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    A Case Study of the Implementation of Experiential Education in Yukon K-12 Schools

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    Author
    Chinnick, Jarod
    Keyword
    Experiential Education
    Yukon Territory
    Place-based Education
    Educational Change
    Implementation Challenges and Supports
    
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    URI
    http://hdl.handle.net/10464/3351
    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 methodology 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.
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    M.A. Applied Health Sciences

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