Outdoor and experimental education as a means to supplement or complement traditional learning has existed throughout most of the twentieth century. However, there is limited published research concerning Extended Stay Outdoor Education School Programs (ESOESP) and the processes that exist within these programs that lead to a particular outcome. This is a case study approach which seeks to uncover and examine the perceptions of stakeholders within an ESOESP, in order to understand and highlight the process leading to an outcome. A grounded theory and hermeneutic/dialectic approach was used to collect and analyse the data. Interviews, surveys, observations, and participation complemented the process of data collection. The analysis of the data, employing a grounded theory approach, resulted in five categories that are essential components to the process leading to an outcome at a particular ESOESP. The five categories are: Student role; Teacher role; School climate; Interpersonal/Personal skill development; and, Learning process. Based on these five categories and their related sub-categories, a process model was developed. The relationship of the categories to the experiential learning process. The results of this study provide a starting point for further research in this area. / Master of Education (Hons)
| Identifer | oai:union.ndltd.org:ADTP/235765 |
| Date | January 1996 |
| Creators | Jimenez, Simon, University of Western Sydney, Nepean, Faculty of Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Source | THESIS_FE_XXX_Jimenez_S.xml |
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