| 1. |
- Berg, Lars-Erik, et al.
(författare)
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Introduktion av värmekameror i undervisningen vid Lillerudsgymnasiet
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vi har bedrivit en forskningscirkel med syfte att utvärdera värmekameran som visualiseringsteknik i olika ämnen på naturbruksprogrammet genom att planera, genomföra och reflektera kring lektionsupplägg, där elever har fått möjlighet att använda värmekameror med olika grad av styrning. Resultatet visar att värmekameran har många skilda tillämpningsområden inom lantbruk och djurhållning och kan användas i undervisningen som ett verktyg för elevers praktiska undersökningar av t.ex. djurs fysiologi, eller som ett mätinstrument då tillfälle ges, t.ex. för att studera juverbölder hos suggor eller temperaturökning när en skruv tar fel gäng. En utmaning i undervisningen är att finna en balans mellan öppenhet och styrning, där eleverna upplever att de har möjlighet att undersöka fenomen de själva är intresserade av, men utifrån ett etablerat, systematiskt arbetssätt. Sammanfattningsvis har vi upplevt användning av värmekameror som ett effektivt och intresseväckande sätt att konkretisera och individanpassa undervisningen på naturbruksprogrammet, vilket vi kan rekommendera andra lärare att prova.
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| 2. |
- Berglund, Teresa, 1976-, et al.
(författare)
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ESD-facilitators’ conditions and functions as sustainability change agents
- 2023
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Konferensbidrag (refereegranskat)abstract
- Proposal information This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices: What kinds of sustainability change agent roles can be identified?What contextual factors are experienced as successful and/or hindering?Methodology or MethodsAfter the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.Findings and conclusions The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive mannerReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).
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| 3. |
- Berglund, Teresa, 1976-, et al.
(författare)
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Sustainability change agents in whole school approaches to education for sustainable development (ESD).
- 2023
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Konferensbidrag (refereegranskat)abstract
- This study investigates the experiences of teachers working as ESD-facilitators in a whole school approach project designed to implement education for sustainable development (ESD). The project included ESD-facilitators, teachers, and school leaders. The ESD-facilitators took part in designing joint seminars and workshop activities, and facilitated each school’s internal work. This study aims to contribute with knowledge concerning in what ways ESD-facilitators function as change agents in development processes and how their work can be supported. Different types of sustainability change agents who position themselves differently along the two dimensions of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning) have been identified in previous research (Van Poeck et al., 2017). This study investigates the views and practices of ESD-facilitators in relation to these two dimensions, and focuses on what sustainability change agent functions are enacted, and what contextual factors they experience as successful and/or hindering in their work. Data were collected through semi-structured interviews with seven ESD-facilitators from five schools. Focus areas were their views on: a) the long term goals of the project, b) their role in the internal development work, and c) factors of central importance for their ability to perform their task effectively. The findings indicate that roles and processes become more open-ended in schools where there is room for collaborative and reflexive work. In schools where the culture encourages shared agency, the ESD-facilitators point to their functions in mediating the process in terms of mobilizer, facilitator, initiator, and/or awareness raiser (Ibid.). When there is little room for collaborative work, or the culture impedes it, the ESD-facilitator role and approach become more instrumental and it is harder to integrate ESD and create agency. Those facilitators emphasized their functions in terms of managers, solution providers, experts, exemplars and councellors (Ibid.).
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| 4. |
- Forssten Seiser, Anette, 1965-, et al.
(författare)
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Developing School Leading Guidelines : Facilitating a Whole School Approach to Education for Sustainable Development
- 2023
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Ingår i: Symposium title: Leadership agency and functions in implementation processes towards whole school approaches to education for sustainable development in primary and secondary schools.
