Abstract: Transforming schoolyards into naturalized areas enhances play and nature connection (Dyment, 2005), increases repertoires of outdoor activities, and promotes resilience (Chawla, Keena, Pevec & Stanley, 2014). Employing photovoice and conversational interviews, this study examines children’s perceptions pre- and post- playground naturalization at an elementary school in Cape Breton, Nova Scotia, Canada. Themes from data analysis include: engagement with nature, and desire for more nature; physicality and movement; built and natural play features; and risk, rules, and well-being. Drawing on existing literature in the fields of schoolyard greening and naturalization, the study discusses benefits and complexities for future consideration in similar contexts.
{"title":"Playing Naturally: A Case Study of Schoolyard Naturalization in Cape Breton","authors":"Emily Root, Kathy Snow, C. Belalcazar, B. Callary","doi":"10.1353/ROE.2017.0001","DOIUrl":"https://doi.org/10.1353/ROE.2017.0001","url":null,"abstract":"Abstract: Transforming schoolyards into naturalized areas enhances play and nature connection (Dyment, 2005), increases repertoires of outdoor activities, and promotes resilience (Chawla, Keena, Pevec & Stanley, 2014). Employing photovoice and conversational interviews, this study examines children’s perceptions pre- and post- playground naturalization at an elementary school in Cape Breton, Nova Scotia, Canada. Themes from data analysis include: engagement with nature, and desire for more nature; physicality and movement; built and natural play features; and risk, rules, and well-being. Drawing on existing literature in the fields of schoolyard greening and naturalization, the study discusses benefits and complexities for future consideration in similar contexts.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115668410","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, John Gookin
Abstract: A challenge of studying outdoor adventure education (OAE) is the multi-faceted nature of these programs. There are multiple components in OAE, such as students, instructors, or the environment that can influence the development of student learning outcomes. When conducting quantitative studies, researchers have limited ability to control these influences because of the natural setting of such programs, hindering many of the most common quantitative research designs. To address these challenges in OAE reserach, this article demonstrates the use of a dynamical systems theory (DST) approach of modeling quantitative data. The foundations, assumptions, and descriptors used to explain DST phenomena are introduced. Methodological considerations and an example analysis are presented.
{"title":"Using Dynamical Systems Theory in Outdoor Adventure Education Research","authors":"Jeremy Jostad, Jim Sibthorp, J. Butner, Shannon Rochelle, John Gookin","doi":"10.1353/ROE.2017.0005","DOIUrl":"https://doi.org/10.1353/ROE.2017.0005","url":null,"abstract":"Abstract: A challenge of studying outdoor adventure education (OAE) is the multi-faceted nature of these programs. There are multiple components in OAE, such as students, instructors, or the environment that can influence the development of student learning outcomes. When conducting quantitative studies, researchers have limited ability to control these influences because of the natural setting of such programs, hindering many of the most common quantitative research designs. To address these challenges in OAE reserach, this article demonstrates the use of a dynamical systems theory (DST) approach of modeling quantitative data. The foundations, assumptions, and descriptors used to explain DST phenomena are introduced. Methodological considerations and an example analysis are presented.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128175708","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}
Joelle Breault-Hood, Tonia Gray, Son Truong, J. Ullman
Abstract: Research into women’s and girls’ outdoor programs and their influence on perceived body image has gained scholarly attention in recent decades. A systematic review of research from 1980–2017 identifies key trends and themes revealing opportunities to advance understandings in the field. In particular, while there has been extensive research conducted on women’s and girls’ outdoor education programs from various perspectives, there is a shortage of robust research examining the impact of outdoor education on body image. While identifying some trends, the broad scope of the enquiry highlights the scarcity of this empirical data, and calls for heightened emphasis and scholarly debate in the area of body image and outdoor education.
