Relevant bibliographies by topics / Outdoor Education Program Evaluation

Academic literature on the topic 'Outdoor Education Program Evaluation'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Outdoor Education Program Evaluation"

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Samsudin, Shamsulariffin, Tengku Fadilah Tengku Kamalden, Azlizam Aziz, Mohd Hafizal Ismail, Sam Shor Nahar Yaakob, and Noor Hamzani Farizan. "The Impact of Outdoor Education Camp Program in Building Resilience among University Students." Asian Journal of University Education 17, no. 4 (November 25, 2021): 71. http://dx.doi.org/10.24191/ajue.v17i4.16185.

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Abstract: Resilience is gained through life experiences that local university students lack from a classroom environment. This study investigated the effect of outdoor education camp programs on the levels of resilience among Physical Education students from two selected universities in Malaysia. A questionnaire was utilized as the primary research tool in this study to assess the participants' perceptions and knowledge acquisition as well as their level of resilience toward the outdoor education camp programs. A total of 162 undergraduate students were studied using a pre-test and post-test approach and a modified version of the Connor-Davidson in a 25 items self-report scale. Analysis of paired t-test showed differences in factors involved in resilience variables, personal competence, instincts and tolerance of negative behavior, positive acceptance of change, control, and spiritual influence. The findings indicated a positive effect towards resilience upon completion of the 14-day outdoor education camp program. A multivariate analysis of variance (MANOVA) was carried out to evaluate if participation in the outdoor education program influenced participants' perceived level of resilience. Overall, there were statistically significant increases in resilience levels from the pre-test to the post-test stage. These results lead to the need for in-depth research into the assessment of internal factors in an outdoor camp program to provide valuable information on the effect of the intervention and implications towards enhancing resilience of the participants in low to high-risk activities. Keywords: Outdoor education, Personal Development, Program Evaluation, Physical Education, Resilience
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Neill, James T. "Reviewing and Benchmarking Adventure Therapy Outcomes: Applications of Meta-Analysis." Journal of Experiential Education 25, no. 3 (September 2003): 316–21. http://dx.doi.org/10.1177/105382590302500305.

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This article summarizes evidence from meta-analyses of outdoor education, psychotherapy, and education which can he used to help determine the relative efficacy of adventure therapy programs. The major outdoor education meta-analysis by Hattie, Marsh, Neill, and Richards (1997) cites an effect size of .34 for immediate program effectiveness. Meta-analytic studies of innovative education programs in school settings report similar effects (Hattie et al., Hattie, 1992, 1993), while psychological training meta-analyses report slightly higher effects (Lipsey & Wilson, 1993), and meta-analyses of psychotherapy effectiveness find stronger effects (Casey St Berman, 1985; Smith, Glass, & Miller, 1980). This article derives outcome benchmarks for adventure therapy program outcomes taken from existing outdoor education, psychological, and educational meta-analyses, and recommends that the benchmarks be used in adventure therapy research and evaluation to allow for more accurate assessments of program's effectiveness. The suggested benchmarks should be used only as guides, and should be refined in future by meta-analyses of adventure therapy outcomes.
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Činčera, Jan, Bruce Johnson, Roman Kroufek, Miloslav Kolenatý, and Petra Šimonová. "Frames in Outdoor Environmental Education Programs: What We Communicate and Why We Think It Matters." Sustainability 12, no. 11 (May 30, 2020): 4451. http://dx.doi.org/10.3390/su12114451.

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This paper discusses the application of frame analysis as a method of designing and evaluating outdoor environmental education programs. In particular, it investigates what frames are communicated in these programs, why and how program leaders focus on communicating particular frames, and how students interact with these frames. Five outdoor environmental education programs for elementary school students were analyzed. We used a qualitative approach that combined field observation, interviews with program leaders (N = 15), qualitative findings based on questionnaires collected from the participants after completing the programs (N = 365), and interviews with some of the students (N = 10). According to the results, while the leaders intensively applied various surface frames to attract student interest and organize the program activities, the deep frames aimed for in the main program messages connected with the program goals often remained implicit and were not recognized by the students.
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Townsend, PhD, CTRS, Jasmine, and Marieke Van Puymbroeck, PhD, CTRS. "Development and evaluation of a family recreation intervention for families with an adolescent with an autism spectrum disorder." American Journal of Recreation Therapy 11, no. 4 (October 1, 2012): 27–37. http://dx.doi.org/10.5055/ajrt.2012.0032.

