Addressing current environmental, economic, and social challenges requires a transformation in thinking. Education, if reoriented toward sustainability, has the potential to promote environmentally responsible behavior and advance society toward environmental, economic, and social well-being. Teachers have an important role in this shift in education, both as models of environmental sensitivity and as agents of change. Beginning and experienced teachers alike struggle to adapt to a model of education that allows young people to build the experience and skills necessary to address the sustainable development goals outlined by the United Nations.
This mixed-methods case study presents practices from whole-school sustainability programs in four U.S. K-12 institutions, with the purpose of providing resources and examples for further development of K-12 whole-school sustainability programs. Based on results from 35 interviews, four classroom observations, and four campus tours, I provide other school administrations and staff with institution-appropriate pathways towards implementing and refining their own whole-school sustainability education programs.
|Advisor:||Ormsby, Alison, Sherman, Peter|
|School Location:||United States -- Arizona|
|Source:||MAI 58/03M(E), Masters Abstracts International|
|Subjects:||Environmental education, Sustainability|
|Keywords:||Sustainability education, Transformative education, Whole-school sustainability|
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