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Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation

Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation

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Title: Junior and Intermediate Educators' Perceptions of Play Pedagogy: Informing Future Policy Creation & Implementation
Author: Kelly, Jacqueline Patricia
Abstract: Play-based instruction has become the guiding framework of Ontario’s Full-Day Kindergarten curriculum; however, the benefits of playful learning have yet to be extended into higher elementary grades. Through semi-structured interviews, this qualitative study involves an investigation into twelve Junior (grades four to six) and Intermediate (grades seven and eight) teachers’ perceptions of play pedagogy and its implementation into classroom practice. A grounded theory approach to data analysis uncovers a detailed depiction of teachers’ local knowledge base and current cognitive schemas, from which recommendations for policy creation and implementation are conceived. As a Prospective Policy Analysis, this research strives to take into account Ontario’s current educational context so as to minimize discrepancies between actual and desired results of a future play policy for grades four through eight.
Subject: Education
Education policy
Keywords: Teacher perspectives
Education
Educational policy
Elementary
Pedagogy
Teacher perceptions
Play
Middle school
Grade four
Grade five
Grade six
Grade seven
Grade eight
Policy creation
Policy implementation
Junior grades
Intermediate grades
Playful learning
Playfulness
Instructional methods
Qualitative research
Prospective Policy Analysis
Teacher beliefs
Type: Electronic Thesis or Dissertation
Rights: Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
URI: http://hdl.handle.net/10315/28290
Supervisor: Murphy, Sharon M.
Degree: MEd - Master of Education
Program: Education
Exam date: 2014-08-27
Publish on: 2015-01-26

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