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  • 1
    Language: English
    In: Curriculum journal (London, England), 2012-03-01, Vol.23 (1), p.43-58
    Description: This article is concerned with the place and status of outdoor learning within formal schooling. In light of recent British outdoor educational trends, it considers the general educational significance of outdoor learning in the context of the recent Scottish Curriculum for Excellence. The article begins with an overview of some key educational concerns, and - drawing on the philosophies of Aristotle and Dewey - some discussion of the educational significance of interdisciplinary teaching and learning. The empirical component of the article focuses on visits to schools and outdoor education centres to explore teachers' understandings of, beliefs about and values concerning outdoor learning. The article relates these views to the philosophies of Aristotle and Dewey and to outdoor learning understood as an essentially interdisciplinary moral enterprise. It concludes by exploring some possible practical and curricular implications of teachers' views in light of the Curriculum for Excellence.
    Subject(s): personal and social health education ; moral enterprise ; outdoor learning ; interdisciplinary study ; practical wisdom ; Curriculum for Excellence ; Learning ; Curricula ; Morality ; Teachers ; Philosophy
    ISSN: 0958-5176
    E-ISSN: 1469-3704
    Source: Academic Search Ultimate
    Source: EBSCOhost EJS
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
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  • 2
    Language: English
    In: Acta Gymnica, 2016-06-30, Vol.46 (2), p.97-104
    Description: Background: Mainstream forms of media frequently portray "wild" or "epic" images of lifestyle sport activities showing the participants as "modern-day gladiators". This research set out to explore how closely aligned these stereotypes are with individual experiences. Objective: The purpose of this study was to identify and analyze factors which may contribute to a selected lifestyle sport activity becoming firmly rooted in an individual's life course. Methods: Data were collected through focus groups, individual interviews, lifeline method, and participant observation within focus groups. The sample included performance freeskiers, freestyle snowboard riders and instructors (N = 19). Grounded theory was used for analysis and interpretation of data. Results: Results from this research indicate traditional deterministic images of a sport career in freeskiing and freestyle snowboarding do not match the views and beliefs of the actual participants in these activities. Conclusions: The study examines the careers of long-term participants in freeskiing and freestyle snowboarding and extends existing knowledge of lifestyle sports through the implementation of the lifespan approach. Recommendations for future research include extending the analysis to include sports recently considered mainstream as the distinction (between mainstream and lifestyle sports) is becoming increasingly complicated.
    Subject(s): sport career ; lifespan psychology ; freestyle snowboarding ; leisure ; freeskiing
    ISSN: 2336-4912
    E-ISSN: 2336-4920
    Source: Directory of Open Access Journals
    Source: SPORTDiscus with Full Text
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  • 3
    Language: English
    In: Acta Universitatis Carolinae. Kinanthropologica, 2018, Vol.54 (1), p.5-15
    Description: A primary aim of many expeditions is to facilitate personal development of young people and while there is much anecdotal evidence to support this aim, there is limited empirical work of varied quality that explores the specific nature of such benefits. This research examined nine summer BES expeditions (Norway, Namibia, & Amazon in 2012; Finnmark, Ladakh, & Namibia in 2013 and 2014) involving 58 young people (aged between 15 and 22) who completed three on-line questionnaires to collect qualitative (open ended questions) and quantitative (Likert scale) data. Measurement of four psychological attributes associated with effective character development were used: mental toughness, coping skills, GRIT and leadership skills. Surveys were completed at three stages; 1) pre-expedition, 2) immediately post expedition and 3) three months post expedition. Results indicated that the expeditions impacted positively on the psychological attributes of young people, with lasting short terms effects (three months after expedition). For the 58 participants, there were statistically significant improvements and small positive effect sizes in mental toughness (P = 0.006; partial eta squared = 0.167), leadership skills (P = 0.004; partial eta squared = 0.18), and GRIT (P = 0.001; partial eta squared = 0.218). There was no significant difference (P ) 0.05) or effect size for the application of coping strategies. Qualitative data provided insights into how the learning took place and individual perspectives on the overall value of the expedition in relation to narrative understanding. (Autor).
