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Master's Thesis: Experiential Learning and Its Manifestation in Different Contexts

Jasani, Anamika
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Jasani, Anamika
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Experiential learning, Education, Urban—United States, Educational equalization—United States, Career education—United States, Service learning—United States
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Anamika Final Draft.pdf
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https://hdl.handle.net/10267/36830
Abstract
This thesis explores how experiential learning—learning through direct, hands-on experience—is implemented in suburban and urban K—12 schools, highlighting disparities in access and application. Drawing on the theories of John Dewey and David Kolb, the study emphasizes the transformative potential of experiential learning for academic, social, and emotional development. Through a literature review of empirical studies, the author identifies successful models of experiential learning, such as service learning, STEM projects, and career and technical education, while also noting barriers like funding, time, and lack of professional development. The research underscores the importance of adapting experiential learning to urban contexts, where students often face systemic inequities. Ultimately, the thesis advocates for institutional support and policy changes to make experiential learning more accessible and impactful for all students.
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