Abstract:Interviewing is a ubiquitous, although time-consuming, method in Outdoor Education research. Typical analysis requires a transcript of the entire recorded interview, on which a researcher creates and attaches codes to substantive sections. Qualitative software technology now allows the researcher to code directly on an audio-file (i.e. audio-coding), thus saving significant time. This article explains the differences between whole-interview transcription and audio-coding, while also comparing the strengths and weaknesses of each. The topic is examined via a detailed analysis of the available audio-coding literature and the author’s own experience with Computer-Assisted Qualitative Data Analysis Software (CAQDAS) and audio-coding specifically. Although slow in adoption, audio-coding is now a viable and increasingly accepted form of interview analysis within the qualitative research community. Outdoor Education researchers should consider the use of audio-coding as it can significantly speed the efforts of our research while maintaining or exceeding the trustworthiness of our findings. Such increases in efficiency over time could result in more quickly building generalizable claims from increasing numbers of individual cases.
{"title":"The Unnecessary Prescription of Transcription: The Promise of Audio-coding in Interview Research","authors":"Paul Stonehouse","doi":"10.1353/roe.2019.0000","DOIUrl":"https://doi.org/10.1353/roe.2019.0000","url":null,"abstract":"Abstract:Interviewing is a ubiquitous, although time-consuming, method in Outdoor Education research. Typical analysis requires a transcript of the entire recorded interview, on which a researcher creates and attaches codes to substantive sections. Qualitative software technology now allows the researcher to code directly on an audio-file (i.e. audio-coding), thus saving significant time. This article explains the differences between whole-interview transcription and audio-coding, while also comparing the strengths and weaknesses of each. The topic is examined via a detailed analysis of the available audio-coding literature and the author’s own experience with Computer-Assisted Qualitative Data Analysis Software (CAQDAS) and audio-coding specifically. Although slow in adoption, audio-coding is now a viable and increasingly accepted form of interview analysis within the qualitative research community. Outdoor Education researchers should consider the use of audio-coding as it can significantly speed the efforts of our research while maintaining or exceeding the trustworthiness of our findings. Such increases in efficiency over time could result in more quickly building generalizable claims from increasing numbers of individual cases.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124058577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This article reports results of a study that investigated the relationship between leadership style and group cohesion in outdoor education. Two surveys were used with 359 participants, aged 13–15, who participated in a 4-day canoe trip on the Lower Colorado River. Results showed a statistically significant correlation between leadership and group cohesion, suggesting that (a) an understanding of a variety of leadership styles gives leaders the ability to shift their style according to each situation, (b) it is important for leaders to think about when to use different leadership styles, (c) awareness will make for more effective leaders, (d) leaders should avoid relying on a single style and trying to use it in all situations, and (e) an ability to use multiple leadership styles makes leaders more confident in their ability to facilitate group cohesion.
{"title":"The Relationship Between Leadership Style and Group Cohesion in Outdoor Education","authors":"M. Albert","doi":"10.1353/roe.2019.0002","DOIUrl":"https://doi.org/10.1353/roe.2019.0002","url":null,"abstract":"Abstract:This article reports results of a study that investigated the relationship between leadership style and group cohesion in outdoor education. Two surveys were used with 359 participants, aged 13–15, who participated in a 4-day canoe trip on the Lower Colorado River. Results showed a statistically significant correlation between leadership and group cohesion, suggesting that (a) an understanding of a variety of leadership styles gives leaders the ability to shift their style according to each situation, (b) it is important for leaders to think about when to use different leadership styles, (c) awareness will make for more effective leaders, (d) leaders should avoid relying on a single style and trying to use it in all situations, and (e) an ability to use multiple leadership styles makes leaders more confident in their ability to facilitate group cohesion.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121694761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dynamic Horizons: A Research and Conceptual Summary of Outdoor Education by Chloe Humphreys (review)","authors":"T. O'connell, Garrett Hutson","doi":"10.1353/roe.2019.0004","DOIUrl":"https://doi.org/10.1353/roe.2019.0004","url":null,"abstract":"","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126814255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:While national demographics in the United States are steadily becoming more racially diverse, participation in outdoor and adventure recreation programs is still dominated by individuals identifying as White and Caucasian. College outdoor adventure programs aiming to provide opportunities for diverse recreational and educational experiences to the student body at large generally struggle to attract minority students. While much research has discussed the disparity, little literature exists to help understand and guide recruitment, and increase participation. This study explored factors contributing to leisure choice in outdoor recreation, awareness of university outdoor programming, and the motivations or constraints that influenced individual participation. Focus group interviews and a constructivist perspective were employed using a qualitative, inductive reasoning strategy to inquire about the subject and come to the conclusions found herein. This study found that factors that constrained minority participation in COAP programming included structural and inter/intrapersonal barriers, family leisure history, lack of role models and knowledge of adventure, cultural differences, and negative perceptions related to participation in adventure activities.
