Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 121-142.

Thesis (M.E.S.)--The Evergreen State College, 2009. / Title from title screen (viewed 10/22/2009). Includes bibliographical references (p. 105-110).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ed.D.) in Individualized in Girls / Includes vita. Includes bibliographical references (leaves 138-147).

Disputats, Linköping : Linköpings universitet, 2007. / Serien udg. af: Nationella forskarskolan i naturvetenskapernas och teknikens didaktik. På titelsiden: The Swedish National Graduate School in Science and Technology Education, FontD.

No description available.

The advent of the Scottish ‘Curriculum for Excellence’ created a new paradigm of outdoor education. The term ‘outdoor learning’ found more common parlance as a reflection of contemporary discourse with renewed focus on curricular breadth and progression in outdoor education. This thesis examines these changes through the lens of educational policy analysis. The study bridges the gaps between literature in the fields of outdoor education, public policy making and curriculum theory to present a broad and historical analysis of the processes for the policy development of outdoor learning in Scotland. The methodological approach is grounded in the philosophy of pragmatism, and combines desk based research with data analysis of thirteen interviews with key policy actors. The findings identify health as an early policy driver and a prelude to later policy agendas including ‘character training’, work and employment. The processes for change in outdoor education policy are influenced by ‘galvanising events’ and via a ‘policy corridor’ of outdoor education advocates. Post Scottish devolution, the work of advisory groups has been a key influence in resolving what is identified as a ‘policy squeeze’ on outdoor learning. The research has implications for effective lobbying and understanding the processes for policy growth in outdoor learning.

M.Ed. / Please refer to full text to view abstract

This study characterizes the content and internal structure of a set of conceptions of outdoor education. Fifty-four English speaking Canadian university programs or courses which were labelled, or contained as essential parts of their descriptions. The term outdoor education or any of a series of related terms provide the basis for analysis. A conception is defined as a coordinated set of central concepts, values and procedures which are explicit or implicit in course documents. The study employed a methodological triangulation. Content analysis of course documents provided the description of the values, central concepts and procedures associated with each course. Q methodology was performed by course conductors to review the 'values' and 'central concepts' components found in the content analysis and to express their views of the significance of those values and central concepts. A focused interview was conducted with fourteen course developers to confirm, refute or extend previously obtained data. Q methodology produced a typology of outdoor education comprising five primary conceptions¹ and one secondary conception: The Outdoor Recreationist, The Adventurer, The Education, The Life Skills Entrepreneur, The Environmentalist, Distinguishing features of each conception and features common among the primary conceptions are discussed. Focused interviews produced information about course conductor attitudes and training , the program's relationship with other fields of study, the concept's need for clarification, the need for a common knowledge base in outdoor education, and its relationship with the natural environment, teaching, recreation and education. Suggestions for further investigation are briefly discussed. "Environmentalist", "The Educator", "The Life Skills Entrepreneur", and "The Administrator" are heuristic devices which refer to an ideal type of individual who embodies a co-ordinated set of central concepts, values, and procedures which are explicit or implicit a conception of outdoor education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Syftet med studien är att få en djupare förståelse för begreppet utomhuspedagogik och ta reda på om utomhuspedagogik, som ett komplement till den traditionella undervisningen, är en undervisningsform som kan bidra till ökad förståelse inom ämnet matematik. Studien är en litteraturstudie där tidigare forskning har granskats och analyserats. Resultatet visar att utomhuspedagogik inom matematik inte bara ger direkt betydelsefull kunskap vid koppling av skola och samhället utan förbättrar även elevers hälsa, ökar elevers motivation till matematikämnet, elevers sociala förmågor utvecklas samt ger fler sinnen stimulans vilket gör elever mer alerta och mottagliga för inlärning. Mer tid till ämnet matematik och mer utbildning inom utomhuspedagogik är två avgörande faktorer för att lyckas integrera utomhuspedagogik i undervisningen.