Journal articles on the topic 'Outdoor Education Program Evaluation'
To see the other types of publications on this topic, follow the link: Outdoor Education Program Evaluation.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Outdoor Education Program Evaluation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
<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>
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Meenan, Richard T., Kim D. Reynolds, David B. Buller, Kim Massie, Julia Berteletti, Mary K. Buller, Jeff Ashley, and Xia Liu. "Economic Evaluation of a Sun Protection Promotion Program in California Elementary Schools." American Journal of Health Promotion 34, no. 8 (February 13, 2020): 848–56. http://dx.doi.org/10.1177/0890117120905217.
Full textAbstract:
Background: An economic evaluation of Sun Safe Schools intervention designed to aid California elementary schools with implementing sun safety practices consistent with local board–approved policy. Design: Program cost analysis: intervention delivery and practice implementation. Setting: California elementary schools (58 interventions and 60 controls). Principals at 52 intervention and 53 control schools provided complete implementation data. Participants: Principals completing pre-/postintervention surveys assessing practice implementation. Intervention: Phone-based 45-minute session with a project coach on practice implementation, follow-up e-mails/phone contacts, $500 mini-grant. Schools chose from a list of 10 practices for implementation: ultraviolet monitoring, clothing, hats, and/or sunscreen recommendations, outdoor shade, class education, staff training and/or modeling, parent outreach, and resource allocation. The duration of intervention was 20 months. Rolling recruitment/intervention: February 2014 to December 2017. Measures: Intervention delivery and practice implementation costs. Correlations of school demographics and administrator beliefs with costs. Analysis: Intervention delivery activities micro-costed. Implemented practices assessed using costing template. Results: Intervention schools: 234 implemented practices, control schools: 157. Twenty-month delivery costs: $29 310; $16 653 (per school: $320) for project staff, mostly mini-grants and coaching time. Administrator costs: $12 657 (per school: $243). Per-student delivery costs: $1.01. Costs of implemented practices: $641 843 for intervention schools (per-school mean: $12 343, median: $6 969); $496 365 for controls (per-school mean: $9365, median: $3123). Delivery costs correlated with implemented practices (0.37, P < .01) and total practice costs (0.37, P < .05). Implemented practices correlated with principal beliefs about the importance of skin cancer prevention to student health (0.46, P < .001) and parents (0.45, P < .001). Conclusion: Coaching of elementary school personnel can stimulate sun safety practice implementation at a reasonable cost. Findings can assist schools in implementing appropriate sun safety practices.
12
Harianto, Eko, La Ode Nursalam, Fahrudi Ahwan Ikhsan, Z. Zakaria, D. Damhuri, and Andri Estining Sejati. "THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL." Geosfera Indonesia 4, no. 2 (August 28, 2019): 201. http://dx.doi.org/10.19184/geosi.v4i2.9903.
Full textAbstract:
The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students.
Keywords: meaningful learning, outdoor study, psychological theories.
References
Agra et al. (2019). Analysis of The Cocept of Meaningful Learning in Light of The Ausubel’s Theory. Rev Bras Enferm 72(1), 248-255.
Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (Translate. Priantoro, A.). Yogyakarta: Pustaka Pelajar.
Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arsyad, A. (2014). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada.
Badakar, C.M et al. (2017). Evaluation of The Relevance of Piaget’s Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study. Int J Clin Prediatr Dent. 10(4), 356-350.
Becker et al. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Student’s Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health 14(5), 485 1-20.
Boyes, M & Potter, T. (2015). The Application of Recognition-Primed Decision Theory to Decisions Made in An Outdoor Education Contect. Australian of Outdoor Education 18(1), 2-15.
Cooper, A. (2015). Nature and The Outdoor Learning Environtment: The Forgotten Resource in Early Childhood Education. International Journal of Early Chilhood Environmental Education 3(1), 85-97.
Cresswell, J.W. (2016). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.
Dillon, J. et al. (2017). Toward a Convergence between Science and Environmental Education. Abigdon: Taylor & Francis.
Ensar, f. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education 2(2), 34-39.
Erika, S. & Satu, U. (2018). Transformational Elements for Learning Outdoors in Finland: A Review of Research Literature. International Journal of Research Studies in Education 7(3), 73-84.
Gilchrist, M., Passy, R., Waite, S. & Cook, R. (2016). Exploring School’s Use of Natural Spaces. Risk,Protection, Provision and Policy 12, 1-24.
Ginsburg, H.P & Opper, S. (2016). Piaget’s Theory of Intellectual Development. Kennedy: International Psychoterapy Institute E-Books.
Gough, N. (2016). Australian Outdoor (and) Environmental Education Research: Senses of ‘Place’ in Two Constituencies. Journal of Outdoor and Environmental Education 19(2), 1-11.
Gunarsa, S.D. & Nigsih, Y. (2014). Psikologi Perkembangan Anak dan Remaja. Jakarta: PT TBK Gunung Mulia.
Harsolumakso, A.H et al. (2019). Geology of The Eastern Part of The Volcanic-Kendeng Zone of East Java: Stratigraphy, Structures, and Sedimentation Review from Besuki and Situbondo Areas. Journal of Geology and Mineral Resources 20(3), 143-152.
Hebe, H.N. (2017). Towards a Theory-driveb Integration of Environmental Education: The Application of Piaget and Vygotsky in Grade R. International Journal of Environmental & Science Education 12(6), 1525-1545.
Levy, D., Peralta, T.M., Pozzi, L., & Tovar, P. (2018). Teachers Multidimensional Role Towards Meaningful Learning: The Potential Value of Interdisciplinary Environments. International Journal for Innovation Education and Research 6(2), 179-187.
Miles, B & Mattchow, B. (2015). The Mirror of The Sea: Narrative Identity, Sea Kayak Adventuring and Implications for Outdoor Adventure Education. Australian of Outdoor Education 18(1), 16-26.
Moleong, L. (2014). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT. Remaja Rosdakarya.
Muhsin, A., Febriany, L.M., Hidayati, H.N., & Purwanti, Y.D. (2015). Material Bambu sebagai Konstruksi pada Great Hall Eco Campus Outward Bound Indonesia. Jurnal Reka Karsa 3 (3), 1-11.
Prasetya, S.P. (2014). Media Pembelajaran Geografi. Yogyakarta: Penerbit Ombak.
Rowe, N., Dadswell, R., Mudie, C., & Rauworth, M. (2014). Tall Ships Today: Their Remarkable Story. London: Adlard Coles Nautical.