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Families with an adolescent with an autism spectrum disorder (ASD) face a variety of barriers in their attempts to participate in recreation activities in their communities, including the fact that few family recreation programs exist for these families. The purpose of this article is to describe the development and evaluation of a family recreation program for families with an adolescent with an ASD. Families participated in an overnight camp experience centered on outdoor recreation activities such as canoeing, fishing, archery, and a challenge course. Parents participated in two leisure education sessions aimed at developing their understanding of family recreation. Results from an importance-performance analysis indicated that parents evaluated the program positively—rating clean facilities, having a fun and relaxing experience, and having a peaceful outdoor experience as highly important aspects of the program that also performed well. Areas for concentration included staff training, specialized instruction, flexibility in programming, and variety in activities, among others. Implications for practice stem from the results of the evaluation and indicate that, as designed, this camp provided an enjoyable family recreation experience for these families, yet areas for improvement remain.
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Nguyen Ha, My, Ngoc Tran Thi Bich, and Phuong Nguyen Minh. "Organizing environmental education activities in 1st grade inclusive classroom that having students with learning disability by the 2018 general education program." Journal of Science Educational Science 66, no. 4AB (October 2021): 233–41. http://dx.doi.org/10.18173/2354-1075.2021-0078.

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The General education program in 2018 at elementary level implements integrated education through different subjects and educational activities in order to promote awareness of environmental education for students. However, there is a lack of research on adjusting the way of organizing environmental education activities for students with disabilities, especially students with learning disabilities at inclusive classroom in elementary schools. The article researches on the issue of environmental education through subjects and educational activities at 1st grade inclusive classroom in the General education program (2018) and provides some suggestions for adjustment in the organization of activities for students with learning disabilities at 1st grade inclusive classroom. Specifically, combining with outdoor activities and implementing the process of organizing environmental education activities for students with learning disabilities at 1st grade inclusive classroom in 5 steps: (1) Participation, (2) Discovery, (3) Explaination, (4) Application, and (5) Evaluation.
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Herring, Tracy E., Lindsey M. Knowles, and Kevin N. Alschuler. "Outdoor Adventure Programs for Persons with Multiple Sclerosis." International Journal of MS Care 23, no. 4 (July 1, 2021): 186–92. http://dx.doi.org/10.7224/1537-2073.2020-066.

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CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to https://www.highmarksce.com/mscare. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, rehabilitation professionals, mental health care clinicians, and other health care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: 1) Describe the potential benefits of outdoor adventure programs as well as the similarities and differences between outdoor adventure programs and established nonpharmacologic treatments for mood, function, and quality of life in MS. 2) Describe future directions for research on outdoor adventure programs tailored to individuals with MS. Accreditation Statement: In support of improving patient care, this activity has been planned and implemented by the Consortium of Multiple Sclerosis Centers (CMSC) and Delaware Media Group. The CMSC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. Physician Credit: The CMSC designates this journal-based activity for a maximum of 0.75 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Credit: The CMSC designates this enduring material for 0.75 contact hour (none in the area of pharmacology). Disclosures: Francois Bethoux, MD, Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has disclosed relationships with Springer Publishing (royalty), Qr8 (receipt of intellectual property rights/patent holder), Biogen (receipt of intellectual property rights/patent holder, speakers’ bureau), GW Pharmaceuticals (consulting fee), MedRhythms (consulting fee, contracted research), Genentech (consulting fee), Helius Medical Technologies (consulting fee), Osmotica (consulting fee), Ipsen (consulting fee), and Adamas Pharmaceuticals (contracted research). Laurie Scudder, DNP, NP, has served as Reviewer for this activity. She has disclosed no relevant financial relationships. Tracy E. Herring, PhD, has disclosed no relevant financial relationships. Lindsey M. Knowles, PhD, has disclosed no relevant financial relationships. Kevin N. Alschuler, PhD, has disclosed no relevant financial relationships. The peer reviewers for IJMSC have disclosed no relevant financial relationships. The staff at IJMSC, CMSC, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Financial relationships may have changed in the interval between listing these disclosures and publication of the article. Method of Participation: Release Date: August 1, 2021 Valid for Credit Through: August 1, 2022 In order to receive CME/CNE credit, participants must: 1) Review the continuing education information, including learning objectives and author disclosures.2) Study the educational content.3) Complete the post-test and evaluation, which are available at https://www.highmarksce.com/mscare. Statements of Credit are awarded upon successful completion of the evaluation and the post-test with a passing score of >70%. The post-test may be retaken if necessary. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This educational activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. The CMSC and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of the CMSC or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health care professionals without first evaluating their patients’ conditions, considering possible contraindications or risks, reviewing any applicable manufacturer’s product information, and comparing any therapeutic approach with the recommendations of other authorities.
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Warner, Laura A., Anil Kumar Chaudhary, and Sebastian Galindo-Gonzalez. "Extension Participants and Nonparticipants Differ in Water Conservation Normative Beliefs, Intentions, and Behaviors." HortTechnology 26, no. 6 (December 2016): 852–61. http://dx.doi.org/10.21273/horttech03484-16.

