The implementation of ESD at the meso level - in the organsaition and practices of an individual school - has been an adressed in conceptual and empirical work in the field of EE/ESD in the past decades. "Whole school approach" has become a frequently used term to describe efforts related to schools changes towards sustainability and learning through campus, curriculum and community (see Sustainable School Alliance 2018). Furthermore, a school's mission and their educational plan are highlighted within the realms of the Eco-School movement (see Breiting et al. 2005). These conceptual approaches have made important contributions to the work on ESD at school level across the world. Despite this, the rareness of intensive discussion on theoretical work and empirical evidence from fields such as school improvement and school effectiveness for ESD is noticeable. In the work presented here, a number of key texts on implementation of ESD at school level are selected. They are analysed with respect to two aspects. First, each approach will be categorised or mapped within one of seven areas of school research. Here a heuristic provided by Klieme (2012) is used in which the author frames each school research area through a key question, e.g. What is a good school? To what extend do schools achieve pre-described goals? What makes a school in pedagogic terms effective? What makes school change? How does change in school happen? Second, each approach will be investigated concerning the underlying assumptions about mechanisms for change and school improvement (e.g. the process of goal setting and the role of leadership). The findings provide insights on what conceptual understanding can be found in the selected literature and how references are made to the wider field of school research, and especially models and findings on effective school improvement in literature from Germany and internationally. It aims to show strengths and weaknesses of past and current conceptual work in the ESD field and to discuss in this light about additional research questions and topics.

Breiting, S., & Mayer, M & Mogensen, F. 2005. Quality Criteria for ESD-schools: Guidelines to Enhance the Quality of Education for Sustainable Development. Vienna: Stollfuß Verlag Hargreaves, L., 2008. The whole-school approach to education for sustainable development: from pilot projects to systemic change. Policy & Practice-A Development Education Review, (6): 69-74. Klieme, E., 2012. Presentation "Schulqualität, schuleffektivität und schulentwicklung", Osnabrück (Germany), 13.3.2012 Reezigt, G. J. & Creemers, B.P.M.,2005. A comprehensive framework for effective school improvement. School Effectiveness and School Improvement, 16:4, 407-424. Sustainable School Alliance. 2018. The Sustainable Schools Framework. Available at: http://sustainable-schools-alliance.org.uk/sustainable-schools-framework/ Breiting, S., & Mayer, M & Mogensen, F. 2005. Quality Criteria for ESD-schools: Guidelines to Enhance the Quality of Education for Sustainable Development. Vienna: Stollfuß Verlag Hargreaves, L., 2008. The whole-school approach to education for sustainable development: from pilot projects to systemic change. Policy & Practice-A Development Education Review, (6): 69-74. Klieme, E., 2012. Presentation "Schulqualität, schuleffektivität und schulentwicklung", Osnabrück (Germany), 13.3.2012 Reezigt, G. J. & Creemers, B.P.M.,2005. A comprehensive framework for effective school improvement. School Effectiveness and School Improvement, 16:4, 407-424. Sustainable School Alliance. 2018. The Sustainable Schools Framework. Available at: http://sustainable-schools-alliance.org.uk/sustainable-schools-framework/