Sejati et al. (2017). The effect of Outdoor Study on the Geography Scientific Research Writing Ability to Construct Student Character in Senior High School. Social Sience, Education, and Humanities Research 100, 104-108.
Spillman, D. (2017). Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education. Journal of Outdoor and Environmental Education 20(1), 14-24.
Sudjana, N. & Rivai, A. (2015). Media Pengajaran Cetakan Ke-12 . Bandung: Sinar Baru Algensindo.
Sumarmi. (2015). Model-model Pembelajaran Geografi. Malang: Aditya Media Publishing.
Thomas, G.J. (2019). Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia. Journal of Adventure Education and Outdoor Learning 19(3), 242-255.
Voogt, J. & Knezek, G. (2015). Guest Editorial: Technology Enhanced Quality Education for All-Outcomes from EDUsummIT 2015. Educational Technology & Society 19(3), 1-4.
Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition.Georgina: Galileo Open Learning Materials.
Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember
This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License
13
Bennion, John, Brian Cannon, Brian Hill, Riley Nelson, and Meagan Ricks. "Asking the Right Questions: Using Reflective Essays for Experiential Assessment." Journal of Experiential Education 43, no. 1 (October 21, 2019): 37–54. http://dx.doi.org/10.1177/1053825919880202.
Full textAbstract:
Background: Experiential educators face difficulties assessing participants and programs because there are so many measurement tools to choose from, many measures have validity issues such as those based on self-reported data, objective tests may not adequately measure social or psychological outcomes, and tests in content disciplines often assess knowledge rather than skill in synthesis, analysis, or evaluation. Purpose: We hypothesized that an open-ended essay final would reliably measure individual growth, internalization of foundational threshold concepts in our disciplines, and the effectiveness of our outdoor, interdisciplinary program. Methodology/Approach: Student essays contained 36 student-generated concepts spread across our four disciplines (biology, writing, history, and recreation) which we compared with 20 threshold concepts from professional literature. Findings/Conclusions: Individual students identified about half of the concepts generated by the whole group, illustrating that their learning varied significantly. Our group identified 13 of the published threshold concepts. Students demonstrated comprehension of threshold concepts—foundational ways of seeing—as opposed to restatements of information from teachers’ lectures. Implications: Writing essays aids permanent cognitive and behavioral learning; coding responses to open-ended essay questions for threshold concepts can be a valuable tool for both individual student and program assessment in experiential education.
14
Michalakis, Vyron Ignatios, Michail Vaitis, and Aikaterini Klonari. "The Development of an Educational Outdoor Adventure Mobile App." Education Sciences 10, no. 12 (December 16, 2020): 382. http://dx.doi.org/10.3390/educsci10120382.
Full textAbstract:
This article focuses on the development of an educational outdoor adventure mobile app while presenting findings that were derived from various case studies that we conducted using it. The mobile application, called RouteQuizer, is complemented by a web application and a database, forming a system that enables teachers to create educational treasure hunt activities for their students and monitor their performance. The aim of the research was to create a system that would exploit all possible Outdoor Adventure Education (OAE) and treasure hunt benefits while excluding possible smartphone use negative consequences. The development of the system took place in Greece and began in December 2017, by conducting a nation-wide research examining Greek secondary teachers’ Information and Communication Technology (ICT) literacy and perceptions on smartphone use and outdoor activities. By June 2018, 700 questionnaires were collected. In order to test the system, in March 2018, we conducted a pilot case study in Lesvos island Greece and between July 2018 and February 2020, we conducted four additional case studies and a teacher training program, all of which took place in Lesvos island Greece. During the development process of the mobile application, we focused on the participatory aspect of the process, paying special attention to the teacher and student evaluation during the design and prototyping phases. Considering that the system is educational we research whether the mobile application provided effective learning outcomes and whether it benefited students’ social and physical skills. The results that we collected suggest that the mobile application is an effective learning tool while mobile learning and treasure hunt benefits have been repeatedly confirmed during the case studies. Greek teachers and students also proved to be capable smartphone and computer users, and reported being willing to participate in similar activities in the future.
15
Chávez Valenzuela, María Elena, Melanie Valdez García, Alejandrina Bautista Jacobo, Graciela Hoyos Ruiz, Nidia Carolina Barahona Herrejón, and Carlos Ernesto Ogarrio Perkins. "Evaluación del efecto de un programa de ejercicio físico sobre la capacidad cardiorrespiratoria en académicos de la Universidad de Sonora con síndrome metabólico: un estudio piloto (Evaluation of the effect of a physical exercise program on cardiorespira." Retos 44 (October 31, 2021): 264–75. http://dx.doi.org/10.47197/retos.v44i0.89062.
Full textAbstract:
El objetivo de este estudio piloto fue evaluar los efectos de un programa de intervención de ejercicio físico sobre la capacidad cardiorrespiratoria en los académicos de la Universidad de Sonora que presentaron síndrome metabólico. Se llevó a cabo un estudio pre-experimental con diseño preprueba-postprueba en un solo grupo de 10 sujetos que participaron de manera voluntaria (47.10 ± 11.10 años). El programa de intervención tuvo una duración de 13 semanas con cuatro sesiones semanales que incluyeron actividades de tipo aeróbicas como fueron la caminata, natación, bicicleta estacionaria, baile y actividades al aire libre, entre otras. Las medidas antropométricas y el VO2máx fueron tomadas al inicio y al final de la intervención. Se utilizó la prueba t de muestras dependientes (p<.05) y en otros casos la prueba de Wilcoxon dado el incumplimiento de normalidad. El programa logró un aumento significativo en la variable principal VO2máx de 10.41(ml/kg/min) (p=.002), el índice de masa corporal se redujo .94 kg/m2(p=.004), la masa grasa en 2.40 kg (p=.014), los niveles de triglicéridos en 14.41 mg/dL y la circunferencia de cintura 3.98 cm (p=.016). La presión arterial sistólica y diastólica también disminuyeron al término del programa, pero estos cambios no fueron estadísticamente significativos (p >.05). Este trabajo se focalizó en los padecimientos de síndrome metabólico, encontrando mejorías principalmente en la capacidad cardiorrespiratoria. Es importante destacar que, en México este tipo de intervenciones son escasas, por lo que se sugiere seguir investigando al respecto y documentar los hallazgos.