{"title":"Women and Girls in Outdoor Education: Scoping the Research Literature and Exploring Prospects for Future Body Image Enquiry","authors":"Joelle Breault-Hood, Tonia Gray, Son Truong, J. Ullman","doi":"10.1353/ROE.2017.0002","DOIUrl":"https://doi.org/10.1353/ROE.2017.0002","url":null,"abstract":"Abstract: Research into women’s and girls’ outdoor programs and their influence on perceived body image has gained scholarly attention in recent decades. A systematic review of research from 1980–2017 identifies key trends and themes revealing opportunities to advance understandings in the field. In particular, while there has been extensive research conducted on women’s and girls’ outdoor education programs from various perspectives, there is a shortage of robust research examining the impact of outdoor education on body image. While identifying some trends, the broad scope of the enquiry highlights the scarcity of this empirical data, and calls for heightened emphasis and scholarly debate in the area of body image and outdoor education.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116489545","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}
Tonia Gray, D. Mitten, T. Loeffler, S. Allen-Craig, C. Carpenter
Abstract: Throughout our collective experiences in the outdoors, defining moments have helped ignite innovation and provided inspiration for women and men in the outdoor profession. Women’s representation among the ranks of the senior leaders and researchers in the outdoor field is disproportionately low. As such, women in outdoor education today still face challenges being recognized and accessing the upper echelons of the profession and academy. An incident at the 6th International Outdoor Education Research Conference in 2013, where women donned an invisibility cloak provided the impetus for our paper. Significant progress has been made in the past three decades; however an imbalance and gender asymmetry still exists today. At the core of our profession is the development of leadership and individual potential; it is therefore imperative that we examine our indiscernible footprint within the profession. The paper aims to generate practical solutions and strategies for those grappling with ways to improve their leadership impact and attain gender equity in their career goals.
{"title":"Defining Moments: An Examination of the Gender Divide in Women’s Contribution to Outdoor Education","authors":"Tonia Gray, D. Mitten, T. Loeffler, S. Allen-Craig, C. Carpenter","doi":"10.1353/ROE.2017.0003","DOIUrl":"https://doi.org/10.1353/ROE.2017.0003","url":null,"abstract":"Abstract: Throughout our collective experiences in the outdoors, defining moments have helped ignite innovation and provided inspiration for women and men in the outdoor profession. Women’s representation among the ranks of the senior leaders and researchers in the outdoor field is disproportionately low. As such, women in outdoor education today still face challenges being recognized and accessing the upper echelons of the profession and academy. An incident at the 6th International Outdoor Education Research Conference in 2013, where women donned an invisibility cloak provided the impetus for our paper. Significant progress has been made in the past three decades; however an imbalance and gender asymmetry still exists today. At the core of our profession is the development of leadership and individual potential; it is therefore imperative that we examine our indiscernible footprint within the profession. The paper aims to generate practical solutions and strategies for those grappling with ways to improve their leadership impact and attain gender equity in their career goals.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128878775","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 qualitative study explored the life significance of a winter, bilingual (French/English), outdoor education (OE) course offered by a Canadian university. The current investigation involved 16 in-depth interviews with alumni who had taken one of the university’s winter OE courses more than 20 years earlier. Interpretive analysis of interview data found the following significant life impacts: development of interpersonal/social skills; self-discovery; environmental awareness; leisure style change; transfer to others; and increased outdoor knowledge/skills. The researcher used “how and why” questions to probe for processes that linked the course experiences and activities with significant life impacts. The processes identified included: personal growth opportunities; group experience; new or different experience; and toughness of climate/weather.
{"title":"Perceived Life Significance of a University Winter Outdoor Education Course: A Qualitative Study","authors":"Jennifer Wigglesworth, P. Heintzman","doi":"10.1353/ROE.2017.0004","DOIUrl":"https://doi.org/10.1353/ROE.2017.0004","url":null,"abstract":"Abstract: This qualitative study explored the life significance of a winter, bilingual (French/English), outdoor education (OE) course offered by a Canadian university. The current investigation involved 16 in-depth interviews with alumni who had taken one of the university’s winter OE courses more than 20 years earlier. Interpretive analysis of interview data found the following significant life impacts: development of interpersonal/social skills; self-discovery; environmental awareness; leisure style change; transfer to others; and increased outdoor knowledge/skills. The researcher used “how and why” questions to probe for processes that linked the course experiences and activities with significant life impacts. The processes identified included: personal growth opportunities; group experience; new or different experience; and toughness of climate/weather.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123716855","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 study implemented the new North Carolina Outward Bound School Course Impression Survey (NCOBSCIS) using a mixed method, retrospective pre-post design. The NCOBSCIS measures character development, leadership, and environmental service. Previous analysis has found the NCOBSCIS to be a valid and reliable survey tool. The purpose of this study was to investigate program outcomes using this new instrument, including potential moderators (e.g., age, gender, and course length). Paired sample t-tests and a series of ANCOVA models were generated along with thematic qualitative analyses. The results suggest that there is change evident among the participants following program participation and that this change is different dependent on various factors. Future research utilizing the NCOBSCIS should collect the pre data prior to the course, allowing true pre-post questions to be asked about change over time.