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Konferensbidrag (refereegranskat)abstract
- In this multidisciplinary study we have explored the function of school leading in the implementation process of education for sustainable development (ESD), employing a whole school approach (WSA). School leading and school improvement are both established research fields within leading and development; therefore, it was wise to use the knowledge that is available within these two fields on how to lead and implement improvements in school organizations. A multidisciplinary approach contributes through knowledge regarding the implementation of socially and educationally sustainable qualities. A WSA involves all parts of the school organization contributes to a comprehensive perspective by emphasizing connections between school leading, local school organizations, and ESD implementation. Finally, a practice-informed approach provides valuable insights by investigating principals’ leading and its preconditions in terms of the practice architectures enabling or constraining the realization of a WSA to ESD. Practice architectures exist in a dialectical relationship with the practices that they prefigure, in that they both constitute and are constituted by practice. Undertaking this work required an examination of what happened when ESD was implemented in local school over a period of time. In order to do this, we returned to the five schools in a municipality that had initiated an ESD project in 2016, interviewing principals in 2018 and then again in 2020. The interviews explored whether (or not) the local preconditions had developed into practice architectures that facilitated a WSA to ESD. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization.
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| 5. |
- Forssten Seiser, Anette, 1965-, et al.
(författare)
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Developing school leading guidelines facilitating a whole school approach to education for sustainable development
- 2023
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 29:5, s. 783-805
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal.Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.
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| 6. |
- Forssten Seiser, Anette, 1965-, et al.
(författare)
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School improvement as a Whole School Approach to Education for Sustainable Development
- 2024
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Konferensbidrag (refereegranskat)abstract
- Research topicThere is a widespread understanding that schools play a pivotal role in protecting and preserving biological, social, and material resources, as education is a well-proven strategy for fostering the coming generations and empowering individuals to think and perform in wise and respectful ways. However, this requires a certain kind of education that supports shared responsibility and promotes competences in collaboration and critical and creative thinking. This approach, which in both policy and research has been denoted education for sustainable development (ESD), is a response to the need to educate students to cope with the complex challenges associated with sustainable development and future societies. This is an approach that to some degree challenges traditional schooling and calls for an education that empowers students by enhancing their action competences and their awareness of how to contribute to positive sustainable changes with the purpose of transforming society in a more sustainable direction (Forssten Seiser et al, 2022). This project took place in a mid-sized municipality in Sweden. ESD was introduced in 2016, and the school administration supported and managed the work for 3 years. The process was organized and described as professional development and as a partnership between researchers and school leaders.
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| 7. |
- Gericke, Niklas, 1970-, et al.
(författare)
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How to instituitionalize a whole school approach to ESD
- 2024
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Ingår i: Whole school approaches to sustanibility. - : Springer. - 9783031561719 - 9783031561726 - 9783031561740 ; , s. 57-69
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Bokkapitel (refereegranskat)abstract
- The theoretical framework and empirical examples presented in this chapter stem from school improvement research and can be used by schools that want to work practically according to a whole school approach (WSA) toward education for sustainable development (ESD) through policymakers who want to establish guidelines enabling the implementation of WSA to ESD and through researchers who want to investigate and analyze the process of institutionalizing WSA to ESD.
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| 8. |
- Karlsson, Therese, 1979, et al.
(författare)
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Effect of the New Nordic Diet compared with usual care on glucose control in gestational diabetes mellitus: Study protocol for the randomized controlled trial intervention with new Nordic DIet in women with GestatiOnal diabetes mellitus (iNDIGO)
- 2022
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Ingår i: Contemporary Clinical Trials. - : Elsevier BV. - 1559-2030 .- 1551-7144. ; 115
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Tidskriftsartikel (refereegranskat)abstract
- Background: Gestational diabetes mellitus (GDM) is a pregnancy complication associated with short- and long-term health consequences for mother and child. First line treatment is diet and exercise but there is a recognized knowledge gap as to what diet treatment is optimal. A healthy Nordic diet has been associated with improved health but no studies in women with GDM exist. The New Nordic Diet (NND) is an initiative with the purpose to develop a healthy Nordic diet including foods with the potential to grow in Nordic countries; including fruit, berries, vegetables, whole-grain cereal products, nuts, fish, and rapeseed oil. The purpose of the intervention with new Nordic DIet in women with GestatiOnal diabetes mellitus (iNDIGO) is to test if the NND compared with usual care improves glucose control in women with GDM. Methods: The iNDIGO study is a randomized parallel controlled trial where 50 women with GDM will be randomized to either an NND or usual care for 14 days (30–32 weeks of gestation). Participants in the NND group will receive menus and food bags containing foods to be consumed. Primary outcome is glycemic control (time in target) measured using continuous glucose monitoring. Compliance to the dietary intervention will be tested using dietary biomarkers and adherence questionnaires. Conclusion: Diet treatment represents first line treatment in GDM but it remains unclear what type of diets are effective. iNDIGO is an efficacy study and will provide evidence as to whether a healthy Nordic diet can improve glucose control in women with GDM. Trial registration: ClinicalTrials.gov registration Number: NCT04169243. Registered 19 November 2019, https://clinicaltrials.gov/ct2/show/NCT04169243.