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Uncertain future availability of water is one of the most critical current issues, and outdoor water use contributes substantially to the strain on water resources. Much of the nation’s outdoor water use is through urban landscape irrigation, and one solution for conservation of this limited resource is to change home landscape irrigation practices. Thus, households that use landscape irrigation are an important audience for Florida extension programs. Complex, statewide water conservation programs are difficult to evaluate because of program variability and limited resources, yet evaluation is an important task that reveals the success, or failure, of a program. This study compared factors between people who have or have not engaged in Florida extension programs. The targeting outcomes of programs model and theory of planned behavior were used as a basis for measuring different levels of possible outcomes. There were no differences in attitudes toward good irrigation practices and perceived ability to adopt them between extension participants and nonparticipants. There were differences between the two groups in perceived normative attitudes, intent to adopt good irrigation practices, and actual engagement in landscape water conservation practices. Findings demonstrate a relationship exists between these characteristics and engagement with extension. The greatest differences were stronger social norms and more engagement in complex conservation behaviors among people who had attended extension programs. It is not known how much externalities play a role in leading certain people to seek out extension education. Extension professionals should use the findings of this study to target nonparticipants and deliver more impactful programs.
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Tehupeiory, Eclesia, and Bambang Suteng Sulasmono. "EVALUASI STRATEGI BERSAING SMA KRISTEN 1 SALATIGA." Kelola: Jurnal Manajemen Pendidikan 2, no. 1 (June 7, 2015): 59. http://dx.doi.org/10.24246/j.jk.2015.v2.i1.p59-71.

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<p>This study aims to evaluate the competitive strategies of SMA Kristen 1 Salatiga. The type of this study was a qualitative evaluation, through data collection by means of interviews, questionnaires, observation and documentation study. Data obtained and analyzed by an evaluation component based on Rumelt (2000) were consistency, consonance, advantage and feasibility. The results showed that: (1) Consistency evaluation of competitive strategy applied by SMA Kristen 1 Salatiga has shown consistency with the goals, values and policies of the school. (2) Consonance evaluation of competitive strategy has demonstrated suitability with the needs of society, while for competition with other schools, the school programs such as Peduli Kasih program, Sekolah Lima Hari, moving class, SMUQI Radio and multimedia extracurricular namely cinematography and photography are not appropriate. (3) Advantage evaluation of competitive strategy in the school programs such as Peduli Kasih, moving class, and Sekolah Lima Hari do not excel the resources, skills and superior positions. Other programs such as multimedia Extracurricular namely photography and cinematography is not superior to the superior position. Meanwhile, special programs such as the education expo, parenting day, career day and the Field Trip program through Live In and outdoor study do not excel in superior skills. (4) Feasibility evaluation shows that multimedia extracurricular programs have not showed the feasibility of the physical resources which involves computer supporting facilities and Wi-Fi. Suggestion to school in order to maintain the consistency that was owned, suitability to the needs of society as well as pay attention to competition with other schools also enhance the achievement of advantage and checking of IT facilities.</p>
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Nugroho, Prasetyo, Rany Juliani, Apriliyanti Dwi Rahayu, Indarto Indarto, Nida Ankhoviyya, and Alfian Dwi Cahyo. "Environmental education for the younger generation at the Taman Keanekaragam Hayati Subang." KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (July 2, 2022): 207–13. http://dx.doi.org/10.30656/ka.v4i2.3512.

