Open Access. Powered by Scholars. Published by Universities.®

Outdoor Education Commons

Open Access. Powered by Scholars. Published by Universities.®

215 Full-Text Articles 316 Authors 9,079 Downloads 67 Institutions

All Articles in Outdoor Education

Faceted Search

215 full-text articles. Page 7 of 10.

Play It Forward: Cooperative Learning & Structured Play During Recess, Tyler Elwin, Mary Rossi 2017 California State University, Monterey Bay

Play It Forward: Cooperative Learning & Structured Play During Recess, Tyler Elwin, Mary Rossi

Capstone Projects and Master's Theses

Cooperative learning and structured play (CLASP) are two things that have gone unappreciated in the modern educational setting. This is an important issue for many local low-income schools as the dropout rate is so high. CLASP ideals come with a wide array of positive outcomes that look to brighten the futures of affected youth. CLASP provides an incredible number of scholarly benefits: increased school involvement, higher GPA, improved interpersonal relationships, increased ability to work as a team, etc. This capstone identifies these critical benefits and addresses the best way to properly utilize CLASP within the school setting. The three primary ...


Interns Matter: Maximizing Integration Of Interns Into Community Agencies, Valerie Garcia 2017 California State University, Monterey Bay

Interns Matter: Maximizing Integration Of Interns Into Community Agencies, Valerie Garcia

Capstone Projects and Master's Theses

Hope Services is a non-profit agency serving individuals with developmental disabilities in six counties. Over the years, there have been many agencies that have formed connections with Hope Services. One of these collaborative partnerships has been with CSU Monterey Bay’s (CSUMB) integration of interns through their field placement program. However, recently former Hope Services South District Manager, Greg Dinsmore, witnessed a lack of utilization and integration of interns across all Hope Services agencies. Through firsthand experience as a mentor, he witnessed the benefits of utilizing interns and saw the need for further advocacy and support for the integration of ...


Diné Bina'nitin Dóó O'Hoo'aah/Education For Us, By Us: A Collective Journey In Diné Education Liberation, Lyla June Johnston 2017 University of New Mexico

Diné Bina'nitin Dóó O'Hoo'aah/Education For Us, By Us: A Collective Journey In Diné Education Liberation, Lyla June Johnston

Language, Literacy, and Sociocultural Studies ETDs

This study is an educational memoir of my experience working for education liberation with hundreds of Diné (Navajo) people written in the style of auto-ethnography. We are indigenous to what is now known as the southwestern United States and organize in the wake of attempted genocide and destructive assimilation policies. Our collective set out to answer the following question: If we could teach and learn anything we wanted, in any way we wanted, what would we do? Based on our ancestral Nitsáhakees-Nahat’á-Iiná-Sii Hasin strategic framework, this Diné collective organized a summer school that reflected their hearts’ true pedagogical desires ...


Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah 2017 University of Tennessee, Knoxville

Using Culturally Relevant Experiential Education To Enhance Urban Children’S Knowledge And Engagement In Science, Cara Michele Djonko-Moore, Jacqueline Leonard, Quintaniay Holifield, Elsa Bailey, Sultan Almughyirah

Child and Family Studies Publications and Other Works

Background: Children living in urban areas often have limited opportunities to experience informal science environments. As a result, some do not have a deep understanding of the environment, natural resources, ecosystems, and the ways human activities affect nature. Purpose: This article examines how experiential science education supported urban children’s science knowledge and engagement through cultural relevance and eco-justice during a 1-week summer camp. Methodology/Approach: Third- through sixth-grade children from African American and Latinx urban communities in Colorado participated in a weeklong program using experiential learning opportunities including environmental and climate change lessons, activities at a local community-based site ...


Experiential Learning Opportunity (Elo) And Utilization Of Field-And-Data- Based Information Obtained Through The Infusion Of Technology: Highlights On Nasa Stem And Earth Science Curricula, Nazrul I. Khandaker, Matthew Khargie, Shuayb Siddiqu, Sol De Leon, Katina Singh, Newrence Wills, Krishna Mahibar 2017 CUNY York College

Experiential Learning Opportunity (Elo) And Utilization Of Field-And-Data- Based Information Obtained Through The Infusion Of Technology: Highlights On Nasa Stem And Earth Science Curricula, Nazrul I. Khandaker, Matthew Khargie, Shuayb Siddiqu, Sol De Leon, Katina Singh, Newrence Wills, Krishna Mahibar

Publications and Research

There is a greater emphasis on hands-on involvement and critical thinking skills in the geosciences and other STEM fields to inspire and engage K- 16 students to value scientific content and enable them to discover the well-documented nature of the fundamental scientific principles needed to explain various earth science and other STEM-related core phenomena. NASA MAA curricula are ideal for engaging K1-16 students in this context, since grade-specific lesson plans open-up a plethora of pedagogically sound and relevant earth science activities. These include earth’s materials and properties, meteorites, robotics, hot air balloon, flight simulation, star gazing, material science, crystal ...