Abstract. The purpose of this pilot study was to evaluate the effects of a physical exercise intervention program on cardiorespiratory capacity in academics from the University of Sonora who manifested metabolic syndrome. A pre-experimental study with a pre and post test design was carried out in a single group of 10 individuals who participated voluntarily (47.10 ± 11.10 years). The intervention program lasted 13 weeks with four weekly sessions that included aerobic activities such as walking, swimming, stationary cycling, dancing, and outdoor activities. Anthropometric measurements and VO2max were taken at the beginning and end of the intervention. The dependent samples t-test was used (p <.05), and in other cases, the Wilcoxon test in case of the non-compliance with normality. The program achieved a significant increase in the main variable VO2max of 10.41 (ml/kg/min) (p =.002), the body mass index was reduced by 0.94 kg/m2 (p =.004), the fat mass by 2.40 kg (p =.014), triglyceride levels at 14.41 mg/dL and waist circumference 3.98 cm (p = .016). Systolic and diastolic blood pressure also decreased at the end of the program, but these changes were not statistically significant (p> .05). This work focused on metabolic syndrome disorders, finding improvements mainly in cardiorespiratory capacity. It is important to highlight that this type of intervention in Mexico is scarce, so it is suggested to continue investigating in this regard and document the findings.
16
Borghese, Michael, Melissa Brooks, Steven Earl, and Jennifer Naddaf. "Ride Forward – An Evaluation of Cycling in Two Ottawa Neighborhoods." Revue interdisciplinaire des sciences de la santé - Interdisciplinary Journal of Health Sciences 2, no. 2 (October 1, 2012): 11. http://dx.doi.org/10.18192/riss-ijhs.v2i2.1516.
Full textAbstract:
Outdoor cycling (bicycling) is a low-impact form of exercise that improves cardiovascular fitness, muscle tone, range of motion and flexibility. It is an activity that may be beneficial to one’s physical, emotional, and mental health and well-being. The benefits to one’s social and emotional health and wellness may be derived from the social networking associated with being a member of a cycling community. The purpose of this project is to provide recommendations to improve the current and future state of cycling in the Sandy Hill Community Centre’s catchment areas of Old Ottawa East and Sandy Hill, two communities in Ottawa, Ontario, Canada. A preliminary needs assessment was conducted, and recommendations were generated from the information gathered. In order to begin the needs assessment we required much information, such as the opinions and attitudes of community members regarding cycling. Through the extensive research of other current programs and groups of- fered both in Ottawa and other cities such as Montreal, Quebec, Canada and Portland, Oregon, United States we have found that the best cities provide a wide-range of cycling utilities for its citizens to accommodate different lifestyles. From the general knowledge that we gained from the research of other cities we designed a survey to identify the specific needs of Ottawa, and more specifically our target population of Sandy Hill and Old Ottawa East catchments areas. Information was then synthesized into a list of recommendations, as well as solutions to current problems. The recommendations generated from the data gathered from the needs assessment include the development of various community programs, such as a cycling resource centre, cycling buddy system, cycling groups, safe-cycling education, and a bike share initiative. The data gathered from the needs assessment also indicated a priority need for the regular maintenance of roads and bicycle lanes.
17
Kravtsov, D. "APPROACHES TO EVALUATING THE EFFECTIVENESS OF THE ARCHITECTURAL AND PLANNING SOLUTION OF A SPORTS COMPLEX OF A HIGHER EDUCATION INSTITUTION." Problems of theory and history of architecture of Ukraine, no. 20 (May 12, 2020): 81–94. http://dx.doi.org/10.31650/2519-4208-2020-20-81-94.
Full textAbstract:
This article is devoted to the problem of designing and reconstruction of sports complexes of Ukrainian universities. In modern Ukraine, the issue of involving the population in sports is a pressing issue. Statistics show a low level of interest of the population in physical culture and sports –only 9-12%. Within the state program of development of physical education and sports it is envisaged to increase the number of sports facilities. The issue of involvement of the population in sports and the formation of a motivated attitude to physical culture and sports play an importantrole in sports complexes of universities.But, as the research shows, the network of sports complexes of Ukrainian universities is not ideal and has some drawbacks. In particular, the research of LM Kovalsky and GL Kovalsky reflects the predominant location of higher education institutions in the dense development of the central districts of cities. This arrangement adversely affects their sports complexes: there are no free areas for further expansion of sports complexes; there are no spaces for forming agroup of outdoor sports facilities; sometimes the school's own sports complexes are replaced by similar buildings of general urban purpose.The problem of designing, building and reconstruction of sports complexes of universities is raised in the works ofsuch scientist as G.G. Lebedev. In particular, the classification of institutions of physical education, rest and treatment of university students is given. It also stated the main purpose of the university's sports complex. There is a characteristic of many universities lack of nomenclature of sports spaces.The question of the theory of designing sports complexes of universities is also partly shown in the book "Physical and Sports Facilities" edited by L.V. Aristova. The authors note the problem of lackof auxiliary premises of sports spaces in conditions of intensive use of them. A number of recommendations for the calculation of the nomenclature of indoor and outdoor sports spaces of the complex, its auxiliary premises depending on the number of students of the university are given. Attention is drawn to the problem of cooperative operation of the sports complex by students and residents of surrounding residential areas. Many typical and experimental sports complexes of the Soviet period are not adaptedto this mode of operation. The authors note a number of factors that negatively affect the attractiveness of the university's sports complex for visiting other segments of the population, namely: the neglect of its material base; the location of its elements in the depths of the territory of the educational institution; placement of gyms on the upper and basement floors of educational facilities of other faculties. There are also suggestions that the formation of a cooperative sports complex of universities of technical profile with adjacent research institutes and industrial enterprises. Among the various research papers, there is no single direction for evaluating the effectiveness of the sports complex. And the researches conducted earlier reveal a certain level of inconsistency of the means of assessment offered by state normative acts with real needs. Thus, to improve the process of designing and reconstruction of sports complexes of universities it is necessary to determine the basic principles of evaluating the effectiveness of the architectural and planning decision of a sports complex.In order to identify such basics of evaluating the effectiveness of the architectural and planning decision of the sports complex, a number of architectural projects were analyzed. Based on this analysis, two main areas of assessment were formulated: the coefficient of load intensity and the simultaneous bandwidth of the complex.In order to evaluate the efficiency of land use, it is advisable to take the intensity factor, which is the ratio of the area of the sports spaces of the complex (excluding auxiliary and service facilities) to its building area. In the case of outdoor playgrounds on the operated roof, theirarea is added to the area of indoor sports spaces of the complex. The analysis of architectural and planning decisions of various sports complexes showed that the intensity factor for sports complexes of institutions of higher education with a low-level solution of sports spaces, as a rule, does not exceed 0.6. The use of a used roof for the organization of outdoor sports grounds can increase this figure by almost one and a half times. The load intensity ratio for such complexes is generally from 0.7 to 0.9. The highest efficiency of land use is demonstrated by sports complexes with a multilevel solution of sports spaces -from 0.9 to 1.2.The second aspect of evaluating the effectiveness of a higher education institution's sports complex is to assess the capacity of the complex. The capacity of the sports complex is taken as an indicator of the capacity of its sports facilities. In climatic conditions of Ukraine for a sports complex of an educational institution it is necessary to calculate separately three indicators of capacity: the capacity of open sports facilities; the capacity of the indoor sports spaces of the complex; the capacity of the swimming pool.Also, a formula for calculating the specific simultaneous bandwidth of a sports complex is proposed, depending on the contingent and features of the physical education program. The given formula will allow to estimate conformity of a nomenclature of sports spaces of a complex to needs of educational process.The directions of assessment given in the article will allow to improve the quality of the process of designing and reconstruction of sports complexes of universitiesKeywords:architectural and planning decision, sports complex, institution of higher education, efficiency, simultaneous capacity.
