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Dissertation/Thesis Abstract

Transformative Education and K-12 Whole-School Sustainability: A Case Study of Four Schools in the United States
by Hurd, Emily, M.A., Prescott College, 2018, 85; 13422229
Abstract (Summary)

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.

Indexing (document details)
Advisor: Ormsby, Alison, Sherman, Peter
Commitee: Wiedower, Jenny
School: Prescott College
Department: Environmental Studies
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
Publication Number: 13422229
ISBN: 978-0-438-76337-1
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