation and Learning: Developing Perspectives on Education and the Environment, Health and Sustainability.” In Participation and Learning: “Perspectives on Education and the Environment, Health and Sustainability”, edited by A. Reid, B. B. Jensen, J. Nikel, and V. Simovska, 1–18. Dordrecht: Springer Netherlands. doi:10.1007/978-1-4020-6416-6_1.
   Google Scholar
• Reis, P. 2020. “Environmental Citizenship and Youth Activism.” In Conceptualizing Environmental Citizenship for 21st Century Education, A. C. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, and M.-C. Knippels, 139–148. Switzerland: Springer International Publishing. doi:10.1007/978-3-030-20249-1_9.
   Google Scholar
• Rieckmann, M. 2017. “Education for Sustainable Development Goals.” Learning Objectives. Paris: UNESCO Publishing. https://www.unesco.de/sites/default/files/2018-08/unesco_education_for_sustainable_development_goals.pdf.
   Google Scholar
• Robertson, G. 2015. Student voice at the ‘heart of learning’. Research in Teacher Education, 5(1), 27–32. doi:10.15123/PUB.4324.
   Google Scholar
• Robinson, C., and C. Taylor. 2007. “Theorizing Student Voice: Values and Perspectives.” Improving Schools 10 (1): 5–17. doi:10.1177/1365480207073702.
   Google Scholar
• Robitzsch, A. 2020. “Why Ordinal Variables Can (Almost) Always Be Treated as Continuous Variables: Clarifying Assumptions of Robust Continuous and Ordinal Factor Analysis Estimation Methods.” Frontiers in Education 5: 1–7. doi:10.3389/feduc.2020.589965.
   Google Scholar
• Rönkkö, M., and E. Cho. 2022. “An Updated Guideline for Assessing Discriminant Validity.” Organizational Research Methods 25 (1): 6–14. doi:10.1177/1094428120968614.
   Web of Science ®Google Scholar
• Rudduck, J. 2007. “Student Voice, Student Engagement, and School Reform.” In International Handbook of Student Experience in Elementary and Secondary School, edited by D. Thiessen and A. Cook-Sather, 587–610. Dordrecht: Springer Netherlands. doi:10.1007/1-4020-3367-2_23.
   Google Scholar
• Rudduck, J., and M. Fielding. 2006. “Student Voice and the Perils of Popularity.” Educational Review 58 (2): 219–231. doi:10.1080/00131910600584207.
   Web of Science ®Google Scholar
• Rudduck, J., and D. McIntyre. 2007. Improving Learning through Consulting Pupils. London: Routledge. doi:10.4324/9780203935323.
   Google Scholar
• Schröder, L.-M U., A. E. J. Wals, and C. S. A. 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): 1088–1111. doi:10.1080/13504622.2020.1779186.
   Web of Science ®Google Scholar
• Scott, W. 2011. “Sustainable Schools and the Exercising of Responsible Citizenship – a Review Essay.” Environmental Education Research 17 (3): 409–423. doi:10.1080/13504622.2010.535724.
   Web of Science ®Google Scholar
• Shallcross, T., and J. Robinson. 2008. “Sustainability Education, Whole School Approaches, and Communities of Action.” In Participation and Learning Perspectives on Education and the Environment, Health and Sustainability, edited by A. Reid, B. B. Jensen, J. Nikel, and V. Simovska, 299–320. Netherlands: Springer. doi:10.1007/978-1-4020-6416-6_1.
   Google Scholar
• Sinakou, E., V. Donche, J. Boeve-de Pauw, and P. Van Petegem. 2019. “Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework.” Sustainability 11 (21): 5994. doi:10.3390/su11215994.
   Web of Science ®Google Scholar
• Sjaastad, J., T. C. Carlsten, V. Opheim, and F. Jensen. 2014. Evaluering av Den naturlige skolesekken: Utdanning for bærekraftig utvikling på ulike læringsarenaer. (NIFU-Rapport, Issue 38). Nordisk institutt for studier av innovasjon forskning og utdanning. https://www.oneplanetnetwork.org/sites/default/files/from-crm/evaluering_av_den_naturlige_skolesekken.pdf
   Google Scholar
• Straume, I. 2016. “Norge Ligger på Dette Området Langt Fremme i Forhold Til de Fleste Land»: Utdanning for Bærekraftig Utvikling i Norge og Sverige.” Nordisk Tidsskrift for Pedagogikk & Kritikk 2 (3): 1–19. doi:10.17585/ntpk.v2.282.
   Google Scholar
• Sund, P. 2022. “Curriculum Change and Selective Teaching Traditions: Consequences for Democracy and the Role of Education.” In Education for Sustainable Development in Primary and Secondary Schools: Pedagogical and Practical Approaches for Teachers, edited by G. Karaarslan-Semiz, 25–38. Switzerland: Springer International Publishing. doi:10.1007/978-3-031-09112-4_3.
   Google Scholar
• Uitto, A., J. Boeve-de Pauw, and S. Saloranta. 2015. “Participatory School Experiences as Facilitators for Adolescents’ Ecological Behavior.” Journal of Environmental Psychology 43: 55–65. doi:10.1016/j.jenvp.2015.05.007.
   Web of Science ®Google Scholar
• UNESCO 2014. UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. https://unesdoc.unesco.org/ark:/48223/pf0000230514
   Google Scholar
• UNESCO 2017. Global Action Programme on Education for Sustainable development. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000246270
   Google Scholar
• UNESCO 2020. Education for Sustainable Development. A roadmap (UNESCO, Ed.). UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en
   Google Scholar
• Wals, A., and A. Benavot. 2017. “Can we Meet the Sustainability Challenges? The Role of Education and Lifelong Learning.” European Journal of Education 52 (4): 404–413. doi:10.1111/ejed.12250.
   Web of Science ®Google Scholar
• Wals, A., and R. G. Mathie. 2022. “Whole School Responses to Climate Urgency and Related Sustainability Challenges.” In Encyclopedia of Educational Innovation, edited by M. A. Peters and R. Heraud, 1–8. Singapore: Springer. doi:10.1007/978-981-13-2262-4_263-1.
   Google Scholar
• Wals, A., A. Beringer, and W. B. Stapp. 1990. “Education in Action: A Community Problem-Solving Program for Schools.” The Journal of Environmental Education 21 (4): 13–19. doi:10.1080/00958964.1990.9941933.
   Google Scholar
• Warner, B., and M. Elser. 2015. “How Do Sustainable Schools Integrate Sustainability Education? An Assessment of Certified Sustainable K–12 Schools in the United States.” The Journal of Environmental Education 46 (1): 1–22. doi:10.1080/00958964.2014.953020.
   Web of Science ®Google Scholar