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The integration of learning activities in schools and environmental education is considered capable of increasing students’ knowledge, understanding, and positive behavior towards the environment. The aim of the environmental education program at Taman Kehati Subang was to investigate its role in supporting environmental education activities of the students of SMK Tri Surya Bangsa, Subang. It was conducted on August 21, 2020 and was attended by 10 representatives’ students of class X, XI, and XII and 2 accompanying teachers. Outdoor activities, games, and field practice were used to deliver the material. It includes organic cultivation, biodiversity conservation, nurseries and compost making, cipondoh water sources, and soil and water conservation. Our evaluation showed that students hold high agreement that Taman Kehati has various types of plants and suitable to support environmental education activities in schools. Students assessed that a visit to Taman Kehati provided new experiences that could increase their knowledge of environmentally natural resource management. Delivering material with a combination of outdoor activities, field practice, and games makes them easy to be understood and can be practiced daily. It can be concluded that students and teachers generally consider that Taman Kehati is suitable to support the integration of learning in schools and environmental education. Students were very satisfied with the environmental education activities at Taman Kehati, Subang
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Gibbs, Jenna, Kayla Walls, Carolyn Sheridan, David Sullivan, Marsha Cheyney, Brandi Janssen, and Diane Rohlman. "Evaluation of Self-Reported Agricultural Tasks, Safety Concerns, and Health and Safety Behaviors of Young Adults in U.S. Collegiate Agricultural Programs." Safety 7, no. 2 (June 3, 2021): 44. http://dx.doi.org/10.3390/safety7020044.

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Young adults enrolled in collegiate agricultural programs are a critical audience for agricultural health and safety training. Understanding the farm tasks that young adults engage in is necessary for tailoring health and safety education. The project analyzed evaluation survey responses from the Gear Up for Ag Health and Safety™ program, including reported agricultural tasks, safety concerns, frequency of discussing health and safety concerns with healthcare providers, safety behaviors, and future career plans. The most common tasks reported included operation of machinery and grain-handling. Most participants intended to work on a family-owned agricultural operation or for an agribusiness/cooperative following graduation. Reported safety behaviors (hearing protection, eye protection, and sunscreen use when performing outdoor tasks) differed by gender and education type. Male community college and university participants reported higher rates of “near-misses” and crashes when operating equipment on the roadway. One-third of participants reported discussing agricultural health and safety issues with their medical provider, while 72% were concerned about the health and safety of their family and co-workers in agriculture. These findings provide guidance for better development of agricultural health and safety programs addressing this population—future trainings should be uniquely tailored, accounting for gender and educational differences.
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Dissertations / Theses on the topic "Outdoor Education Program Evaluation"

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Meltzer, Nathan W. "An investigation of the effect of an outdoor orientation program on participants' biophilic expressions." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557883.

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This exploratory study investigated the effect of a twenty-one day outdoor orientation program (OOP) on participants' relationships with the natural world, as understood via the lens of biophilia. The primary research question was "Does the Prescott College New Student Orientation have an effect on participants' biophilic profiles, as measured by the Kellert-Shorb Biophilic Values Indicator (KSBVI)?" Biophilic profiles were calculated pre and post with the KSBVI, a 99-question survey that shows survey-takers' expressions of each of the nine biophilic responses at a specific moment in time. The KSBVI was administered to instructors and participants prior to the trip and to participants on the last day in the field; instructors also completed a questionnaire about the curriculum implemented. Correlation analyses showed highly stable biophilic expressions over time, and paired-sample t-tests showed changed on 8 of the 9 KSBVI subscales. Alpha tests indicated that the KSBVI had acceptable reliability as a whole, however the aesthetic and symbolic subscales showed poor reliability. The KSBVI was determined to be a promising tool for understanding how OOP and WEP participants relate to the natural world through the lens of biophilia, however further research is warranted to better understand the KSBVI's strengths and limitations. This research determined that participation on this OOP may have influenced change in these participants' relationships with the natural world, with strong evidence for the impact of the curriculum on type and amount of change in biophilic expression.

Keywords: biophilia, adventure education (AE), outdoor orientation program (OOP), Kellert-Shorb Biophilic Values Indicator (KSBVI), Wilderness Experience Program (WEP)

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Martin, Heather Lee. "The Development and Evaluation of - A Guidebook for Evaluating Residential Outdoor Education Programs (R.O.P.E.)." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392823556.

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McKay, Jennifer L. "A mission-based evaluation of a summer camping program for low-income youths an examination of spiritual, personal and social outcomes /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0172.

