Environmental and sustainability education is a widespread concept nowadays, with several frameworks and competencies supporting it, such as normative learning and forest schools. However, not all of these frameworks are as accessible for every teacher, since they tend to be based on a certain approach the school has to take as a whole, or personal knowledge of the teacher that might not have been acquired yet. This qualitative study focuses on the perception of museum employees on environmental history, with the aim of providing information to history teachers on how museums can help in taking the first steps towards the integration of sustainability education in history. Eight different museum employees from two different countries were interviewed about their perceptions on history and sustainability education –also known as environmental history. The results clearly showed that sustainability and environmental history are active components in current museum education, although the intensity and perceptions of it varied. Answers from the participants showed a clear awareness, both for the topic as for potential improvements. Challenges and obstacles that were found mainly consisted of resources, people, and time. The aforementioned findings contribute to the limited understanding that currently exists on sustainability education at museums. Additional research is required in order to create a more enhanced view of how museum visits can be implemented in sustainability education.

A distinct lack of data related to the impact of natural environments on children birth to age 3 was identified by a thematic review of the existing literature. With this in mind, the researcher designed a limited scope quantitative study to explore the potential for extending the existing body of research to include this younger age. The study used a time sampling method to code behaviors that occurred in videos collected of children from 12 to 35 month who were playing on the playground at their childcare facility. The playscapes were classified as naturalistic or manufactured. The data was then analyzed using independent t-tests to look for statistically significant variations to the frequent that children engaged in various social and play based behaviors. The results of the study were minimal but were significant enough to support the value of further research involving children birth to three.

The purpose of this study was to investigate the state of outdoor education in preschool classrooms in Northeast Tennessee, with a specific focus on preschool teachers’ attitudes toward outdoor education. This comparative, mixed-methods study focused in part on teachers’ current beliefs about outdoor education, how they use the outdoor environment, and whether their attitudes influence their lesson planning for outdoor education. Participants were preschool teachers in public, private, church-affiliated, and Head Start preschools in 4 counties in northeast Tennessee. The study sample consisted of 81 participants (80 female; 1 male). Ages ranged from 20-65 years (M = 40.76). The survey consisted of 42 questions, including demographics, outdoor education experiences, and attitudes toward outdoor education. Teachers were compared on several factors: attitudes toward outdoor education, their early experiences in the outdoors, and how they use the outdoor environment. Thirty-three outdoor environments in the aforementioned preschools were assessed using the Preschool Outdoor Environment Measurement Scale (POEMS) (DeBord, Hestenes, Moore, Cosco, & McGinnis, 2005). Eight preschool teachers from the pool of 81 participants were selected at random based on their school’s playground/outdoor environment assessment (high vs. low quality) and their own attitudes (positive vs. negative) toward outdoor education. Interviews were conducted to give a more complete picture of preschool outdoor education. Results showed that preschool teachers had relatively high attitudes on outdoor education (M = 75.86, SD = 7.99) on a scaled score where 100 was the highest possible. Teachers who reported planning lessons for outdoor learning had slightly higher attitudes (M = 76.9, SD = 7.6) toward outdoor education than those who do not plan (M = 74.1, SD = 9.0), although differences were not significant F(1, 76) = 1.134, p = 0.29. Most teachers referred to the outdoor area as a playground (84%) and used it used it most frequently for supervised play (99%). These findings, along with others reported, indicate that although preschool teachers see the benefits of outdoor learning, there are still barriers to outdoor education.