18
Wang, Zhuzhu, Jiayuan Zhuang, Qiaoxian Zhang, Xiaolan Lai, Qixi Liu, Baoyuan Xie, and Qinmei Tang. "Recognition of Elder Abuse by Chinese Nursing Undergraduates: Evaluation by the Caregiving Scenario Questionnaire." Innovation in Aging 4, Supplement_1 (December 1, 2020): 16. http://dx.doi.org/10.1093/geroni/igaa057.052.
Full textAbstract:
Abstract This study aimed to evaluate the recognition of elder abuse (EA) among nursing undergraduates in China and determine whether recognition is related to sociodemographic factors and education. We conducted a cross-sectional study with stratified random sampling, using the Caregiving Scenario Questionnaire of Chinese version (CSQ-CV). Questionnaires were disseminated to 343 nursing undergraduates ranged from 1st to 4th year at Fujian Medical University, China. The content validity of CSQ-CV is 0.97. 340 students (99.1%) effectively responded. 223(65.6%) of them identified trapping someone in an armchair; 108(31.8%) locking someone alone; and 3(0.9%) accepting someone was not clean as abusive. The majority correctly identified four out of five non-abusive (NA) items, while 210(61.8%) incorrectly identified camouflaging the door to prevent wondering outdoors. With respect to potential-abusive (PA) items, less than half of the students made right judgements. Only 30(8.8%) correctly identified not taking her to family gatherings; 46(13.5%) telling her only having breakfast after bathing; and 50(14.7%) hiding tablets in someone’s cereal or tea. Mann-Whitney and Kruskal-Wallis tests indicated no significance related to correct recognition of the three abusive items with sociodemographic factors and education. The students who were female, caring older adults at home or had detected EA cases were more likely to correctly recognize NA items (Z=-2.428,P=0.015;Z=-2.028,P=0.043;Z=-2.534,P=0.011). Besides, female students got higher scores of CSQ-CV (Z=-2.000, P=0.045). Nursing undergraduates’ recognition of EA, especially in neglect and PA are still at a low level in China. Education about EA in nursing undergraduates’ curriculum and training program should be encouraged.
19
Yunita Murdiyaningrum and Novrian Satria Perdana. "Operational Cost Requirements Analysis in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 58–70. http://dx.doi.org/10.21009/jpud.141.05.
Full textAbstract:
The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved.
Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid
Reference
Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4
Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya.
Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12.
Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2).
Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647.
Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from
https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf
Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062
Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452
Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02
Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410
Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in
Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html
Publications. Retrieved from
Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532
Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524
Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp.
Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001
Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., ... Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850
Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009
Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press.
Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004
Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition.
Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017).
Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication.
Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12
Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6
Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52.
Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. Retrieved from http://documents.worldbank.org/curated/en/656521474904442550/Investing-in-school- readiness-an-analysis-of-the-cost-effectiveness-of-early-childhood-education-pathways-in- rural-Indonesia
Pidarta, M. (2013). Landasan Kependidikan Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta.
SISDIKNAS, U. (2003). Undang-undang Sisdiknas No 20 Tahun 2003. (1).
Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251
Tedjawati, J. M. (2013). Pendanaan Pendidikan Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 19(3), 346. https://doi.org/10.24832/jpnk.v19i3.294
UNESCO. (2013). Why every child deserves a quality education. 1–16. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223826
West, A., & Noden, P. (2019). ‘Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies, 67(2), 145–167. https://doi.org/10.1080/00071005.2018.1478058
West, A., Roberts, J., & Noden, P. (2010). Funding Early Years Education And Care: Can A Mixed Economy Of Providers Deliver Universal High Quality Provision? British Journal of Educational Studies, 58(2), 155–179. https://doi.org/10.1080/00071000903520850
20
Kajaria, Divya. "PREVALENCE OF NONALCOHOLIC - FATTY LIVER DISEASE IN METABOLIC SYNDROME - A HOSPITAL-BASED CROSS-SECTIONAL STUDY." Asian Journal of Pharmaceutical and Clinical Research 10, no. 11 (November 1, 2017): 149. http://dx.doi.org/10.22159/ajpcr.2017.v10i11.20159.
Full textAbstract:
Objective: 21st century is dedicated to noncommunicable diseases; it may be diabetes, hypertension, obesity, or constellation of all known as metabolic syndrome. The main objective of this paper is to assess the prevalence of nonalcoholic fatty liver disease (NFLDS) in metabolic syndrome and its impact on the severity of metabolic syndrome in term of dyslipidemia, mean systolic pressure and body mass index (BMI).Methods: A cross-sectional study was conducted on 100 patients selected randomly during the period of January 2017-March 2017 from the outdoor patient department of Kayachikitsa of All India Institute of Ayurveda. Patient included on the basis of a screening pro forma based on the diagnostic criteria of metabolic syndrome on the basis of Third Adult Treatment Panel of the National Cholesterol Education Program criteria and 50 controls were included in the study. Pro forma also included general information regarding previous illness, socioeconomical status, BMI, evaluation of vital parameters, and lipid and thyroid profile, along with other routine laboratory parameters. Ultrasonography report is taken as the evidence for the diagnosis of fatty liver disease.Results: Frequency distributions and Chi-square statistics were used for categorical variables. Logistic regression analyses Students’ t-test, Chi-square test, linear regression, and multiple logistic regression models were used for statistical analysis. p<0.05 was considered significant. BMI, waist circumference, mean systolic pressure, diastolic blood pressure, fasting blood sugar, triglycerides, total cholesterol, low-density lipoprotein (LDL) cholesterol were significantly higher, and high-density lipoprotein cholesterol, was significantly low in the study group compared to the control group. In the metabolic syndrome group, 67 patients (67%) had fatty liver Grade I, 34 had Grade II fatty liver (34%), 6 patients were having hepatomegaly with coarse echotexture (6%) and 4 patients were having cholelithiasis. NFLDS was significantly associated with metabolic syndrome group (p<0.0001). There was a significant linear association between fatty infiltration in liver and BMI, total cholesterol, triglycerides, and LDL cholesterol in the metabolic syndrome group in the linear regression model. Multiple logistic regression analysis recognized the association between fatty liver disease and BMI with dyslipidemia (p<0.001) in the metabolic syndrome group.Conclusion: It is concluded from this study that there is a significant association between NFLDS and metabolic syndrome, and it highlights the importance of evaluating liver profile in patients with metabolic syndrome.