Philosophy Bakes No Bread, Babette Babich 2017 Fordham University

Philosophy Bakes No Bread, Babette Babich

Articles and Chapters in Academic Book Collections

Philosophy Bakes No Bread

Far from baking bread, far from practical applicability, philosophy traditionally sought to explain the world, ideally so. Thus, when Marx argued that it was high time philosophy “change the world,” his was a revolutionary challenge. Today, philosophy is an analytic affair and analytic philosophers seek less to explain the world than to squirrel out arguments or, more descriptively, to resolve the minutiae of this or that name problem. Faced with diminishing student demand, analytic philosophers have taken to urging that everyone from primary school students to scientists be required to study (analytic) philosophy. Just so, applied ...


Listening To Children: Perceptions Of Nature And Biophilia At Mountain School, Donald J. Burgess, Jolie Mayer-Smith 2017 Western Washington University

Listening To Children: Perceptions Of Nature And Biophilia At Mountain School, Donald J. Burgess, Jolie Mayer-Smith

Donald Burgess

This exploratory study investigates children’s perceptions and experiences of nature during a residential outdoor environmental education program and contributes to an understanding of how nature experiences arouse biophilia, a love of life and all living things.

How can we promote a responsible attitude and caring view of the earth and its inhabitants among young people? Limited research suggests that contact with the natural world, especially during middle childhood, occupies a surprisingly important place in a child’s emotional responsiveness and receptivity.


Walking As Ontological Shifter: Thoughts In The Key Of Life, Bibi (Silvina) Calderaro 2017 The Graduate Center, City University of New York

Walking As Ontological Shifter: Thoughts In The Key Of Life, Bibi (Silvina) Calderaro

All Dissertations, Theses, and Capstone Projects

With walking as ontological shifter I pursue an alternative to the dominant modernist episteme that offers either/or onto-epistemologies of opposition and their reifying engagements. I propose this type of walking is an intentional turning towards a set of radical positions that, as integrative aesthetic and therapeutic practice, brings multiplicity and synchronicity to experience and being in an expanded sociality. This practice facilitates the conditions of possibility for recurring points of contact between the interiority perceived as ‘body’ and the exteriority perceived as ‘world.’ While making evident the self’s at once incoherence with it-self, it opens to a space ...


An Investigation Of The Relationship Between Factors Of Beginning Teachers' Development Within A Mentor-Based Induction Program, James Davis 2017 Liberty University

An Investigation Of The Relationship Between Factors Of Beginning Teachers' Development Within A Mentor-Based Induction Program, James Davis

Doctoral Dissertations and Projects

This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers to the role of professional teacher as well as to support and acclimate teachers to the policies, procedures, and culture of the district. A convenience sample totaling 130 teachers at a large urban school district in southeast Georgia participated in this study. The participants represented varied levels of degree completion ...


Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman 2017 University of Pennsylvania

Summer Camp Professionals’ Positive Psychology Certification Program, Kenneth Schainman

Master of Applied Positive Psychology (MAPP) Capstone Projects

This Capstone provides the rationale and preliminary curriculum for a Summer Camp Professionals’ Positive Psychology Certification Program. One hundred and fifty years before the advent of positive psychology, summer camps were designed to teach children the art of flourishing (Paris, 2008). During that time, camps have organically developed techniques to foster positive emotion, engagement, positive relationships, meaning and accomplishment –fundamental building blocks of Martin Seligman’s (2011) PERMA model of wellbeing. As effective as camps are at promoting flourishing, however, they can become even more so by incorporating new insights and techniques from the field of positive psychology. The Camp ...


Student Knowledge Of Environmental Factors In The Dominican Republic, Nicole Sandretto 2017 State University of New York College at Buffalo - Buffalo State College

Student Knowledge Of Environmental Factors In The Dominican Republic, Nicole Sandretto

The Exposition

No abstract provided.


Contrast Dependent Knowledge Development In Contrast Supported Scientific Observation, Maura B. Foley 2017 University of Maine

Contrast Dependent Knowledge Development In Contrast Supported Scientific Observation, Maura B. Foley

Electronic Theses and Dissertations

Knowledge of contrasts between phenomena can influence how people think and reason about them, so learning contrasts is important in school science. Building knowledge through a process of construction is a common framework through which school science is taught. However, telling phenomena apart through differentiation also plays an important role in learning and may be underused as a teaching framework. An effective way to learn contrasts is to use them to perceptually differentiate similar-looking phenomena presented side-by-side. However, little is known about the persistence/usefulness of knowledge generated during perceptual differentiation over short periods of time and its usage in ...