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Anderson, Chessa Eckels. "Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2720.

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This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.
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Pronsolino, Daniel Thomas. "Outcomes Associated with Outward Bound and NOLS Programs: A Means-End Study." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/226.

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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.
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Cummings, Jason Phillip. "A Longitudinal Study of the Outcomes from Participation in Wilderness Adventure Education Programs." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/192.

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The results from this study suggest that participants of wilderness adventure education programs offered by Outward Bound and the National Outdoor Leadership School felt challenged by many of the experiences from their programs. Interactions with their group helped in dealing with the challenges presented by the experience. The development of hard skills gave participants a confidence in their abilities to survive and feel safe in these wilderness environments, which allowed them to relax and enjoy the experience, develop new perspectives, become motivated and inspired, and develop a sense of independence. Participants developed a sense of growth and maturity from their experiences, which upon reflection led to a sense of accomplishment. This sense of accomplishment led to transference of program benefits and values into participants’ lives, particularly in greater self-respect/esteem/confidence. The purpose of this study was to gain a better understanding of the outcomes that individuals experienced from wilderness adventure programs and the effects they had on participants’ lives. Means-end theory was used to understand the outcomes, more specifically attributes, consequences, and values, and their connections to each other. This study was longitudinal in nature and a comparison between the original data collection and follow-up interviews was done to investigate reported change in values over time. The results from this study show that the outcomes from participation in the Outward Bound and NOLS programs were transferring into participant’s lives and leaving a lasting impression.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.

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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Moore, Lacey Elizabeth. "Source evaluation and selection for interpretation in Sequoia and Kings Canyon National Parks." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2867.

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The purpose of this study is to aid interpreters in evaluation sources (research material) for use in interpretive presentations and programs in Sequoia and Kings Canyon National Parks. This was done by illustrating the need for source evaluation and then developing the guidelines for selecting, evaluating, and most effectively using various sources in the development of interpretive programs in the National Parks Services (NPS).
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Du, Plessis Paulina Carolina. "The effects of an outreach programme on the public understanding of science, engineering and technology." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122007-075644/.

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Taniguchi, Stacy T. "Outdoor education and meaningful learning : finding the attributes of meaningful learning experiences in an outdoor education program /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd438.D.

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Books on the topic "Outdoor Education Program Evaluation"

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Kiely, Richard. Program evaluation in language education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2005.

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Kiely, Richard, and Pauline Rea-Dickins. Program Evaluation in Language Education. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224.

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Reis, Sally. Program Evaluation in Gifted Education. 2455 Teller Road, Thousand Oaks California 91320 United States of America: SAGE Publications Inc., 2004. http://dx.doi.org/10.4135/9781412990196.

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Connecticut. State Department of Education. Hartford's pilot dual language program: Program evaluation. Hartford, Conn.]: Connecticut State Dept. of Education, 2001.

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Minnesota. Legislature. Office of the Legislative Auditor. Remedial education: A program evaluation report. St. Paul, MN (658 Cedar St., St. Paul 55155): The Office, 1998.

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Office, World Bank India. Early Childhood Education: Program evaluation package. New Delhi: The World Bank, 2010.

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Montana. Office of Public Instruction. Montana migrant education program, evaluation report. Helena, Mont: Montana Office of Public Instruction, 1985.

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Selman, Mary. Adult ESL program evaluation guide. [Victoria, B.C.]: The Ministry, 1991.

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Sangster, Sandra. Secondary school special education program-behavioural: Evaluation of program effectiveness. [North York, Ont.]: North York Board of Education, 1987.

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Gruba, Paul, Ruslan Suvorov, and Katherine Rick. Blended language program evaluation. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2016.

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Book chapters on the topic "Outdoor Education Program Evaluation"

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Program Evaluation." In Rethinking Engineering Education, 209–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_9.

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Woodward, Christel A. "Program Evaluation." In International Handbook of Research in Medical Education, 127–55. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_5.

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Medley, Donald M. "An Outcomes-Based Teacher Preparation Program." In Teacher Education Evaluation, 58–84. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2_4.

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Kiely, Richard, and Pauline Rea-Dickins. "Stakeholding in Evaluation." In Program Evaluation in Language Education, 200–219. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_14.