21
Ihsan, Muhammad, Amung Ma’mun, and Ucup Yusup. "Pengembangan Social Emotional Competencies melalui Outdoor Education." Jurnal Penelitian Pendidikan 19, no. 2 (September 10, 2019): 274–85. http://dx.doi.org/10.17509/jpp.v19i2.19772.
Full textAbstract:
Tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh dari program outdoor education diintegrasi social emotional learning terhadap pengembangan social emotional competencies. Metode penelitian eksperimen dengan desain pretest-posttest control group design with more than one experimental group digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwa program outdoor education integrasi social emotional learning terstruktur secara terencana memiliki hasil dan pengaruh signifikan terhadap pengembangan social emotional competencies. Selanjutnya, guru pendidikan jasmani dapat menggunakan program terstruktur secara terencana untuk pengembangan aspek afektif melalui berbagai aktivitas outdoor education.
22
Hovey, Kate, Diana Niland, and John T. Foley. "The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education." Journal of Teaching in Physical Education 39, no. 1 (January 1, 2020): 18–27. http://dx.doi.org/10.1123/jtpe.2018-0288.
Full textAbstract:
Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.
23
Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 10–19. http://dx.doi.org/10.32398/cjhp.v1i1.1655.
Full textAbstract:
Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.
24
Flannery, Diana, and Mary Portis. "Outdoor School." Californian Journal of Health Promotion 1, no. 1 (March 1, 2003): 43757. http://dx.doi.org/10.32398/cjhp.v1i1.374.
Full textAbstract:
Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.
25
Kardjono, J. "Gender Anxiety Control Through the Outdoor Education Program." IOP Conference Series: Materials Science and Engineering 180 (March 2017): 012209. http://dx.doi.org/10.1088/1757-899x/180/1/012209.
Full text
26
Turner, Jeff, Jeremy Jostad, Brent J. Bell, Kellie Gerbers, Will Hobbs, Elizabeth Andre, and K. C. Collins. "Overview of the Current Landscape of Outdoor Programs in Higher Education." Journal of Outdoor Recreation, Education, and Leadership 14, no. 4 (October 21, 2022): 86–100. http://dx.doi.org/10.18666/jorel-2022-11595.
Full textAbstract:
Recent recognition of the growth and significance outdoor recreation industry indicates a need for outdoor-focused academic programs in higher education, yet broader trends affecting higher education may especially impact these programs. Our census methodology identified 128 undergraduate outdoor academic programs; more than previously identified in the literature. The most common higher education institutions to have an outdoor academic program are public, doctoral granting, and located in cities and in the southeast. However, those most likely to have an outdoor academic program are public and doctoral-granting, but are located in rural areas and the Rocky Mountain region. This research provides the foundation for future work which seeks to better understand the unique characteristics of these programs as well as to identify trends in program introduction and elimination.
27
Agustini, Rina Tri, Alesandra Dufer Fandrias, and Lince Yikwa. "Upaya Preventif Penularan Covid-19 pada Pedagang di RT 25 Kelurahan Air Hitam, Samarinda." ABDIMAYUDA: Indonesia Journal of Community Empowerment for Health 1, no. 1 (February 21, 2022): 17. http://dx.doi.org/10.19184/abdimayuda.v1i1.29407.
Full textAbstract:
Abstract. Background: The application of health protocols, especially the use of masks has decreased, this was seen from the number of people who feel lazy and saturated to apply the use of masks when outdoors such as when trading. Therefore, the awareness and understanding of traders needs to be increased through the provision of education to prevent the transmission of Covid-19. Activities carried out in Air Hitam Village, Samarinda Ulu, were started from the identification of public health problems in traders related to Covid-19, data retrieval and processing, planning activities that are then implemented, and evaluation of activities. The priority of the problems found was the decrease in public awareness, especially traders related to the implementation of health protocols, especially the use of masks. Providing education to traders regarding efforts to prevent Covid-19 by implementing health protocols was carried out through preventive packages in the form of distributing masks and handwashing soap, poster about good and correct hand washing, and banner for mandatory mask areas. Traders have understood the prevention efforts delivered through preventive package programs and some of them have implemented it every day.
Keywords: Covid-19, traders, preventive, health protocol
Abstrak. Penerapan protokol kesehatan khususnya penggunaan masker telah menurun, hal ini dilihat dari banyaknya masyarakat yang merasa malas dan jenuh untuk menerapkan penggunaan masker saat di luar rumah, seperti saat berdagang. Oleh karena itu kesadaran dan pemahaman para pedagang perlu ditingkatkan melalui pemberian edukasi untuk mencegah penularan Covid-19. Kegiatan ini dilakukan di Kelurahan Air Hitam, Kecamatan Samarinda Ulu, dimulai dari identifikasi masalah kesehatan masyarakat pada pedagang terkait dengan Covid-19, pengambilan dan pengolahan data, perencanaan kegiatan yang kemudian diimplementasikan, serta evaluasi kegiatan. Prioritas masalah yang ditemukan yaitu menurunnya kesadaran masyarakat khususnya pedagang terkait dengan penerapan protokol kesehatan khususnya penggunaan masker. Pemberian edukasi kepada pedagang mengenai upaya pencegahan Covid-19 dengan menerapkan protokol kesehatan dilakukan melalui paket preventif berupa pembagian masker dan sabun cuci tangan, poster mencuci tangan yang baik dan benar, serta spanduk kawasan wajib masker. Para pedagang telah memahami upaya pencegahan yang disampaikan melalui program paket preventif dan beberapa diantaranya telah menerapkannya dalam kehidupan sehari-hari.