{"title":"Exploring Motivations and Constraints of Minority Participation: College Outdoor Adventure Programs","authors":"Ryan Hines, Curt Davidson, R. Zwart, Alan Ewert","doi":"10.1353/roe.2019.0003","DOIUrl":"https://doi.org/10.1353/roe.2019.0003","url":null,"abstract":"Abstract:While national demographics in the United States are steadily becoming more racially diverse, participation in outdoor and adventure recreation programs is still dominated by individuals identifying as White and Caucasian. College outdoor adventure programs aiming to provide opportunities for diverse recreational and educational experiences to the student body at large generally struggle to attract minority students. While much research has discussed the disparity, little literature exists to help understand and guide recruitment, and increase participation. This study explored factors contributing to leisure choice in outdoor recreation, awareness of university outdoor programming, and the motivations or constraints that influenced individual participation. Focus group interviews and a constructivist perspective were employed using a qualitative, inductive reasoning strategy to inquire about the subject and come to the conclusions found herein. This study found that factors that constrained minority participation in COAP programming included structural and inter/intrapersonal barriers, family leisure history, lack of role models and knowledge of adventure, cultural differences, and negative perceptions related to participation in adventure activities.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132007649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeremy Jostad, Jim Sibthorp, J. Butner, Shannon Rochelle
Abstract:Outdoor adventure education programs are strategically positioned to provide a multitude of positive social outcomes for youth. The social connections adolescents develop with their peers are critically important for positive youth development. This study sought to understand how sense of belonging develops within a wilderness-based outdoor adventure education program while using a dynamical systems theory (DST) framework and analysis. The findings showed that group-based components, such as process conflict influenced the rate of change while instructor support increased the level of sense of belonging students felt. Implications for research and practice are discussed.
{"title":"Adolescent Sense of Belonging in Outdoor Adventure Education: The Influence of Conflict and Instructors","authors":"Jeremy Jostad, Jim Sibthorp, J. Butner, Shannon Rochelle","doi":"10.1353/roe.2019.0001","DOIUrl":"https://doi.org/10.1353/roe.2019.0001","url":null,"abstract":"Abstract:Outdoor adventure education programs are strategically positioned to provide a multitude of positive social outcomes for youth. The social connections adolescents develop with their peers are critically important for positive youth development. This study sought to understand how sense of belonging develops within a wilderness-based outdoor adventure education program while using a dynamical systems theory (DST) framework and analysis. The findings showed that group-based components, such as process conflict influenced the rate of change while instructor support increased the level of sense of belonging students felt. Implications for research and practice are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126083903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Daughters of the forest: Saving the forest one girl at a time dir. Samantha Grant (review)","authors":"T. O'connell","doi":"10.1353/ROE.2018.0005","DOIUrl":"https://doi.org/10.1353/ROE.2018.0005","url":null,"abstract":"","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128491065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Colleges with outdoor orientation programs often encourage student involvement through leadership experiences, including the directing of these programs. The student directors (SDs) assume significant responsibilities, including managing budgets, logistics, and the training of peer leaders. SDs also manage the program's idioculture, creating a desirable group for student peer leaders to join. Sometimes SDs have ideological conflicts with administrators leading to resistance. Administrators depend upon the free labor of SDs for the programs to run and hope to minimize conflict. We report on the experiences of three college outdoor orientation programs with change and resistance. Our findings suggest SDs in this study shared similar narratives about their program that resulted in resistance to change, such as believing their program is unique, misunderstood without direct experience, only understood by peers, and that their experience is the correct experience to replicate. These beliefs are legitimized in the outdoor orientation program's idioculture, a system of beliefs and behaviors.