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| 9. |
- Mogren, Anna, 1973-
(författare)
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Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations : Investigating Whole School Approaches through a School Improvement Lens
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The importance of an education that empowers students to engage with real societal problems to promote a sustainable future is widely acknowledged. However, the organisational characteristics of schools that facilitate such education for sustainable development (ESD) have received little attention. This thesis aims to fill this research gap by contributing new knowledge on ways that school organisations can implement transformative ESD, while aligning with a whole school approach.Swedish upper secondary schools actively implementing ESD were selected for the study. The research design used a mixed-method approach developed from the field of school improvement research. Methods included semi-structured interviews with school leaders and questionnaire surveys for teachers. School leaders’ and teachers’ understanding of quality in their local school organisation was studied.The thesis identifies the guiding principles that school leaders and teachers found important for promoting transformative ESD. These include four principal quality criteria that need structural support through collegial meetings to establish a holistic idea of ESD, namely collaborative interaction and school development, student-centred education, cooperation with local society, and proactive leadership and long-term perspective. With the support of the guiding principles, the whole school organisation contributes to teaching and learning practices in ESD active schools.The two main contributions are 1) identification of the school organisation that provide firm ground for local implementation of transformative ESD, and 2) that the internal school organisation is a prerequisite for school collaboration with the surrounding society, which is a main goal of ESD, according to policy and theory. In the case of the latter, a student-centred approach in organising education was found to facilitate such links between education and the community, which is a main goal of ESD, according to policy and theory. The results may provide useful recommendations for schools and ESD implementation programmes.
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| 10. |
- Mogren, Anna, 1973-, et al.
(författare)
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Leadership Actions in Education for Sustainable Development – Establishing Leadership Agency for Permanent Accommodation in Education
- 2023
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Konferensbidrag (refereegranskat)abstract
- This empirical study on leadership actions investigate Education for sustainable development (ESD) in Swedish schools. School leaders at five schools in one Swedish municipality are interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD. Actions can be seen as the school leader individual response on a direct stimuli. The school leader take action. Agency on the other hand is the gathered experience of such stimuli and the alternative possibilities at hand for a school leader to act upon (Feldman & Pentland 2003). Leadership agency in this study is defined the sense making of ESD over time by school leaders acting by experience, or what Hallenberg (2018) call expert agency, based in their own actions and related to other school leaders way of acting as a collective (Tourish 2014). The study adds knowledge to how individual leadership actions can contribute or counteract ESD implementation. Further aspects that drives and establishes ESD over time in schools; leadership agency on ESD is outlined. A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD, as a way to empower students to handle sustainable. Research onschool leadership to raise quality in ESD active schools points out a lack of connection between inner school organizational routines that give support to ESD and the external organizational routines that connect education to the surrounding society (Mogren & Gericke, 2017), which in ESD is a guarantee of the relevance of education to the learner. Knowledge on school leadership and ESD as exemplified is based on case studies that point out important starting points for an effective ESD implementation, holistic ideas (Leo & Wickenberg 2013; Mogren, Gericke & Scherp, 2019) collegial approaches in the school organization (Gericke & Torbjörnsson, 2022) and legitimizing functions (Mogren & Gericke, 2019). This study builds on the knowledge identified at the formulation arena of ESD and take it one step further, studying the realization arena, what actually falls out in practice of ESD implementation over time, based on initial intentions. The formulation arena of a project, setting the scene is not a guarantee for successful implementation, instead schools often fail in their ambitions on ESD (Hargreaves, 2008) and certification programs on ESD with initial ambitions is not always successful (Olsson, Gericke & Chang Rundgren, 2016 ). Sense making activities is a methodological approach in school improvement and used in this study to understand practice (Weick, 2001). Sense making deals with challenges in the daily work patterns for school leaders, when ordinary frames of reference are disrupted and new understandings needs to be incorporated (Weick, Sutcliffe & Obstefeld, 2005). How school leaders make sense of ESD; couple the formulated visions to the practical outcomes of ESD is understood in this study by the framework of coupling mechanism (Liljenberg & Nordholm 2018). The