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This study investigated the success and failure beliefs, instructional practices, and personal learning preferences of outdoor adventure education (OAE) instructors, and explored factors that influenced these beliefs, practices, and preferences. While statistical analysis did not show significant differences among the various demographic categories on success beliefs, instructional practices, or personal learning preferences, there were significant differences in the magnitude of reported failure beliefs. Results from this study showed that OAE instructors' age, their professional experience, their employer, and the activities they teach affect their failure beliefs. Furthermore, OAE instructors indicated that success instructional techniques, like implementing scaffolding, should be used at the onset of a course or when a new skill is being introduced, while failure techniques should be employed as students gain experience or as a perception check to assess competence. The implications of these findings for OAE instructors is discussed.

Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.

Syftet i utvecklingsarbetet är att inspirera fritidshemslärarna till äventyrspedagogik och att eleverna ska uppskatta de utomhusaktiviteter som erbjuds på fritidshemmet. Nulägesanalysen baseras på intervjuer med fritidshemslärare och elever där det visade sig att utomhusaktiviteterna som utfördes kunde utvecklas. Två frågeställningar ligger till grund för arbetet, på vilket sätt kan äventyrspedagogik motivera till mer utomhusvistelse och lärande utifrån ett barns perspektiv och hur kan fritidshemslärarna arbeta med äventyrspedagogik utifrån de förutsättningar som finns. Utvecklingsarbetet pågick i 7 veckor och då utfördes det 4 äventyr samt att det utfördes anteckningar i en loggbok. Den förändring som går att identifiera är att eleverna uppskattade aktiviteterna genom att visa många tummar upp, vara glada och engagerade under aktivitetens gång samt efterfrågan efter fler aktiviteter. Även fritidshemslärarna menar att de vill sträva efter att utföra liknande aktiviteter i framtiden.

Nine teenage participants and two adult guides were followed throughout a 10 day white water canoe trip to investigate the relationship between their impressions of connection with nature and the canoe trip experience, and their interactions with nature and the canoe trip experience. Themes providing a description of these relationships were identified and three major findings emerged. The first was that multiple themes mediating participants’ connectedness with nature did so both towards connection and disconnection. The second was that participants’ state of comfort was related to an impression of connection with nature while their state of discomfort was related to an impression of disconnection from nature. The third was that the relationship between participants’ connectedness and interactions with nature differed depending on the context (e.g., nature versus civilization). Possible directions for future research include investigating changes in participants’ conception of nature and the relationship between comfort and connection with nature.

Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on Jan. 8, 2010. Major professor: Dr. Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture, with specialization in Recreation, Parks, and Tourism." "December 2009." Includes bibliographical references (p. 80-88).

Thesis (M.S.)--California Polytechnic State University, 2009. / Mode of access: Internet. Title from PDF title page; viewed on December 10, 2009. Major professor: Marni Goldenberg. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture." "December 2009." Includes bibliographical references (p. 105-113).

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / Investigates the dynamics of the challenge education concept. It also looks at how to design a functional model for the implementation of challenge education at the Tshwane University of Technology.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 107-109).

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: leaf 229-255.