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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/18107

Title: A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum
Authors: Neves, Ana Cristina Trindade
Advisor: Miller, John P.
Cohen, Rina
Department: Curriculum, Teaching and Learning
Keywords: holistic education
holistic learning
holistic teacher
holistic curriculum
curriculum development
Ontario curriculum
transformative curriculum
holistic philosophy of education
developing mindfulness
meditation in schools
visualization as a learning tool
yoga in schools
journal writing
Gulu walk
An Inconvenient Truth
Uganda Rising
anti-bullying education
human wholeness
Whole Child School
personal development
professional development
personal practical knowledge in teachers
educational connoisseurship and criticism
empowering students
Math trail
pedagogical approaches
parents as partners in education
EQAO testing
student-led conferences
self awareness
balance in education
limited vision of Ontario curriculum
tensions between Holistic education and the Ontario curriculum
critical literacy ideology
ommission on the Whole Child
spirituality in education
anecdotal reporting to parents
social consciousness
Roots of Empathy
Who is Nobody
spiritual growth
ecological awareness
wholeness of human experience
creativity and intuition in education
Issue Date: 14-Dec-2009
Abstract: This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
URI: http://hdl.handle.net/1807/18107
Appears in Collections:Master
Department of Curriculum, Teaching and Learning - Master theses

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