{"title":"Exploring Course Outcomes Utilizing a New Outward Bound Outcomes Instrument","authors":"Andrew J. Bobilya, W. B. Faircloth","doi":"10.1353/ROE.2017.0006","DOIUrl":"https://doi.org/10.1353/ROE.2017.0006","url":null,"abstract":"Abstract: This study implemented the new North Carolina Outward Bound School Course Impression Survey (NCOBSCIS) using a mixed method, retrospective pre-post design. The NCOBSCIS measures character development, leadership, and environmental service. Previous analysis has found the NCOBSCIS to be a valid and reliable survey tool. The purpose of this study was to investigate program outcomes using this new instrument, including potential moderators (e.g., age, gender, and course length). Paired sample t-tests and a series of ANCOVA models were generated along with thematic qualitative analyses. The results suggest that there is change evident among the participants following program participation and that this change is different dependent on various factors. Future research utilizing the NCOBSCIS should collect the pre data prior to the course, allowing true pre-post questions to be asked about change over time.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115097817","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}
In November 2013, a group of about 120 outdoor education researchers gathered at the University of Otago in Dunedin, New Zealand. We had come together at the 6th International Outdoor Education Research Conference (IOERC) from many corners of the world. Without such events, it can be easy for us as outdoor education researchers (and practitioners) to limit our perspective and inquiry to the people and places of our home range, forgetting that outdoor education is happening in some shape or form in most countries around the globe. The biennial IOERC has become a time of renewal and sharing of ideas for many researchers, a time to be inspired by colleagues’ research, which in turn reframes our own research, and we start viewing and understanding it through a more diverse international lens. In Dunedin, we were selected to co-convene the 7th IOERC and chose to host it at Cape Breton University, on Unama’ki (Cape Breton Island) in Nova Scotia, Canada. The purpose of this special issue of the Journal of Outdoor Recreation, Education, and Leadership (JOREL) is to showcase examples of international research, some of which was presented at the 7th IOERC, where 150 researchers from 17 countries lived and learned together. Subscribe to JOREL
{"title":"International Perspectives in Outdoor Education Research","authors":"P. Maher","doi":"10.1353/ROE.2017.0000","DOIUrl":"https://doi.org/10.1353/ROE.2017.0000","url":null,"abstract":"In November 2013, a group of about 120 outdoor education researchers gathered at the University of Otago in Dunedin, New Zealand. We had come together at the 6th International Outdoor Education Research Conference (IOERC) from many corners of the world. Without such events, it can be easy for us as outdoor education researchers (and practitioners) to limit our perspective and inquiry to the people and places of our home range, forgetting that outdoor education is happening in some shape or form in most countries around the globe. The biennial IOERC has become a time of renewal and sharing of ideas for many researchers, a time to be inspired by colleagues’ research, which in turn reframes our own research, and we start viewing and understanding it through a more diverse international lens. In Dunedin, we were selected to co-convene the 7th IOERC and chose to host it at Cape Breton University, on Unama’ki (Cape Breton Island) in Nova Scotia, Canada. The purpose of this special issue of the Journal of Outdoor Recreation, Education, and Leadership (JOREL) is to showcase examples of international research, some of which was presented at the 7th IOERC, where 150 researchers from 17 countries lived and learned together. Subscribe to JOREL","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123929050","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}
Lauren Fine, Telyn Peterson, Mat D. Duerden, R. Nelson, J. Bennion
Fieldwork, an experiential and outdoor component of a traditional lecture class, has been effective in improving students' content knowledge and attitudes. However, most studies of these courses use a full lecture course as the comparison group rather than comparing amounts or types of fieldwork. This study compares two classes that incorporate fieldwork (n = 18 and 12 participants, respectively) and uses both quantitative and qualitative methods to analyze changes in content knowledge, self-efficacy, and perceived value of the subject (entomology). Pre-and post-test scores suggest that information memorization is best taught in a traditional classroom environment. Qualitative data illustrate that the most meaningful parts of the intensive field study course are regular interaction, curriculum flexibility, and a constant connection with nature. Thus, the data suggest that more intensive field study leads to self-actualization, learning from others, ecological awareness, and flexible thinking.
