Marah Lambert
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Marah Lambert has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Chuang Wang
Cato College of Education University of North Carolina at Charlotte Charlotte North Carolina USA
1 shared publication - Dawson R. Hancock
Univ North Carolina Charlotte, Cato Coll Educ, Dept Educ Leadership, Charlotte, NC 28223 USA
1 shared publication - Tianxue Cui
Dalian Maritime University
1 shared publication - Tobias Stricker
Department for Educational Leadership and Management, Faculty of Education, Ludwigsburg University of Education, 71602 Ludwigsburg, Germany
1 shared publication - Ulrich Müller
Institute for Educational Leadership and Management, Ludwigsburg University of Education, 71634 Ludwigsburg, Germany
1 shared publication
Latest Publications
- Open Access
- 23 November 2022
- Published by MDPI AG in Education Sciences
- Vol. 12 (12) , 853
School Leadership, Education for Sustainable Development (ESD), and the Impact of the COVID-19 Pandemic: Perspectives of Principals in China, Germany, and the USA
We live in times of multiple crises. Climate change, degradation of soils, loss of biodiversity, COVID-19, and the war in Ukraine, to name but a few. School leaders are challenged in many ways to tackle the consequences of these crises, to prepare students for a future that will foreseeably be full of crises too, and to just do their “normal” daily work: to make sure that the school is running successfully in order to help students learn how to read, write, calculate, etc. Education for sustainable development (ESD) is a concept that aims at empowering learners with the knowledge, skills, values, and attitudes to address the interconnected global challenges we are facing. This article reports on a study that seeks to investigate what principals in Germany, China, and the United States do to integrate sustainability and ESD in their schools. It specifically addresses the issue of COVID-19 and its impact on the establishment of ESD.
- 23 November 2022
- Published by MDPI AG in Education Sciences
- Vol. 12 (12) , 853
Open AccessSchool Leadership, Education for Sustainable Development (ESD), and the Impact of the COVID-19 Pandemic: Perspectives of Principals in China, Germany, and the USA
We live in times of multiple crises. Climate change, degradation of soils, loss of biodiversity, COVID-19, and the war in Ukraine, to name but a few. School leaders are challenged in many ways to tackle the consequences of these crises, to prepare students for a future that will foreseeably be full of crises too, and to just do their “normal” daily work: to make sure that the school is running successfully in order to help students learn how to read, write, calculate, etc. Education for sustainable development (ESD) is a concept that aims at empowering learners with the knowledge, skills, values, and attitudes to address the interconnected global challenges we are facing. This article reports on a study that seeks to investigate what principals in Germany, China, and the United States do to integrate sustainability and ESD in their schools. It specifically addresses the issue of COVID-19 and its impact on the establishment of ESD.