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A case study of the implementation of experiential education in Yukon K-12 schools

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dc.contributor.author Chinnick, Jarod R.
dc.date.accessioned 2012-07-05T16:02:52Z
dc.date.available 2012-07-05T16:02:52Z
dc.date.issued 2012-07-05
dc.identifier.uri http://hdl.handle.net/10464/4063
dc.description.abstract This qualitative case study explored the process of implementing Experiential Education (EXED) in Yukon Territory Kindergarten to Grade 12 (K-12) schools with a particular focus on investigating: (a) understandings of EXED and the drivers behind its implementation, (b) factors contributing to EXED's suitability for Yukon schools, and (c) factors supporting and challenging the implementation of EXED in Yukon schools. Data collection involved interviews with Yukon Department of Education (YDE) staff members, principals and teachers, document collection, and reflective note collection. Findings indicated that EXED was understood as more of a me~odology than a philosophy for teaching and learning. EXED implementation was primarily driven by bottom-up (school! teacher) initiatives and was secondarily supported by top-down (YDE) efforts. The process of implementation was supported by three main factors and was challenged primarily by six factors. The results also pointed to three factors that made EXED suitable for implementation in Yukon schools. en_US
dc.subject Experiential learning -- Yukon en_US
dc.subject Teaching -- Methodology. en_US
dc.subject Education, Elementary -- Yukon en_US
dc.subject Education, Secondary -- Yukon en_US
dc.title A case study of the implementation of experiential education in Yukon K-12 schools en_US
dc.degree.name M.A. Applied Health Sciences en_US
dc.degree.level Masters en_US
dc.contributor.department Applied Health Sciences Program en_US
dc.degree.discipline Faculty of Applied Health Sciences en_US


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