    Subject(s): Soziale Entwicklung ; Großbritannien ; Längsschnittuntersuchung ; Entwicklungsförderung ; Gruppe (Soz) ; Natur ; Wille ; Jugendarbeit ; Führungsstil ; Persönlichkeitsentwicklung ; Jugendlicher ; Motivation ; Abenteuer ; Sozialer Wert ; Expedition ; Erlebnis ; Erlebnispädagogik ; adventure ; experiential learning ; British Exploring Society ; personal and social development ; values education ; youth development ; wilderness ; expeditions
    ISSN: 2336-6052
    ISSN: 1212-1428
    ISSN: 0323-0511
    E-ISSN: 2336-6052
    Source: Directory of Open Access Journals
    Source: SPORTDiscus with Full Text
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  • 4
    Language: English
    In: Acta Universitatis Carolinae. Kinanthropologica, 2016, Vol.52 (2), p.56-74
    Description: Much evidence to link youth expeditions and gap years with a range of outcome benefits for participants exists, but to date, there have been relatively few insights into what exactly brings about these reported outcomes. A modified version of the Sail Training Voyage Toolkit (2011) was used to evaluate outcomes of a five-week British Exploring Society youth expedition in the Himalayas. Data generated from 22 participants completing the modified Sail Training Voyage Feedback Form at the end of their expedition were complemented by data from 16 interviews conducted during weeks one, three and five of the expedition. Key factors identified by the participants which had influenced their learning were: (1) Other Young Explorers, (2) being involved in making decisions and having choices, (3) having time to learn at their own pace; time to get comfortable with people; being able to talk with other people (to make connections); (4) group leaders, and (5) wild camping. Data from 16 interviews supported these outcomes, while the physical challenges (of climbing peaks) and cultural interaction with local people were highly valued aspects of the expedition. Participants were more aware of risks and more confident about safety issues and taking risks after the expedition. These important outcomes may be transferred to future expeditions, higher education or employment. Personal development and training organisations should consider these findings. (Autor).
    Subject(s): Evaluation ; Lernbedingungen ; Trekking ; Fragebogen ; Jugendarbeit ; Bewertung ; Sportpädagogik ; Selbstständigkeit ; Bergsteigen ; Persönlichkeitsentwicklung ; Hochgebirgstour ; Jugendlicher ; Lernerfolg ; Umwelteinfluss ; Abenteuer ; Lerninhalt ; Soziales Lernen ; Expedition ; Erlebnispädagogik ; Fallstudie ; Befragung ; expedition ; Sail Training Toolkit ; British Exploring ; Himalayas ; youth
    ISSN: 2336-6052
    ISSN: 1212-1428
    ISSN: 0323-0511
    E-ISSN: 2336-6052
    Source: Directory of Open Access Journals
    Source: SPORTDiscus with Full Text
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  • 5
    Article
    Article
    2015
    ISSN: 2206-3110 
    Language: English
    In: Journal of Outdoor and Environmental Education, 2015-10, Vol.18 (1), p.55-56
    Subject(s): Curriculum Studies ; Sociology of Education ; Education ; Environmental and Sustainability Education
    ISSN: 2206-3110
    E-ISSN: 2522-879X
    Source: Alma/SFX Local Collection
    Source: EBSCOhost EJS
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  • 6
    Language: English
    In: Je-LKS, 2017-01-01, Vol.13 (1)
    Description: Experiential learning is popular with students as it is considered more enjoyable and leads to deeper learning when compared to didactic approaches. Employers prefer hiring students who have learned experientially and yet emerging research indicates that the use of experiential learning in higher education institutions remains limited. This research surveyed faculty on their use of and views regarding experiential learning across US institutions focusing on undergraduate teaching. Findings indicated that dominant obstacles to using experiential approaches were classroom structure, class size is too large, not enough time, dif cult to cover all the curriculum, and faculty resistance. Findings and their implications for practice and future research are discussed.