Kata Kunci: Covid-19, pedagang, preventif, protokol kesehatan
28
Taniguchi, Stacy, and Patti A. Freeman. "Outdoor Education and Meaningful Learning: Finding the Attributes to Meaningful Learning Experiences in an Outdoor Education Program." Journal of Experiential Education 26, no. 3 (March 2004): 210–11. http://dx.doi.org/10.1177/105382590402600318.
Full text
29
Bakhri, Rafdlal Saeful, Arfin Deri Listiandi, Moh Nanang Himawan Kusuma, Didik Rilastiyo Budi, Topo Suhartoyo, and Rohman Hidayat. "Improving Leadership and Teamwork through Outdoor Education Camping Program." JUARA : Jurnal Olahraga 5, no. 1 (December 2, 2019): 31–39. http://dx.doi.org/10.33222/juara.v5i1.704.
Full textAbstract:
Teenagers who are involved in achievement oriented sports tend to focus more on technique and tactics training. Whereas social skills are important aspects in the development of teenagers is often forgotten. Therefore, a program is needed that can develop aspects of social skills, especially leadership and teamwork. This study aims to determine the effect of the application of outdoor education camping programs on improving leadership and teamwork on youth athletes in basketball and futsal clubs. This study uses a quantitative approach with a quasi-experimental method of pretest-posttest design. The number of research subjects were 30 teenage athletes, in Sukabumi basketball and futsal clubs who were selected using cluster random sampling. The instruments used were in the form of a leadership and teamwork questionnaire. The result of research data of the ability and leadership variable gained average score of pretest as amount 52,2 and 56,4 for its posttest. On team work variable is gained average score of pretest 24,4 and 31,16 for its posttest. The results showed that there were positive and significant improvements in leadership skills and teamwork.
30
Rafdlal Saeful Bakhri, Moch Latif, Debi Krisna Irawan, Chairul Umam Ramdhan, and Arfin Deri Listiandi. "The Implementasi Outdoor Education Camping Program Untuk Melatih Kepemimpinan Mahasiswa STKIP Bina Mutiara Sukabumi." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (September 26, 2020): 85–93. http://dx.doi.org/10.35569/biormatika.v6i02.814.
Full textAbstract:
Keterampilan kepemimpinan merupakan aspek yang penting bagi mahasiswa pada saat ini atau masa mendatang. Oleh karena itu diperlukan suatu program atau kegiatan yang dapat memberikan kesempatan bagi mahasiswa untuk dapat melatih keterampilan kepemimpinan. Outdoor education melalui program camping merupakan salah satu kegiatan yang tepat untuk mahasiswa. Tujuan dalam penelitian ini adalah untuk menerapkan outdoor education camping program dalam melatih kepemimpinan pada mahasiswa. Outdoor education camping program dilakukan dalam penelitian ini selama 3 hari. Penelitian ini menggunakan metode pre-experiment dengan menggunakan desain penelitian one group pretest-posttest design. Sampel penelitian dipilih dengan menggunakan teknik purposive sampling, diperoleh sebanyak 30 mahasiswa. Instrumen penelitian menggunakan angket kepemimpinan yang terdiri dari 25 item pernyataan dengan menggunakan skala Likert. Analisis data menggunakan paired sample t test. Analisis dilakukan pada taraf signifikansi α = 0,05. Hasil penelitian menunjukan terdapat peningkatan sikap kepemimpinan mahasiswa yang signifikan (Sig = 0,00 < 0,05). Simpulan dalam penelitian ini adalah outdoor education camping program memberikan pengaruh positif dalam melatih kepemimpinan pada mahasiswa.
31
Abdullah, Abdullah, Billy Tunas, and Muhammad Entang. "INCLUSIVE EDUCATION PROGRAM DEVELOPMENT: PROGRAM EVALUATION." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 5, no. 2 (July 29, 2021): 203–7. http://dx.doi.org/10.33751/jhss.v5i2.3913.
Full textAbstract:
The objective of the research was to derive emphirical and analytical data. Additionally, to identify program implementation, substantif problems which affect context, input, process, and product (CIPP) in implementing inclusive education in elementary school. Evaluative Research Method with the CIPP Model approach developed by Stufflebeam (1967) was used. It was intended to evaluate the achievement of Program Implementation (Context, Input, Process, Product) to determine the success or failure of the program that has been implemented. The study was conducted at Education Office and Inclusive Education Provider Education Unit. Qualitative and quantitative data were collected using interviews, questionnaires, observations, documentation studies and focus group discussions, so that the data analyzed using the above methods succeeded in evaluating the components of the context, input, process, and product. Based on the results of the evaluation, the implementation of inclusive education in public elementary schools still needs the improvement in various aspects, especially in the components of Input, Process and Product, the results of this evaluation can be used as a reference for improvement in these components.
32
Uys, Monika, Susan Bassett, Catherine E. Draper, Lisa Micklesfield, Andries Monyeki, Anniza de Villiers, Estelle V. Lambert, and _. _. "Results From South Africa’s 2016 Report Card on Physical Activity for Children and Youth." Journal of Physical Activity and Health 13, s2 (November 2016): S265—S273. http://dx.doi.org/10.1123/jpah.2016-0409.
Full textAbstract:
Background:We present results of the 2016 Healthy Active Kids South Africa (HAKSA) Report Card on the current status of physical activity (PA) and nutrition in South African youth. The context in which we interpret the findings is that participation in PA is a fundamental human right, along with the right to “attainment of the highest standard of health.”Methods:The HAKSA 2016 Writing Group was comprised of 33 authorities in physical education, exercise science, nutrition, public health, and journalism. The search strategy was based on peer-reviewed manuscripts, dissertations, and ‘gray’ literature. The core PA indicators are Overall Physical Activity Level; Organized Sport Participation; Active and Outdoor Play; Active Transportation; Sedentary Behaviors; Family and Peer Influences; School; Community and the Built Environment; and National Government Policy, Strategies, and Investment. In addition, we reported on Physical Fitness and Motor Proficiency separately. We also reported on nutrition indicators including Overweight and Under-nutrition along with certain key behaviors such as Fruit and Vegetable Intake, and policies and programs including School Nutrition Programs and Tuck Shops. Data were extracted and grades assigned after consensus was reached. Grades were assigned to each indicator ranging from an A, succeeding with a large majority of children and youth (81% to 100%); B, succeeding with well over half of children and youth (61% to 80%); C, succeeding with about half of children and youth (41% to 60%); D, succeeding with less than half but some children and youth (21% to 40%); and F, succeeding with very few children and youth (0% to 20%); INC is inconclusive.Results:Overall PA levels received a C grade, as we are succeeding with more than 50% of children meeting recommendations. Organized Sports Participation also received a C, and Government Policies remain promising, receiving a B. Screen time and sedentary behavior were a major concern. Under- and over-weight were highlighted and, as overweight is on the rise, received a D grade.Conclusions:In particular, issues of food security, obesogenic environments, and access to activity-supportive environments should guide social mobilization downstream and policy upstream. There is an urgent need for practice-based evidence based on evaluation of existing, scaled up interventions.