{"title":"When Outdoor Orientation Program Idioculture Changes: Understanding Student Resistance","authors":"Brent J. Bell, C. Ricker","doi":"10.1353/ROE.2018.0001","DOIUrl":"https://doi.org/10.1353/ROE.2018.0001","url":null,"abstract":"Abstract:Colleges with outdoor orientation programs often encourage student involvement through leadership experiences, including the directing of these programs. The student directors (SDs) assume significant responsibilities, including managing budgets, logistics, and the training of peer leaders. SDs also manage the program's idioculture, creating a desirable group for student peer leaders to join. Sometimes SDs have ideological conflicts with administrators leading to resistance. Administrators depend upon the free labor of SDs for the programs to run and hope to minimize conflict. We report on the experiences of three college outdoor orientation programs with change and resistance. Our findings suggest SDs in this study shared similar narratives about their program that resulted in resistance to change, such as believing their program is unique, misunderstood without direct experience, only understood by peers, and that their experience is the correct experience to replicate. These beliefs are legitimized in the outdoor orientation program's idioculture, a system of beliefs and behaviors.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129321251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:At the Coalition for Education in the Outdoors (CEO) 14th Biennial Research Symposium, researchers and practitioners explored the intersection between outdoor education settings and practices and human health during a pre-symposium workshop. Guided by a supposition that outdoor education experiences impact one or more dimensions of health, participants first aligned around a collective foundation of 1) definitions of nature and health and 2) formative scholarship in outdoor exposure and natural elements.With this foundation, existing paradigms were questioned: Are mainstay methodologies used in outdoor education efficacious, particularly if researchers are to engage with cross-disciplinary research teams or seek new funding sources? Given the United States' increasing urbanization, should those working in outdoor recreation reconsider the prevailing idealization of pristine landscapes (e.g., mountain vistas and whitewater rapids), and instead celebrate both "sequoias and street trees"? Moreover, questions regarding the long-term health benefits of outdoor education remain largely unanswered.These questions resulted in the identification of gaps in research and practice. "Dosage" of outdoor exposure was one common query, as were concerns of social justice. Ultimately, workshop attendees expressed support for continued work in the intersection of health and outdoor education. This research note summarizes the Health & Outdoor Settings workshop and resulting recommended steps for subsequent research efforts.
{"title":"Health and Outdoor Settings: A Summary of the Coalition for Education in the Outdoors Pre-Symposium Workshop, 2018","authors":"K. Anderson, Alan Ewert","doi":"10.1353/ROE.2018.0002","DOIUrl":"https://doi.org/10.1353/ROE.2018.0002","url":null,"abstract":"Abstract:At the Coalition for Education in the Outdoors (CEO) 14th Biennial Research Symposium, researchers and practitioners explored the intersection between outdoor education settings and practices and human health during a pre-symposium workshop. Guided by a supposition that outdoor education experiences impact one or more dimensions of health, participants first aligned around a collective foundation of 1) definitions of nature and health and 2) formative scholarship in outdoor exposure and natural elements.With this foundation, existing paradigms were questioned: Are mainstay methodologies used in outdoor education efficacious, particularly if researchers are to engage with cross-disciplinary research teams or seek new funding sources? Given the United States' increasing urbanization, should those working in outdoor recreation reconsider the prevailing idealization of pristine landscapes (e.g., mountain vistas and whitewater rapids), and instead celebrate both \"sequoias and street trees\"? Moreover, questions regarding the long-term health benefits of outdoor education remain largely unanswered.These questions resulted in the identification of gaps in research and practice. \"Dosage\" of outdoor exposure was one common query, as were concerns of social justice. Ultimately, workshop attendees expressed support for continued work in the intersection of health and outdoor education. This research note summarizes the Health & Outdoor Settings workshop and resulting recommended steps for subsequent research efforts.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"20 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131544746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:A growing trend in environmental research is the quantification of the human-nature relationship. This review of human-nature psychometric instruments should be used as a reference for individuals seeking to incorporate these tools into their outdoor and environmental education research. Extensive literature review and autoethnographic techniques were employed to identify and evaluate thirty-four instruments. Instruments were evaluated on structure, ease of use, and concepts represented. Diversity exists amongst the instruments in terms of length, concepts reflected, and structure. The majority of tools reflect environmental attitudes/views (16) or relationship/connection with nature (13). Fewer instruments reflect concern, identity, or environmental behavior. Twenty-eight instruments are deemed easy to use, based on time required to complete and ease of scoring. A timeline outlining the development of the instruments is presented and conclusions and recommendations from original and comparative studies are summarized.