Based on the interest in the fields of leadership and outdoor education, this paper aims tovinvestigate how leadership is trained in an outdoor leadership programme in Sweden and to what extent the observed competences are consistent with the concept of transformational leadership. The transformational leadership style is considered to be the most popular leadership style and is therefore of particular interest for this study. The research is motivated by the belief that outdoors is a highly suitable place for the acquisition of (transformational) leadership skills, which has already been proven by several authors before. After a detailed literature review on transformational leadership as well as on outdoor leadership, a participant observation was conducted over the period of four days at Sjövik’s folkhögskola in the course ‘Friluftsliv-Hantverk-Ledarskap’, which can be translated as outdoor activities, crafts and leadership. The observation protocols were analysed using deductive thematic analysis, applying the transformational leadership competences ‘idealized influence, inspirational motivation, intellectual stimulation and individualized consideration’ developed by Bass & Avolio as clusters for the analysis. In specific terms, the transcripts were searched for situations that could be assigned to these competences. The results reveal that leadership is particularly trained on the basis of a good relationship between leader and participants as well as the space for development for the participants and can thus be classified in previous research results regarding transformational and outdoor leadership. It was shown that the observed competences can be assigned to the transformational leadership style, but at the same time there is still a need for further research.

No description available.

I ett sociokulturellt perspektiv är språket ett viktigt redskap för att förstå vår omvärld. Finns det brister i språket påverkar detta möjligheterna att tillägna sig och förmedla kunskap. I utomhusundervisningen har vi sett möjligheter att hjälpa elever att utveckla en förståelse för naturvetenskapliga fenomen och ställer oss frågan om vilka förutsättningar som ska till för att utomhusundervisningen ska ge alla elever möjlighet att utveckla sitt naturvetenskapliga språk.Studien undersöker verksamma pedagogers erfarenheter av utomhusundervisning och språkutveckling. Syftet kan formuleras med tre forskningsfrågor som lyder:1. Vilket perspektiv på lärandet ligger till grund för hur verksamma pedagoger arbetar med språkutveckling inom NO-ämnena?2. Hur väljer verksamma pedagoger att arbeta språkutvecklande inom NO-ämnena, och vad ligger till grund för dessa val?3. Vilka eventuella möjligheter och hinder kan verksamma pedagoger se för elevens språkutveckling när utomhusundervisning inom NO-ämnena sker?Sju olika pedagoger intervjuas om deras erfarenheter av utomhusundervisningens samband med språkutveckling. Metoden är kvalitativa intervjuer med en semi-struktur. Studien visar att utomhusundervisningens möjligheter till att utveckla elevernas naturvetenskapliga språk beror på lärarens kompetens. Om läraren erbjuder rikligt med tillfällen att samtala parallelt med att konkretisera begrepp och fenomen sker en språkutveckling.

The purpose of this degree project is to address upper secondary outdoor language education. It explores upper secondary EFL students’ attitudes and responses towards the teaching of English outdoors. The research has been based on data from qualitative research methods with an action research approach: peer observation, a reflective diary and focus group interviews. Peer observation and the reflective diary was used to recover information on four upper secondary EFL classes’ responses towards being taught outdoors. Focus group interviews were conducted on two groups of students from two of the classes on their attitudes towards being taught in outdoor English. The results from the data gathering are discussed using secondary sources which can be connected to outdoor education, and the research establishes that the students responded negatively to the instructions during the classes, many of them were active while some did not do what they were supposed to, and hardly no English was spoken. Even though mostly negative results were found the interviewees were generally positive to be taught outdoors and enjoyed it more than receiving education indoors, but some of them were aware that they did not learn much English since they hardly used it. This research provides ideas for how the lessons can be improved and acts as inspiration for future outdoor ESL classes.