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Battista, Alexis, Michelle Yoon, E. Matthew Ritter, and Debra Nestel. "Demystifying Program Evaluation for Surgical Education." In Advancing Surgical Education, 255–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3128-2_23.

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Kiely, Richard, and Pauline Rea-Dickins. "Resources for Language Program Evaluation." In Program Evaluation in Language Education, 275–88. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_19.

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Kiely, Richard, and Pauline Rea-Dickins. "Management-led Evaluation Projects." In Program Evaluation in Language Education, 255–71. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_18.

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Kiely, Richard, and Pauline Rea-Dickins. "Introduction." In Program Evaluation in Language Education, 3–4. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_1.

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Kiely, Richard, and Pauline Rea-Dickins. "Evaluating Foreign Language Teaching in Primary Schools." In Program Evaluation in Language Education, 136–49. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_10.

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Kiely, Richard, and Pauline Rea-Dickins. "Evaluating Program Quality in Higher Education." In Program Evaluation in Language Education, 150–60. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511224_11.

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Conference papers on the topic "Outdoor Education Program Evaluation"

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Cheng, Bonny. "Evaluation of a Multicohort Forest Outdoor Education Program for Young Children in Hong Kong." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1883287.

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Cheng, Bonny. "Evaluation of a Multicohort Forest Outdoor Education Program for Young Children in Hong Kong." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883287.

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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.

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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Turman, Cecilia. "THE OUTDOOR CLASSROOM PROGRAM: FIELDTRIPS EMPOWERED BY TECHNOLOGY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1778.

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Muhaji, Uun, Lasim Muzammil, and Andy. "English Education Program Evaluation." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.117.

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Henrietta, Torkos. "The Evaluation Of Outdoor Learning Activities In Primary School." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.39.

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Wada, Satoshi, Takuya Ooki, Lumi Tatsuya, and Yaeko Nakanish. "Development of Dynamic Outdoor Education Program Using Digital Microscope and Wireless LAN." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.70.

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Byrne, Graeme, and Lorraine Staehr. "The Evaluation of a Computer Ethics Program." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2761.

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The importance of teaching computer ethics is shown by its inclusion as core content in both information systems and computer science model curricula. This paper outlines a method for evaluating undergraduate computer ethics programs using the Defining Issues Test of moral judgment. A “before-and-after with a control group” research design was used. The experimental group exhibited a significantly larger increase in moral judgment development than the control group. This indicates that computer ethics teaching is having a useful effect on students’ ethical development.
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Karp, Tanja, and Andreas Schneider. "Evaluation of a K-8 LEGO robotics program." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142977.

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Kornreich-Leshem, Hagit, Eric Brewe, Zahra Hazari, Masoud Milani, Geoff Potvin, and Laird H. Kramer. "Evaluation of a Summer Bridge Program Using Multivariate Matching." In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.039.

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Reports on the topic "Outdoor Education Program Evaluation"

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Peterson, Gary W., and Beatrice J. Farr. Job Skills Education Program: The Evaluation Plan. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada163183.

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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Hoffman, Lee M., Clifford P. Hahn, Diane M. Hoffman, and Robin A. Dean. Evaluation of the Job Skills Education Program: Learning Outcomes. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada205352.

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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, December 2006. http://dx.doi.org/10.21236/ada612172.

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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, December 2007. http://dx.doi.org/10.21236/ada612173.

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Hahn, Clifford P., Robert E. Krug, Harvey Rosenbaum, Susan C. Stoddart, and Joan Harman. Evaluation of the U.S. Army Basic Skills Education Program. Fort Belvoir, VA: Defense Technical Information Center, October 1986. http://dx.doi.org/10.21236/ada178650.

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Diop, Nafissatou, Modou Faye, Amadou Moreau, Jacqueline Cabral, Helene Benga, Fatou Cisse, Babacar Mane, Inge Baumgarten, and Molly Melching. The Tostan program: Evaluation of a community based education program in Senegal. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1002.

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Riley, Patricia. An evaluation of a data-based sex education training program for mentally retarded adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2888.

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Corcoran, Tom. The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year. Consortium for Policy Research in Education, April 2008. http://dx.doi.org/10.12698/cpre.2008.instepyearone.

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Erulkar, Annabel, and Girmay Medhin. Evaluation of health and education impacts of a girls’ safe spaces program in Addis Ababa, Ethiopia. Population Council, 2014. http://dx.doi.org/10.31899/pgy10.1009.

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