{"title":"Quantifying the Human-Nature Relationship: A User's Guide","authors":"K. S. Cartwright, D. Mitten","doi":"10.1353/ROE.2018.0004","DOIUrl":"https://doi.org/10.1353/ROE.2018.0004","url":null,"abstract":"Abstract:A growing trend in environmental research is the quantification of the human-nature relationship. This review of human-nature psychometric instruments should be used as a reference for individuals seeking to incorporate these tools into their outdoor and environmental education research. Extensive literature review and autoethnographic techniques were employed to identify and evaluate thirty-four instruments. Instruments were evaluated on structure, ease of use, and concepts represented. Diversity exists amongst the instruments in terms of length, concepts reflected, and structure. The majority of tools reflect environmental attitudes/views (16) or relationship/connection with nature (13). Fewer instruments reflect concern, identity, or environmental behavior. Twenty-eight instruments are deemed easy to use, based on time required to complete and ease of scoring. A timeline outlining the development of the instruments is presented and conclusions and recommendations from original and comparative studies are summarized.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122288405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. King, Kendra R. Liddicoat, R. L. Franzen, A. Wetter
Abstract:Overnight summer camps have previously been overlooked as settings for healthy eating and physical activity programming; however, recent summer camp research has begun to examine how summer camp programming can help fight childhood obesity. The purpose of this research was to identify and examine the efforts that Wisconsin overnight summer camps are taking to support campers in meeting national dietary and physical activity guidelines. Data were collected through in-person or phone interviews with 13 directors and owners of American Camp Association (ACA) accredited camps and were analyzed using a conventional content analysis and inductive thematic analysis approach. Results indicated that camp directors are trying to provide, or are already providing, healthy food that follows the national dietary recommendations and that campers who attend these overnight summer camps in Wisconsin are meeting or exceeding the national physical activity recommendations. Camp directors reported that their campers were physically active because of the amount of walking each camper had to complete in order to get from one activity to another (often across the camp property), in addition to their participation in a variety of program activities. Overnight summer camps are an ideal setting for the promotion of healthy eating and physical activity for children.
{"title":"Healthy Eating and Physical Activity Programming at Overnight Summer Camps","authors":"E. King, Kendra R. Liddicoat, R. L. Franzen, A. Wetter","doi":"10.1353/ROE.2018.0003","DOIUrl":"https://doi.org/10.1353/ROE.2018.0003","url":null,"abstract":"Abstract:Overnight summer camps have previously been overlooked as settings for healthy eating and physical activity programming; however, recent summer camp research has begun to examine how summer camp programming can help fight childhood obesity. The purpose of this research was to identify and examine the efforts that Wisconsin overnight summer camps are taking to support campers in meeting national dietary and physical activity guidelines. Data were collected through in-person or phone interviews with 13 directors and owners of American Camp Association (ACA) accredited camps and were analyzed using a conventional content analysis and inductive thematic analysis approach. Results indicated that camp directors are trying to provide, or are already providing, healthy food that follows the national dietary recommendations and that campers who attend these overnight summer camps in Wisconsin are meeting or exceeding the national physical activity recommendations. Camp directors reported that their campers were physically active because of the amount of walking each camper had to complete in order to get from one activity to another (often across the camp property), in addition to their participation in a variety of program activities. Overnight summer camps are an ideal setting for the promotion of healthy eating and physical activity for children.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133930646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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