33
Taniguchi, Stacy T., Patti A. Freeman, and A. LeGrand Richards. "Attributes of meaningful learning experiences in an outdoor education program." Journal of Adventure Education & Outdoor Learning 5, no. 2 (January 2005): 131–44. http://dx.doi.org/10.1080/14729670585200661.
Full text
34
Tokarek, Nathan R., Chi C. Cho, and Ann M. Swartz. "Physical Activity Contributions From An Outdoor Education Pre-kindergarten Program." Medicine & Science in Sports & Exercise 52, no. 7S (July 2020): 995. http://dx.doi.org/10.1249/01.mss.0000686392.52822.99.
Full text
35
Purdie, Nola, James T. Neill, and Garry E. Richards. "Australian identity and the effect of an outdoor education program." Australian Journal of Psychology 54, no. 1 (April 2002): 32–39. http://dx.doi.org/10.1080/00049530210001706493.
Full text
36
Yildiz, Kadir, Yeşer Eroglu, and Tolga Besikci. "A Bibliometric Analysis of Outdoor Education." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 275–88. http://dx.doi.org/10.18662/rrem/14.1sup1/550.
Full textAbstract:
The aim of this study is to map the thematic landscape of studies on outdoor education. Our process focuses on the following research question: What are the emerging topics in studies on outdoor education? Bibliometric data retrieved from the WOS database, which consists of 555 scientific publications with the keyword "outdoor education” and indexed in SCI-Expended, SSCI, A&HCI, CPCI-S, CPCISSH, BKCI-S, BKCI-SSH or ESCI, was analysed using the descriptive analysis technique. Analysis of the results revealed that there are 10 different types of publications on outdoor education and the most frequently used type is scientific articles, with 365 examples. Keyword network mapping showed that “outdoor education, environmental education and outdoor learning” were terminologies that stood out the most. The analysis of the data was visualized by VOSviewer (Version 1.6.9) visual mapping program and presented with tables and density maps in the findings section. As a conclusion, the study puts forward the main concepts that require particular attention from the outdoor educators. In addition, we hope and expect that the thematic concepts, country distribution of articles and outlining the highly cited studies of this field will contribute to paving the way for future research and identifying the gaps in the literature. This study aims to pinpoint the leading and emerging topics within the outdoor education research field, which has great importance both for the theory and practice of outdoor education.
37
DuFrene, Debbie D., William Sharbrough, Tim Clipson, and Miles McCall. "Bringing Outdoor Challenge Education Inside the Business Communication Classroom." Business Communication Quarterly 62, no. 3 (September 1999): 24–36. http://dx.doi.org/10.1177/108056999906200303.
Full textAbstract:
Outdoor challenge education has gained a dedicated following since its inception in the 1940s. Outdoor programs provide a framework for organizations to improve teamwork, problem solving, risk-taking, self-esteem, and interpersonal communi cation. The advantages of outdoor-based programs include high participation in learning by trainees, opportunity to experience real emotions and adopt new pat terns of thinking, ability to promote experimentation in problem solving, and pro motion of group awareness and trust. Many advantages of outdoor education can be maintained when a program goes indoors. Indoor adaptations are safe and nondiscriminatory; they can be conducted anywhere regardless of weather, can facilitate easier transfer of learning to the workplace, and are less expensive. Using the outdoor model, teachers can devise challenge activities for classroom use. Such activities provide variety and the opportunity for experiential learning in the busi ness communication classroom.
38
Muller, Chris, and See Tan. "Evaluation of a Wafer Fab AMC Monitoring and Control Program." Journal of the IEST 51, no. 1 (April 1, 2008): 79–89. http://dx.doi.org/10.17764/jiet.51.1.t8897030t7l1g85n.
Full textAbstract:
An air monitoring program is in place at a wafer fab to characterize outdoor air quality and its potential impact on manufacturing processes. Airborne molecular contamination (AMC), and specifically acid contamination, was of particular concern as the facility incorporated 90-nanometer (nm) manufacturing technology. Impinger ionic analysis, passive and real-time reactivity monitoring, and litmus paper hue readings were among the techniques used to assess air quality. Historical data for each monitoring technique was evaluated and compared to determine the applicability of each monitoring technique for these purposes. Data from this monitoring program also offered an opportunity to evaluate the performance of chemical filters installed in makeup air handling units for their ability to remove AMC. This study presents the results of air monitoring, detailing outdoor air quality and how that air quality compares to established specifications; comparison of different monitoring techniques used in the study; performance of installed chemical filter systems; recommendations for improving acid contamination control and evaluation of selected options; and recommendations for overall AMC monitoring and control programs.
39
Porter, Heather B., Shirley Avery, Linda Edmond, Rosalyn Straw, and Jennifer Young. "Program Evaluation in Pediatric Education." Journal for Nurses in Staff Development (JNSD) 18, no. 5 (September 2002): 258–66. http://dx.doi.org/10.1097/00124645-200209000-00007.
Full text
40
Scheffelin, Margaret Merrick, David Ragsdale, and Jose Martinez. "Program Evaluation in Special Education." Journal of Learning Disabilities 18, no. 2 (February 1985): 87–88. http://dx.doi.org/10.1177/002221948501800205.
Full text
41
Crawford, Norman. "OUTDOOR MANAGEMENT DEVELOPMENT: A PRACTICAL EVALUATION." Journal of European Industrial Training 12, no. 8 (August 1988): 17–20. http://dx.doi.org/10.1108/eb002263.
Full text
42
Shellman, Amy, and Eddie Hill. "Flourishing through Resilience: The Impact of a College Outdoor Education Program." Journal of Park and Recreation Administration 35, no. 4 (2017): 59–68. http://dx.doi.org/10.18666/jpra-2017-v35-i4-7779.
