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

Abstract

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.