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dc.contributor.authorChinnick, Jarod
dc.date.accessioned2011-05-06T12:25:14Z
dc.date.available2011-05-06T12:25:14Z
dc.date.issued2011-05-06
dc.identifier.urihttp://hdl.handle.net/10464/3351
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectExperiential Educationen_US
dc.subjectYukon Territoryen_US
dc.subjectPlace-based Educationen_US
dc.subjectEducational Changeen_US
dc.subjectImplementation Challenges and Supportsen_US
dc.titleA Case Study of the Implementation of Experiential Education in Yukon K-12 Schoolsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
refterms.dateFOA2021-08-07T02:42:35Z


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