Cultural Self-Identification Among Extension Educators' And Cultural Competence In Cooperative Extension, Ruddy Y. Benavides 2017 University of Nebraska - Lincoln

Cultural Self-Identification Among Extension Educators' And Cultural Competence In Cooperative Extension, Ruddy Y. Benavides

Public Access Theses and Dissertations from the College of Education and Human Sciences

As immigration and globalization are increasing, the number of people in our country who speak more than one language is also increasing (Center for Public Education, 2012). These trends are creating needs for culturally and linguistically diverse (CLD) students and families in schools, specifically, the need for culturally responsive pedagogy and culturally competent teachers. In addition to formal educational contexts, non-formal educational contexts such as Cooperative Extension need to adapt to cultural changes as well. The purpose of this study was to explore the personal beliefs and professional experiences of present Extension Educators (EEs), and the techniques they practice in ...


Strategies For Environmental Education For Youths And Adults, Chumbe Island Coral Park, Zanzibar, Samantha Pfeffer 2017 SIT Study Abroad

Strategies For Environmental Education For Youths And Adults, Chumbe Island Coral Park, Zanzibar, Samantha Pfeffer

Independent Study Project (ISP) Collection

Chumbe Island Coral Park (CHICOP) is a privately-owned business that strives to follow the best principles of ecotourism, conservation, and environmental education. Their environmental education initiative is award-winning and has affected thousands of students and community members in Zanzibar. This study looked at the environmental education techniques that CHICOP already has in place by observing two pre-visits, three island-visits and one-post visit, and determined where there was a need for enhanced and new techniques for teaching about the environment. Evidence of climate change on Chumbe Island was also recorded to aid in the educational tools and to create a database ...


New Design Principles For Mobile History Games, Owen Gottlieb 2017 Rochester Institute of Technology

New Design Principles For Mobile History Games, Owen Gottlieb

Presentations and other scholarship

This study draws on design-based research on an ARIS–based mobile augmented reality game for teaching early 20th century history. New design principles derived from the study include the use of supra-reveals, and bias mirroring. Supra-reveals are a kind of foreshadowing event in order to ground historical happenings in the wider enduring historical understanding. Bias mirroring refers to a nonplayer character echoing back a player’s biased behavior, in order to open the player to listening to alternative perspectives. Supra-reveals engendered discussion of historical themes early in the game experience. The results showed that use of a cluster of NPC ...


Letter From The Editors, Jeffrey L. Pellegrino, Emily Oliver, Don Marentette 2017 Aultman College of Nursing & Health Sciences

Letter From The Editors, Jeffrey L. Pellegrino, Emily Oliver, Don Marentette

International Journal of First Aid Education

No abstract provided.


Response: Do We Believe In Fairy Tales?, Wiebe de Vries 2017 ACM Education

Response: Do We Believe In Fairy Tales?, Wiebe De Vries

International Journal of First Aid Education

No abstract provided.


Response To “A Call For Revolution In First Aid Education”, Dr. Paul Ho 2017 Hong Kong College of Emergency Medicine

Response To “A Call For Revolution In First Aid Education”, Dr. Paul Ho

International Journal of First Aid Education

No abstract provided.


A Call For Revolution In First Aid Education, Jeffrey L. Pellegrino, Emily Oliver, Aaron Orkin, Don Marentette, Paul Snobelen, Joanna Muise, Joe Mulligan, Emmy De Buck 2017 Aultman College of Nursing and Health Sciences

A Call For Revolution In First Aid Education, Jeffrey L. Pellegrino, Emily Oliver, Aaron Orkin, Don Marentette, Paul Snobelen, Joanna Muise, Joe Mulligan, Emmy De Buck

International Journal of First Aid Education

No abstract provided.


Through The Phoropter: A Reflective Analysis Of One Practitioner’S Attempt To Sequence Social And Emotional Learning Competencies Into An Experiential Learning Program, Stephanie A. Globus-Hoenich 2017 SIT Graduate Institute

Through The Phoropter: A Reflective Analysis Of One Practitioner’S Attempt To Sequence Social And Emotional Learning Competencies Into An Experiential Learning Program, Stephanie A. Globus-Hoenich

Capstone Collection

This capstone is a reflective analysis of social and emotional learning programming and its implementation in traditional Western schools. It approaches the question of sequencing social and emotional competencies for instruction through experiential learning. Initially I sought a linear rationale in order to better understand my work in implementing a social and emotional learning program in nearby Keene, New Hampshire through High 5 Adventure Learning Center’s Edge of Leadership program. However, my inquiry shifted in light of several ethical implications that arise from the prospect of constraining social and emotional learning into a pre-set curriculum.

As a Course-Linked Capstone ...


Digital Commons powered by bepress