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Table of Contents
Foreword; Preface; Acknowledgments; Contents; Contributors; Part I: Health Promoting Schools and Education for Sustainable Development; Chapter 1: Schools for Health and Sustainability: Insights from the Past, Present and for the Future; 1.1 Introduction; 1.2 Health Promoting Schools and Education for Sustainable Development; 1.3 Endnote; References; Chapter 2: Health Promotion and Sustainable Development in Schools: Historical Perspective; 2.1 Introduction; 2.2 History of the Concepts and the Ecological Link; 2.3 Schools and Ecological Models of Health
2.4 The Development of Eco-schools and Sustainable Schools; 2.5 What Do These Developments Have in Common and What Are the Consequences of This?; 2.6 What Are the Policy and Research Implications for Health Promoting Schools and Sustainable Schools?; References; Chapter 3: Key Competencies: Reconciling Means and Ends in Education for Sustainable Consumption; 3.1 Consumption as a Mediator Between Health and Sustainability; 3.2 What Are We Striving For? Learning Objectives in Education for Sustainable Development; 3.3 Key Competencies for Sustainable Consumption
3.3.1 Key Competencies and the Context of Sustainable Consumption; 3.3.2 A Synthesized Framework of Key Competencies for Sustainable Consumption; 3.4 Implications for the Design of Learning Settings; 3.5 Facilitating Sustainable Consumer Learning in a Participatory School Development Approach; 3.6 Conclusion; References; Chapter 4: Under One Umbrella: Professional Norms Promoting Education for Sustainable Development at the School Level; 4.1 Introduction; 4.2 Education for Sustainable Development (ESD); 4.3 Theoretical Framework: Professional Norms Guiding ESD
4.3.1 Norms Are Action Instructions; 4.3.2 Norms Are Reproduced; 4.3.3 Norms and Expectations; 4.4 Methods; 4.5 Findings; 4.5.1 Why Teach ESD?; 4.5.2 Action Instructions, Meta-norms and Underlying Norms Guiding ESD; 4.5.3 Communication and Arenas to Establish, Reproduce and Disseminate Norms; 4.5.4 Strong Expectations Create Strong Norms; 4.6 Discussion; 4.6.1 From an Initiation Phase to Institutionalisation and Dissemination; 4.6.2 Principals and Teachers as Change Agents Promoting ESD; 4.6.3 School Leadership in ESD; 4.7 Conclusions
Under One Umbrella; References
Chapter 5: Linking Health Education and Sustainability Education in Schools: Local Transformations of International Policy; 5.1 Introduction; 5.2 Rationale for the Study; 5.3 Methodology; 5.3.1 Analytical Framework; 5.4 Findings and Discussion; 5.4.1 Aims and Context; 5.4.1.1 International Framework: Initiation of a Shared Value Basis and a Need for Social Change; 5.4.1.2 Danish Context: A 'might' Instead of a 'must'; 5.4.2 Pedagogical Strategies; 5.4.2.1 International Action Plans: Dissemination and Re-orientation of Education; 5.4.2.2 Danish Context: Risk of Losing the Key Educational Aspects
2.4 The Development of Eco-schools and Sustainable Schools; 2.5 What Do These Developments Have in Common and What Are the Consequences of This?; 2.6 What Are the Policy and Research Implications for Health Promoting Schools and Sustainable Schools?; References; Chapter 3: Key Competencies: Reconciling Means and Ends in Education for Sustainable Consumption; 3.1 Consumption as a Mediator Between Health and Sustainability; 3.2 What Are We Striving For? Learning Objectives in Education for Sustainable Development; 3.3 Key Competencies for Sustainable Consumption
3.3.1 Key Competencies and the Context of Sustainable Consumption; 3.3.2 A Synthesized Framework of Key Competencies for Sustainable Consumption; 3.4 Implications for the Design of Learning Settings; 3.5 Facilitating Sustainable Consumer Learning in a Participatory School Development Approach; 3.6 Conclusion; References; Chapter 4: Under One Umbrella: Professional Norms Promoting Education for Sustainable Development at the School Level; 4.1 Introduction; 4.2 Education for Sustainable Development (ESD); 4.3 Theoretical Framework: Professional Norms Guiding ESD
4.3.1 Norms Are Action Instructions; 4.3.2 Norms Are Reproduced; 4.3.3 Norms and Expectations; 4.4 Methods; 4.5 Findings; 4.5.1 Why Teach ESD?; 4.5.2 Action Instructions, Meta-norms and Underlying Norms Guiding ESD; 4.5.3 Communication and Arenas to Establish, Reproduce and Disseminate Norms; 4.5.4 Strong Expectations Create Strong Norms; 4.6 Discussion; 4.6.1 From an Initiation Phase to Institutionalisation and Dissemination; 4.6.2 Principals and Teachers as Change Agents Promoting ESD; 4.6.3 School Leadership in ESD; 4.7 Conclusions
Under One Umbrella; References
Chapter 5: Linking Health Education and Sustainability Education in Schools: Local Transformations of International Policy; 5.1 Introduction; 5.2 Rationale for the Study; 5.3 Methodology; 5.3.1 Analytical Framework; 5.4 Findings and Discussion; 5.4.1 Aims and Context; 5.4.1.1 International Framework: Initiation of a Shared Value Basis and a Need for Social Change; 5.4.1.2 Danish Context: A 'might' Instead of a 'must'; 5.4.2 Pedagogical Strategies; 5.4.2.1 International Action Plans: Dissemination and Re-orientation of Education; 5.4.2.2 Danish Context: Risk of Losing the Key Educational Aspects