{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/4063"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/4063","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"A case study of the implementation of experiential education in Yukon K-12 schools","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Chinnick, Jarod R."],"institution":"Brock University","degree_name":"M.A. Applied Health Sciences","degree_level":"Masters","degree_discipline":"Faculty of Applied Health Sciences","degree_department":"Applied Health Sciences Program","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-05","date_published":"2012-07-05","updated_at":"2026-07-24T01:23:07Z","subjects":["Experiential learning -- Yukon","Teaching -- Methodology.","Education, Elementary -- Yukon","Education, Secondary -- Yukon"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/4063","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Applied Health Sciences Program"]},{"key":"dc:creator","label":"Author","values":["Chinnick, Jarod R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-07-05T16:02:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-07-05T16:02:52Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-07-05"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Applied Health Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Applied Health Sciences"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Experiential learning -- Yukon","Teaching -- Methodology.","Education, Elementary -- Yukon","Education, Secondary -- Yukon"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/4063"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["A case study of the implementation of experiential education in Yukon K-12 schools"]}]}],"canonical_facts":{"dc:contributor.department":["Applied Health Sciences Program"],"dc:creator":["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: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."],"dc:identifier.uri":["http://hdl.handle.net/10464/4063"],"dc:subject":["Experiential learning -- Yukon","Teaching -- Methodology.","Education, Elementary -- Yukon","Education, Secondary -- Yukon"],"dc:title":["A case study of the implementation of experiential education in Yukon K-12 schools"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Applied Health Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Applied Health Sciences"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:07Z"}