    Subject(s): Problem based learning ; Place based learning ; Experiential learning ; Project based learning ; Collaborative learning ; Service learning
    ISSN: 1826-6223
    E-ISSN: 1971-8829
    Source: Directory of Open Access Journals
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  • 7
    Language: English
    In: The Journal of experiential education, 2004-03, Vol.26 (3), p.214-218
    Description:   Allison commends the authors who shared their abstracts on the second annual symposium on experiential education research (SEER). He believes that the increased numbers at the SEER sessions indicate that the enterprise is insightful and is appreciated by experiential educators, and will continue to increase in the future years.
    Subject(s): Experiential learning ; Teachers ; Research ; Conferences
    ISSN: 1053-8259
    E-ISSN: 2169-009X
    Source: SAGE Complete A-Z List
    Source: Academic Search Ultimate
    Source: EBSCOhost EJS
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
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  • 8
    Language: English
    In: The Journal of experiential education, 2007-03, Vol.30 (1), p.1-20
    Description: The Lyme Bay kayaking incident of 1993, in which four children died, led to an Act of Parliament and the introduction by the British Government of the Adventure Activities Licensing Authority (AALA), a body established to regulate adventurous recreational and educational outdoor activities. The perception at the time, a view to which some commentators still hold, was that the introduction of licensing would reduce the opportunities for young people to experience adventure and outdoor activities, and licensing was almost universally condemned by the outdoor sector. Using questionnaires and interviews, this research compares the perception of the effect of licensing to its reception over the first 10 years. Contrary to popular perception, it was found that AALA is seen in a positive light, and the research further indicated that, at the 18 centres studied, opportunities for young children to experience sea kayaking as a medium for outdoor education appear to have increased.
    Subject(s): Outdoor recreation ; Educational aspects ; Outdoor education ; United Kingdom ; Study and teaching ; Activity programs in education ; Licensing, certification and accreditation ; Education ; Kayaking ; Outdoor activities ; Risk assessment
    ISSN: 1053-8259
    E-ISSN: 2169-009X
    Source: SAGE Complete A-Z List
    Source: Academic Search Ultimate
    Source: EBSCOhost EJS
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
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  • 9
    Language: English
    In: The Journal of experiential education, 2000-09, Vol.23 (2), p.91-98
    Description: In this paper, we explore issues of epistemology and ontology as they relate to research in experiential education. As research activity in this field grows, it is essential to consider the assumptions and foundations upon which research is based. Drawing on the work of Guba and Lincoln (1994), we seek to provide a language for considering such issues and comparing research approaches. We then argue that traditional approaches to research in experiential education are not, in themselves, adequate. These traditional approaches tend to focus on whether programs “work.” Ironically, such a focus tends to ignore a key feature of our work: the experiences of individuals and the meanings they make of their experiences. In order to do justice to our work (that is, to recognise the essential nuances and subtleties of experiential education), alternative research questions must be asked that take into account the broad range of inputs, processes, and outcomes in our work. This change of focus denotes a shift in our epistemological and ontological paradigm. The implications of such a shift are explored in greater detail.
    Subject(s): Research ; Epistemology ; Ontology ; Education
    ISSN: 1053-8259
    E-ISSN: 2169-009X
    Source: SAGE Complete A-Z List
    Source: EBSCOhost EJS
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
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  • 10
    Language: English
    In: Improving schools, 2015-11, Vol.18 (3), p.207-220
    Description: Regardless of the aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project-based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between PBL, curriculum trends and health and wellbeing are reviewed, as well as potential value of schools bringing the three together to enhance learning. Interviews were undertaken with students (n = 37) following a range of 2-week residentials involving PBL to examine students’ perspectives on connections with prior learning at school, the approach to learning and any connections to health and wellbeing. The results from the hierarchical content analysis revealed five emerging themes. Implications for theory, practice and further research are discussed.
    ISSN: 1365-4802
    E-ISSN: 1475-7583
    Source: Alma/SFX Local Collection
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