Outward Bound and the National Outdoor Leadership School (NOLS) are two of the United State’s largest providers of outdoor education and adventure recreation programs. While many studies have examined the outcomes of the different organizations individually, there is very little comparative research. This study compared the attributes, consequences, and values obtained by 510 participants of courses 14 days or longer in the Rocky Mountain region during the summer of 2006. Means-end theory was used to analyze data obtained from participants through personal interviews. Means-end theory links the physical objects or services, the means, with the outcomes and the personal values of the individual, the ends (Klenosky, Frauman, Norman, & Gengler 1998). The theory focuses on the interrelationship among attributes, consequences, and values, as three levels of abstraction (Goldenberg, Klenosky, O’Leary, & Templin, 2000). Data were collected using a convenience sampling method from OB schools in Leadville, Marble, and Silverton, Colorado and the NOLS headquarters in Lander, Wyoming, for a total of 162 OB participants and 348 NOLS participants. Interview questions were entered into LadderMap software, a program used to analyze means-end data. Content codes were developed and then tested by an additional researcher to measure intercoder reliability. An implication matrix was then created to tabulate the frequency of concepts being associated with one another. Hierarchical value maps (HVMs) were then created to graphically depict the themes and relationships that surfaced in the implication matrix. Seven HVMs were developed to visually present the data for all participants, all NOLS participants, all OB participants, OB males, OB females, NOLS males, and NOLS females. Though all HVMs were varied, some themes emerged by organization. For example, all NOLS participants had slightly more significant links to hard skills development than did their OB counterparts. NOLS and OB females stated being challenged and interactions as their most significant consequences yet corresponding males had slightly less emphasis on being challenged and more emphasis on new experience. This study produced more similarities than differences among the various subsets of the population. For example all HVMs showed a clear link from multiple attributes to independence, and ultimately to transference and additional values. The HVMs showed that new experiences, being challenged, and group interactions were significant components for all participants. The most common values obtained also demonstrate great similarity among participant demographics. These values include transference, sense of accomplishment, self respect/esteem/confidence, and self-awareness.

INTRODUCTION: Despite the benefits of outdoor pursuits, people with disabilities engage in recreation less frequently and with less variety when compared to able-bodied peers. Waypoint Adventure, a non-profit organization, facilitates outdoor adventure programs for adults and youth with a range of disabilities. The organization is revising its program evaluation process to document outcomes that are meaningful to participants and communicate the benefits of programs to funders and other stakeholders. OBJECTIVE: Utilize principles of Universal Design for Learning and activity analysis to create and implement a program evaluation process that is accessible and feasible for use by an adaptive recreation organization. ACTIVITIES: A needs assessment was conducted to identify outcomes, stakeholders, and current program evaluation processes. Drawing upon evidence regarding cognitive accessibility design features, an accessible survey was created to measure participant outcomes. Data from cognitive interviews was used to revise the survey to address accessibility and increase response rates. Additional products include a Program Evaluation Manual, Program Evaluation Kit, and two surveys to elicit perspectives from parents and teachers. OUTCOMES: The new program evaluation process was pilot tested over a one-month period. During 18 outdoor programs, 79 survey responses were collected, representing 61% of all participants. Staff satisfaction with the program evaluation process improved in all dimensions measured. CONCLUSION: Integrating principles of Universal Design for Learning and activity analysis was an effective approach to improve the accessibility and efficacy of program evaluation for an adaptive recreation organization.

The present study adopted a quantitative method to explore Luxembourgish primary school teachers' practices of Outdoor Education, as well as their knowledge and opinions on this pedagogical concept. Additionally, the influence of diverse environmental and personal factors on the teachers' implementation of Outdoor Education was investigated. In this regard, an online questionnaire with 19 questions related to Outdoor Education was administrated and published. 238 primary school teachers from Luxembourg took part in this online survey and answered questions about Outdoor Education practices, previous experiences in this field, nature relatedness, attitudes towards Outdoor Education, resources to teach outside, willingness as well as self-perceived competence to practice Outdoor Education and possible measures to foster Outdoor Education practices in Luxembourg. Findings revealed that, even though Luxembourgish primary school teachers seem to acknowledge the numerous benefits related to Outdoor Education, their Outdoor Education practices are relatively limited. In Luxembourg, Outdoor Education mostly takes place in schoolyards or nearby forests and is usually oriented towards natural sciences or physical education. Regarding the influence of personal and environmental factors, the teachers' previous experiences in the field of Outdoor Education, their attitude towards this pedagogical method and the available resources to teach outside seem to influence the frequency of Outdoor Education practices. Consequently, teachers with positive attitudes towards Outdoor Education, previous experiences in this field and material and infrastructures suitable for this purpose show tendencies to resort to teaching in an outdoor environment more frequently. The findings from the present study might be of advantage in order to prepare teachers more effectively to teach in outdoor environments and consequently foster the implementation of Outdoor Education in Luxembourg. / /