framework of coupling mechanism seeks to understand more than if organizational routines on ESD are in place, but also their outcome and how they are used in practice. The coupling mechanisms is categorized according to either accommodation mechanisms leading to permanent changes of structures and routines in the organization for ESD. Mechanisms can also be assessed as assimilation, then leading to superficial changes, or decoupling mechanisms that shows no positive effects of implementation of ESD or even hinder changes in education. Research questions A, What leadership actions are identified for reaching accommodation in an ESD school improvement process?B, How is leadership agency in ESD formed and characterized in practical ESD implementation? Methods section This study is conducted within a school improvement project, studied by researchers in several different studies over time . The project was introduced to five schools in one municipality starting with a pre-study in year 2016 and followed by research until year 2021. The respondent nine school leaders from five schools all take part in the continues school improvement project on ESD. The aim of the practical improvement work for schools is to steer their processes towards an ESD whole school approach (Henderson & Tilbury, 2004) that establishes ESD in the school organization. The theoretical framework of coupling mechanisms, assessing actions as accommodative, assimilative or decoupling (Liljenberg & Nordholm 2018) link the formulation arena of ESD and the realization arena with outcomes in practice. School leaders actions on three specific organizational routines of ESD are studied over time (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD). Accommodation actions are searched as they intend to transform and change pre-defined understanding of education, causing real changes that are permanent. Leadership agency on ESD is analyzed by thematization (White, 2009) of collective action by responding school leaders over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school leaders steering their actions and the identified themes of importance for the whole group in leading towards ESD. Interview data was coded, transcribed and narratives was constructed. nd characterized in practical ESD implementation?We make use of the analyzation of narratives to answer research question 1, RQ1, What leadership actions are identified for reaching accommodation in an ESD school improvement process? In the second step, thematization of narratives (from RQ1) for each mechanism of ESD (accommodation, assimilation and decoupling) are analyzed to search for characteristics of leadership agency in ESD, answering RQ2, How is leadership agency in ESD formed and characterized in practical ESD implementation? Conclusions Results on identified leadership actions for reaching accommodation of ESD confirm the importance of leadership actions to establish a guiding holistic idea on ESD in the school organization, as well as acting on communication and feed-back systems where collegial long reaching work can develop over time. Results further shows that a realization on ESD towards a permanent implementation is a pathway of distancing reliance on individual responsibilities of ESD to instead build structural support in the organization. Accommodating agency, as searched in the study consist of school leaders that involve collegial with other school leader to find moral support in decision-making as the same time as they increase their own understanding of the improvement of ESD. Five characteristic expressions for advancement in leadership agency of ESD towards a permanent implementation is identified;1, changes in the infrastructure of education to establish interdisciplinary teacher teams.2, the use of a distributed leadership approach to collaborate collegial on ESD.3, the active use of steering documents to support and legitimize ESD implementation and as a response to critical voices.4, the development of supportive and structural routines as well as continuously keeping school improvement on ESD alive.5, establishing a terminology about ESD that is used at the local school and that need specific introduction to new staff . Over all the pathway towards a permanent accommodation of ESD and the characteristic of accommodation mechanisms state that leadership agency of ESD is a question of nesting ESD to the robust foundations within education to establish structures and processes that prevents ESD implementation to fade or fail. In this study robust foundations are identified as ESD common goals in the organization, collegial work, communication, and leadership ambitions. References Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118. Gericke, N. & Torbjörnsson, T. (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), 231-249. Hallgren, E. (2018). Clues to aesthetic engagement in process drama: Role interaction in a fictional business Doctoral dissertation, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.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).Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability:Australian Government Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422. Liljenberg, M., & Nordholm, D. (2018). Organizational routines for school improvement: exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690-704.Mogaji, I. M., & Newton, P. (2020). School Leadership for Sustainable Development: A Scoping Review. Journal of Sustainable Development, 13(5).Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 2 investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014.Mogren, A., & Gericke, N. (2019). School le
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