This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/18106 |
| Date | 14 December 2009 |
| Creators | Murnaghan, Cynthia Ann |
| Contributors | Farrell, Joseph P. |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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