J. Miller, Amy Shellman, Eddie L. Hill, Ron Ramsing, Ben Lawhon
The Leave No Trace Center for Outdoor Ethics developed the Promoting Environmental Awareness in Kids (PEAK) program to teach children the seven Leave No Trace principles. The purpose of this study was to develop a valid and reliable measurement tool for Leave No Trace to assess the effectiveness of the PEAK program. Quantitative analyses of the data were used to determine the psychometric properties of the PEAK Assessment Scale (PAS) and children’s knowledge of the Leave No Trace principles before and after participation in the PEAK program. Results supported the use of the PAS as a sound measurement tool for assessing the PEAK program.
{"title":"The Development and Validation of the Leave No Trace PEAK Assessment Scale (PAS)","authors":"J. Miller, Amy Shellman, Eddie L. Hill, Ron Ramsing, Ben Lawhon","doi":"10.1353/ROE.2012.0005","DOIUrl":"https://doi.org/10.1353/ROE.2012.0005","url":null,"abstract":"<p> The <i>Leave No Trace Center for Outdoor Ethics</i> developed the <i>Promoting Environmental Awareness in Kids (PEAK)</i> program to teach children the seven <i>Leave No Trace</i> principles. The purpose of this study was to develop a valid and reliable measurement tool for <i>Leave No Trace</i> to assess the effectiveness of the <i>PEAK</i> program. Quantitative analyses of the data were used to determine the psychometric properties of the <i>PEAK</i> Assessment Scale (PAS) and children’s knowledge of the <i>Leave No Trace</i> principles before and after participation in the <i>PEAK</i> program. Results supported the use of the PAS as a sound measurement tool for assessing the <i>PEAK</i> program. </p>","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123117075","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: The social capital and civic engagement literature indicate a similar concern: Americans today are less connected to their communities than in the recent past. The purpose of this study was to explore intentional summer camp programming as a possible avenue to engendering social capital and civic engagement in campers’ home communities. Eight campers and their parents were interviewed at least three months after the campers participated in a structured camp program designed to increase campers’ civic engagement and social capital. Campers experienced post-camp gains in their motivation for civic engagement and their bonding and bridging social networks; however, not all of these gains were sustained after the camp experience. Further, the camp program displayed some of the features recommended in the civic engagement and social capital literatures for contexts wishing to foster those outcomes. Practice implications and future research directions are explored.
{"title":"“There Was More Out There than Our Street”: Exploring Summer Camp Programming as a Context to Foster Social Capital and Civic Engagement after Camp","authors":"Tracy Mainieri, Denise M. Anderson","doi":"10.1353/ROE.2015.0003","DOIUrl":"https://doi.org/10.1353/ROE.2015.0003","url":null,"abstract":"Abstract: The social capital and civic engagement literature indicate a similar concern: Americans today are less connected to their communities than in the recent past. The purpose of this study was to explore intentional summer camp programming as a possible avenue to engendering social capital and civic engagement in campers’ home communities. Eight campers and their parents were interviewed at least three months after the campers participated in a structured camp program designed to increase campers’ civic engagement and social capital. Campers experienced post-camp gains in their motivation for civic engagement and their bonding and bridging social networks; however, not all of these gains were sustained after the camp experience. Further, the camp program displayed some of the features recommended in the civic engagement and social capital literatures for contexts wishing to foster those outcomes. Practice implications and future research directions are explored.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114280716","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, M. Pohja, John Gookin
Abstract: Outdoor adventure education (OAE) experiences provide a unique context for adolescents to develop social connections with their peers. The social group atmosphere is a complex area to study due to the group’s multiple components. This study examined key components of a social group model to understand the influences they have on the development of social connections. Using a group identification framework, this study investigated how 237 students from 22 different courses from the National Outdoor Leadership School (NOLS) connected with their groups. The results suggest that goal conflict with other students, social status, leadership consideration and gender ratio were significantly related to the affective and cognitive dimensions of group identification. Suggestions for administrators and instructors are discussed so that OAE experiences can be better tailored to meet the developmental needs of adolescents. The social group remains an important component to all OAE programs but needs further investigation to highlight the intricacies involved in developing social connections within group settings.
{"title":"The Adolescent Social Group in Outdoor Adventure Education: Social Connections That Matter","authors":"Jeremy Jostad, Jim Sibthorp, M. Pohja, John Gookin","doi":"10.1353/ROE.2015.0002","DOIUrl":"https://doi.org/10.1353/ROE.2015.0002","url":null,"abstract":"Abstract: Outdoor adventure education (OAE) experiences provide a unique context for adolescents to develop social connections with their peers. The social group atmosphere is a complex area to study due to the group’s multiple components. This study examined key components of a social group model to understand the influences they have on the development of social connections. Using a group identification framework, this study investigated how 237 students from 22 different courses from the National Outdoor Leadership School (NOLS) connected with their groups. The results suggest that goal conflict with other students, social status, leadership consideration and gender ratio were significantly related to the affective and cognitive dimensions of group identification. Suggestions for administrators and instructors are discussed so that OAE experiences can be better tailored to meet the developmental needs of adolescents. The social group remains an important component to all OAE programs but needs further investigation to highlight the intricacies involved in developing social connections within group settings.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132048919","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}
Karla Henderson, B. Garst, M. Bialeschki, D. Santucci
Abstract: Nature-deficit disorder has been highlighted as a concern for today’s children. Organized camps for children have traditionally been associated with nature-based opportunities. However, the role that camps have in developing an appreciation for the outdoors and environmental stewardship has not been documented. The purpose of this study was to evaluate youths’ perceived connections to nature resulting from a pilot test of a leadership and environmental stewardship program (i.e., Camp 2 Grow) undertaken at organized resident camps during the summer of 2009. Qualitative analyses of personal reflection journals were used. Campers recognized through this program that having the freedom to enjoy the outdoors also meant having a responsibility for environmental stewardship. Camp efforts can be focused on promoting nature abundance for children.
