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A Look at Sustainability and Vulnerability in School Reform

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Title: A Look at Sustainability and Vulnerability in School Reform
Language: English
Authors: Gary G. Andersen, Linda E. Feldstein, Matthew Clay
Source: Advocate. 2025 30(1).
Availability: The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Educational Change, Sustainability, State Departments of Education, School Restructuring, Stakeholders, Politics of Education, Technology Integration, Cultural Influences, Kindergarten, Elementary Secondary Education
Geographic Terms: Kansas
ISSN: 2637-4552
Abstract: This qualitative study sought stakeholder perspectives on the Kansas Department of Education's "Kansas Can" school redesign initiatives. Interviews with stakeholders revealed both sustainable and vulnerable aspects of the school reforms across cultural, political, and technological dimensions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480565
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: A Look at Sustainability and Vulnerability in School Reform
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  Data: The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22State+Departments+of+Education%22">State Departments of Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Restructuring%22">School Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kansas%22">Kansas</searchLink>
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– Name: Abstract
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  Data: This qualitative study sought stakeholder perspectives on the Kansas Department of Education's "Kansas Can" school redesign initiatives. Interviews with stakeholders revealed both sustainable and vulnerable aspects of the school reforms across cultural, political, and technological dimensions.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: State Departments of Education
        Type: general
      – SubjectFull: School Restructuring
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Kindergarten
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Kansas
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      – TitleFull: A Look at Sustainability and Vulnerability in School Reform
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              Y: 2025
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              Value: 2637-4552
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