{"title":"The Function of Field Study: Comparison of Limited and Full Field Experience Courses","authors":"Lauren Fine, Telyn Peterson, Mat D. Duerden, R. Nelson, J. Bennion","doi":"10.1353/ROE.2016.0004","DOIUrl":"https://doi.org/10.1353/ROE.2016.0004","url":null,"abstract":"Fieldwork, an experiential and outdoor component of a traditional lecture class, has been effective in improving students' content knowledge and attitudes. However, most studies of these courses use a full lecture course as the comparison group rather than comparing amounts or types of fieldwork. This study compares two classes that incorporate fieldwork (n = 18 and 12 participants, respectively) and uses both quantitative and qualitative methods to analyze changes in content knowledge, self-efficacy, and perceived value of the subject (entomology). Pre-and post-test scores suggest that information memorization is best taught in a traditional classroom environment. Qualitative data illustrate that the most meaningful parts of the intensive field study course are regular interaction, curriculum flexibility, and a constant connection with nature. Thus, the data suggest that more intensive field study leads to self-actualization, learning from others, ecological awareness, and flexible thinking.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129503340","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}
Guy Ilagan, Jill Ilagan, A. Simpson, Todd Shealy, Jennifer Bennett-Mintz, Kally McCormick
Women undergraduates at military colleges are likely to experience challenges including heightened stress, isolation, and discrimination. Wilderness-based programs show promising outcomes in an array of areas including stress-coping, fitness motivation, self-efficacy, social support, and improved cognitive functioning. This mixed-methods exploratory study examined outcomes for 17 cadet women (N=17) who participated in a preparatory workshop series and backpacking event. Quantitative data indicated the backpacking workshop series was associated with decreases in perceived stress (p < .05). The backpacking trip was associated with increases in self-efficacy (p < .01). Cadets attributed decreases in perceived stress and increases in self-efficacy to interpersonal/intrapersonal factors and the wilderness/backpacking experience. These results support the use of wilderness experience to bolster coping and wellness among cadet women.
{"title":"Outcomes from an Undergraduate Cadet Women's Backpacking Experience","authors":"Guy Ilagan, Jill Ilagan, A. Simpson, Todd Shealy, Jennifer Bennett-Mintz, Kally McCormick","doi":"10.1353/ROE.2016.0001","DOIUrl":"https://doi.org/10.1353/ROE.2016.0001","url":null,"abstract":"Women undergraduates at military colleges are likely to experience challenges including heightened stress, isolation, and discrimination. Wilderness-based programs show promising outcomes in an array of areas including stress-coping, fitness motivation, self-efficacy, social support, and improved cognitive functioning. This mixed-methods exploratory study examined outcomes for 17 cadet women (N=17) who participated in a preparatory workshop series and backpacking event. Quantitative data indicated the backpacking workshop series was associated with decreases in perceived stress (p < .05). The backpacking trip was associated with increases in self-efficacy (p < .01). Cadets attributed decreases in perceived stress and increases in self-efficacy to interpersonal/intrapersonal factors and the wilderness/backpacking experience. These results support the use of wilderness experience to bolster coping and wellness among cadet women.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128088138","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}
The purpose of this study was to (1) identify which activities in a seven-day outdoor-based program most related to adolescents' identity awareness and (2) investigate potential changes in participants' identity awareness. Seventy-four adolescents aged 16–18 with serious illnesses (e.g., cancer, sickle cell disease) answered an open-ended question about a time during the program when they "discovered who they were," and completed an 11-item identity awareness scale. Results showed that structured activities (e.g., night climb, fire council) and unstructured activities (e.g., personal reflection, talking with others) most related to participants' identity awareness, and that identity awareness increased some or a lot for nearly all participants. Implications for practice and research are discussed.
{"title":"Identity Awareness Through Outdoor Activities for Adolescents with Serious Illnesses","authors":"A. Gillard","doi":"10.1353/ROE.2016.0005","DOIUrl":"https://doi.org/10.1353/ROE.2016.0005","url":null,"abstract":"The purpose of this study was to (1) identify which activities in a seven-day outdoor-based program most related to adolescents' identity awareness and (2) investigate potential changes in participants' identity awareness. Seventy-four adolescents aged 16–18 with serious illnesses (e.g., cancer, sickle cell disease) answered an open-ended question about a time during the program when they \"discovered who they were,\" and completed an 11-item identity awareness scale. Results showed that structured activities (e.g., night climb, fire council) and unstructured activities (e.g., personal reflection, talking with others) most related to participants' identity awareness, and that identity awareness increased some or a lot for nearly all participants. Implications for practice and research are discussed.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129614746","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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