Community Connected Experiential Learning: Change in the K-12 Classroom

Emerging from lived experience in education and student success administration, the researcher offers a critique of experiential learning in Ontario and moves to identify universal problems in policy and system implementation of community connected experiential learning. A qualitative study with K–12 educators from a school board in Ontario and grounded theory methodology is used to analyze, code, and identify several theoretical cornerstones. The prominent themes of teacher pedagogy and community connections emerge and offer implications for theory and practice. The resulting implementation framework—viewed from the school/district/state tri level lens—will guide teachers, administrators, and policy makers on the integration of community connected experiential learning with traditional learning methods and curriculum to provide K–12 students with rich, authentic, and engaging learning opportunities.

Name thesis:degree_name

Ph.D. Educational Studies

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Faculty of Education

Department dc:contributor.department

Department of Graduate and Undergraduate Studies in Education

Grantor

Brock University

Year dc:date.issued

2025

Author dc:creator

• Pirosko, Jennifer

Advisor dc:contributor.advisor

• Kitchen, Julian

• experiential
• curriculum
• leadership
• policy
• teaching and learning

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/10464/19109

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/19109