Full text
43
Finn, Kevin E., Zi Yan, and Kyle J. McInnis. "Promoting Physical Activity and Science Learning in an Outdoor Education Program." Journal of Physical Education, Recreation & Dance 89, no. 1 (January 2, 2018): 35–39. http://dx.doi.org/10.1080/07303084.2017.1390506.
Full text
44
Finn, Kevin E., Zi Yan, and Kyle McInnis. "Promoting Physical Activity and Science Learning in an Outdoor Education Program." Medicine & Science in Sports & Exercise 47 (May 2015): 391. http://dx.doi.org/10.1249/01.mss.0000477493.97618.8c.
Full text
45
Meerts-Brandsma, Lisa, Jim Sibthorp, and Shannon Rochelle. "Learning Transfer in Socioeconomically Differentiated Outdoor Adventure Education Students." Journal of Experiential Education 42, no. 3 (May 8, 2019): 213–28. http://dx.doi.org/10.1177/1053825919846154.
Full textAbstract:
Background: The relevance of outdoor adventure education (OAE) programs to diverse participants has been questioned by numerous scholars. Limited research exists about similarities in learning outcomes across categories of difference such as race and socioeconomic status. Purpose: This study focused on understanding how learning outcomes differed between students who did and did not receive scholarships to attend an OAE program and whether students apply what they learn in OAE to their lives similarly. Methodology/Approach: Twenty-one students who enrolled on a National Outdoor Leadership School (NOLS) course between 2010 and 2012 participated in semi-structured interviews 5 years after course completion. Half received scholarships. Participants were matched by course. Findings/Conclusions: Regardless of group, students reported learning comparable lessons and using what they learned in OAE similarly. What differed was the transfer context, meaning the conditions where students applied their learning. Scholarship students do vary demographically from non-scholarship students, but most students in both groups attended college during or after NOLS. This may explain why they applied their learning in similar ways. Implications: OAE practitioners can anticipate that most OAE students will learn the outcomes targeted through the program design and delivery regardless of scholarship status.
46
Flannery, Diana. "Outdoor School: Creating A Passion for the Environment." Californian Journal of Health Promotion 1, no. 1 (March 18, 2003): 10–19. http://dx.doi.org/10.32398/cjhp.v1i1.212.
Full textAbstract:
Environmental education aids in creating deeper understanding, investigation, and decision-making skills among students. The goal of environmental education is to lead students to become effective environmental stewards. We created an ongoing service learning partnership that combines mentoring, environmental education, and community resources with elementary and college students in an Outdoor School program. This paper outlines the process and content of Outdoor School.
47
Câmpan, Adela-Simina, and Mușata Bocoș. "The Influence of Gender on Assertiveness, Behavior Control, Peers Social Skills and Task Orientation Of Preschoolers Aged 5-6." Educatia 21, no. 18 (May 21, 2020): 119–24. http://dx.doi.org/10.24193/ed21.2020.18.12.
Full textAbstract:
Outdoor education begins beyond the door of the classroom and promotes outdoor learning. Because it takes place in the natural environment, outdoor activities are more attractive, more appreciated by children, for which they are more motivated to become actively involved in the proposed work tasks. The research proposed and carried out by us aims to investigate the training and informative valences of an educational intervention program based on outdoor type experiential activities in preschool education, ages 5-6. Although this concept is at the beginning of the road in Romania, studies conducted abroad and the educational reality of other education systems have shown that outdoor education has many benefits for educators of all ages. Our research aims to highlight the impact of experiential outdoor activities on preschoolers. The present article aims to verify whether there are significant differences in gender regarding assertive behavior, behavior control, peer social skills and task orientation.
48
Lynch, D. C. "Macro program evaluation." Academic Medicine 72, no. 5 (May 1997): 411–2. http://dx.doi.org/10.1097/00001888-199705000-00031.
Full text
49
Blosch, Christopher, Arno Krombholz, Ronja Beller, Gabriele Gauß, Dirk Reinhardt, and Miriam Götte. "Design and Evaluation of an Outdoor Exercise Program for Pediatric Cancer Survivors." Children 9, no. 8 (July 27, 2022): 1117. http://dx.doi.org/10.3390/children9081117.
Full textAbstract:
Exercise programs for young people after cancer are not part of regular oncological care. This study describes and evaluates a regional outdoor exercise program and presents data with regard to the promoting and inhibiting factors for participation among pediatric cancer survivors. Exercise options, number of participants, and the cohort were evaluated descriptively for one year. A self-developed questionnaire was used to evaluate satisfaction, mood, motivations, and barriers to exercise. Overall N = 26 survivors (14.6 ± 5.5 years) participated in at least one activity in 2019 including try-out days (N = 10) and active weekend camps (N = 2). No adverse events occurred in 302 physical activity hours. Twenty-one survivors participated in the survey. The largest motivational aspect to participate was “to try out a new sport” (83.9%). Survivors reported “good mood”, and ‘being happy’ after exercising. The largest barrier was concern about ‘not being able to keep up with others’ (38.1%). Around one-third (try-out day) and 50% (active weekend camp) of survivors did not feel confident to continue exercising outside the supervised exercise oncology program. This survey shows high enthusiasm for this exercise program with different outdoor activities and suggests that similar interventions may be accepted by this population.
50
Grimwood, Bryan S. R., Michelle Gordon, and Zachary Stevens. "Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education." Journal of Experiential Education 41, no. 2 (November 9, 2017): 204–19. http://dx.doi.org/10.1177/1053825917738267.
Full textAbstract:
Background: Outdoor education often aims to facilitate positive human–nature relationships and craft healthy, sustainable lifestyles. Processes and outcomes of program innovations seeking to address “nature-deficit disorder” among children can be understood from a narrative perspective. Purpose: This study illuminates how a group of instructors working for a charity-based outdoor organization in Toronto, Ontario, perceive the cultivation of nature connectedness in and through the urban outdoor education programs they facilitate for children. Methodology/Approach: A narrative methodology was used to engage instructors in telling personal stories about their involvement and perceptions of programs they facilitate, and to interpret thematic insights into the broader meanings circulating within this instructor group. Findings/Conclusions: Analyses revealed that instructors story the cultivation of nature connectedness around three spatial metaphors: creating space for nature connection, engaging that space, and broadening that space. Findings cast light on how instructors situate their practices within a broader community committed to mentoring nature connectedness in individuals, families, and society. Implications: Instructor stories shed light on contemporary practices of outdoor experiential education, and the meanings and perceived impacts of nature-based learning. The study contributes to literature illustrating the promise urban outdoor education holds for fostering nature connectedness.