{"title":"Children’s Perceptions of an Environmental Leadership Program: Camp 2 Grow","authors":"Karla Henderson, B. Garst, M. Bialeschki, D. Santucci","doi":"10.1353/ROE.2010.0003","DOIUrl":"https://doi.org/10.1353/ROE.2010.0003","url":null,"abstract":"Abstract: Nature-deficit disorder has been highlighted as a concern for today’s children. Organized camps for children have traditionally been associated with nature-based opportunities. However, the role that camps have in developing an appreciation for the outdoors and environmental stewardship has not been documented. The purpose of this study was to evaluate youths’ perceived connections to nature resulting from a pilot test of a leadership and environmental stewardship program (i.e., Camp 2 Grow) undertaken at organized resident camps during the summer of 2009. Qualitative analyses of personal reflection journals were used. Campers recognized through this program that having the freedom to enjoy the outdoors also meant having a responsibility for environmental stewardship. Camp efforts can be focused on promoting nature abundance for children.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125016891","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: Leadership is one of the principal goals and desired outcomes from participation for many outdoor education programs. This study examines the effectiveness of a short-term expedition-based outdoor experience on the leadership skill level of program participants. Results demonstrate a significant increase in self-reported leadership skills over time for the treatment group, p < .001, as well as a significant difference in leadership skill levels between the treatment group and the control group, p < .05. It is argued that outdoor education settings offer the types of hands-on and diverse experiential leadership development opportunities that are often lacking in other leadership development realms. Building on current leadership theory, implications for outdoor leadership training programs are discussed and several models of outdoor leadership skill development are presented.
{"title":"Fostering Leadership through a Three-Week Experience: Does Outdoor Education Make a Difference?","authors":"Alan Ewert, J. Overholt","doi":"10.1353/ROE.2010.0005","DOIUrl":"https://doi.org/10.1353/ROE.2010.0005","url":null,"abstract":"Abstract: Leadership is one of the principal goals and desired outcomes from participation for many outdoor education programs. This study examines the effectiveness of a short-term expedition-based outdoor experience on the leadership skill level of program participants. Results demonstrate a significant increase in self-reported leadership skills over time for the treatment group, p < .001, as well as a significant difference in leadership skill levels between the treatment group and the control group, p < .05. It is argued that outdoor education settings offer the types of hands-on and diverse experiential leadership development opportunities that are often lacking in other leadership development realms. Building on current leadership theory, implications for outdoor leadership training programs are discussed and several models of outdoor leadership skill development are presented.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127903910","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}
Outdoor educator teaching self-efficacy beliefs are important to the process of teaching in the outdoors. Errors in these self-beliefs, which are one’s judgments of ability to successfully perform necessary teaching tasks, carry consequences for student learning and safety in outdoor contexts. This paper presents two studies conducted to develop a teaching outdoor education self-efficacy scale (TOE-SES). In Study 1, data were collected from 303 participants in collegiate outdoor programs. Exploratory Factor Analysis reduced a 49-item pool to a 23-item scale comprised of 5 subscales. In Study 2, data were collected from 200 National Outdoor Leadership School (NOLS) instructor and outdoor educator course participants. Confirmatory Factor Analysis results indicated an acceptable fit for a 22-item, 5-factor scale with strong subscale internal consistencies.
{"title":"The Development and Scaling of the Teaching Outdoor Education Self-Efficacy Scale","authors":"Scott Schumann, Jim Sibthorp","doi":"10.7768/1948-5123.1217","DOIUrl":"https://doi.org/10.7768/1948-5123.1217","url":null,"abstract":"Outdoor educator teaching self-efficacy beliefs are important to the process of teaching in the outdoors. Errors in these self-beliefs, which are one’s judgments of ability to successfully perform necessary teaching tasks, carry consequences for student learning and safety in outdoor contexts. This paper presents two studies conducted to develop a teaching outdoor education self-efficacy scale (TOE-SES). In Study 1, data were collected from 303 participants in collegiate outdoor programs. Exploratory Factor Analysis reduced a 49-item pool to a 23-item scale comprised of 5 subscales. In Study 2, data were collected from 200 National Outdoor Leadership School (NOLS) instructor and outdoor educator course participants. Confirmatory Factor Analysis results indicated an acceptable fit for a 22-item, 5-factor scale with strong subscale internal consistencies.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"48 Suppl 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114971796","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}
This study examined resilience as experienced by environmental educators in the face of growing environmental adversity. Through in-depth interviews, this hermeneutical study sheds light on the environmental factors and internal competencies that contribute to resilience in seven environmental educators. Additionally, the interaction between these factors and competencies (known as the person/environment transactional process) is explored. Kumpfer’s (1999) Resilience Framework provides the organizational framework for the results of this study.
{"title":"Resilience as Experienced by Environmental Educators","authors":"K. Henderson, T. O'connell","doi":"10.1353/ROE.2010.0004","DOIUrl":"https://doi.org/10.1353/ROE.2010.0004","url":null,"abstract":"This study examined resilience as experienced by environmental educators in the face of growing environmental adversity. Through in-depth interviews, this hermeneutical study sheds light on the environmental factors and internal competencies that contribute to resilience in seven environmental educators. Additionally, the interaction between these factors and competencies (known as the person/environment transactional process) is explored. Kumpfer’s (1999) Resilience Framework provides the organizational framework for the results of this study.","PeriodicalId":269462,"journal":{"name":"Research in Outdoor Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121197004","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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