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Journal articles on the topic 'School camp'

Author: Grafiati

Published: 28 June 2021

Last updated: 9 February 2022

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1

Kulegel, Selin, and Unsal Umdu Topsakal. "Secondary School Students’ Perceptions About Space Camp: Space Camp Turkey." Journal of Education and Learning 9, no. 3 (May 28, 2020): 154. http://dx.doi.org/10.5539/jel.v9n3p154.

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The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.

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2

Siew-Eng, Ling, Lai Kim-Leong, and Ling Siew-Ching. "Mathematics Camp Model for Primary School." Procedia - Social and Behavioral Sciences 8 (2010): 248–55. http://dx.doi.org/10.1016/j.sbspro.2010.12.034.

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3

McCarty, Tricia, Lisa Kauffman, and Nichole Bobo. "School Nurses Go to Diabetes Camp." NASNewsletter 23, no. 3 (May 2008): 9–10. http://dx.doi.org/10.1177/104747570802300305.

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4

Trulson, Chad, Ruth Triplett, and Clete Snell. "Social Control in a School Setting: Evaluating a School-Based Boot Camp." Crime & Delinquency 47, no. 4 (October 2001): 573–609. http://dx.doi.org/10.1177/0011128701047004005.

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In the past few years, several dramatic incidents have spurred renewed efforts to control violence and prevent crime in schools. Although it has yet to become a matter of much public discussion, what is particularly notable about many of these efforts is the increased collaboration of criminal and juvenile justice agencies with schools in their capacity as formal agents of control. In the present study, the authors evaluate one program that embodies this type of collaboration—Specialized Treatment and Rehabilitation (STAR). STAR is an innovative juvenile boot camp program in a public school setting that is operated through the combined efforts of the school, the juvenile court, and the juvenile probation department. Results of the evaluation revealed that although the program had a relatively small impact on recidivism, perceptions garnered from parents, teachers, and STAR participants were quite favorable for the program overall.

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Woods, Mary C., and John R. Burns. "School Camp Refusal and Reluctance: The Role of the School Psychologist." Journal of Psychologists and Counsellors in Schools 28, no. 2 (July 10, 2018): 235–47. http://dx.doi.org/10.1017/jgc.2018.11.

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Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.

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Petrash, Elena, Tatyana Sidorova, and Inna Pradun. "PEDAGOGICAL PREPARATION OF CAMP COUNSELORS FOR WORKING IN MODERN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 470. http://dx.doi.org/10.17770/sie2020vol3.4853.

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The article discusses the problem of pedagogical training of camp counselors for working at school. The authors note that the profession of counselor in modern conditions takes on a completely different meaning: the introduction of the counselor position in the staff of the modern school is associated not only with the organization of children's vacation, recreation and rehabilitation, but also with the need to include counselors in the school educational activities during the school year.The article presents an empirical research of the counselors importance and their role in a modern school: a description of diagnostic tools is given, the survey results are analyzed by the authors. Also the authors diagnose the qualities and knowledge needed to the modern counselor, determine the counselor’s mission in a school, conduct a comparative analysis of the counselor’s activities at the school and the summer camp, summarizing the points of view of students and teachers (class teachers, representatives of the administration of educational institutions). The data obtained during the experiment formed the basis to create the educational program “Camp counselor at school”, focused on the pedagogical training of counselors for working at schools. The article is intended for public reading and for those who are interested in the problems of modernization of the general education system.

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7

Ntshayintshayi, Peaceful, Tshepo Ntho, Leepile Sehularo, Abel Pienaar, Letlhogonolo Chandu, and Neo Nare. "School of Nursing Science First Leadership Camp." Africa Journal of Nursing and Midwifery 19, no. 1 (June 1, 2017): 214–16. http://dx.doi.org/10.25159/2520-5293/2075.

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8

Grambo, Gregory. "Camp Armstrong: A middle school orientation program." Gifted Child Today 18, no. 2 (March 1995): 40–48. http://dx.doi.org/10.1177/107621759501800211.

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9

Franchini, Cinzia, Alice Rosi, Cristian Ricci, and Francesca Scazzina. "The EnergyKids Pilot Study: Comparing Energy Balance of Primary School Children during School and Summer Camp." Nutrients 13, no. 1 (December 30, 2020): 92. http://dx.doi.org/10.3390/nu13010092.

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Children’s energy requirements may vary during school and summer camp days. To evaluate energy balance during these two periods, seventy-eight children (45% females, 8–10 years) living in Parma, Italy, were enrolled in this observational study. Participants completed a 3-day food diary and wore an activity tracker for three consecutive days during a school- and a summer camp-week to estimate energy intake (EI) and energy expenditure (TEE). Height and body weight were measured at the beginning of each period to define children’s weight status. BMI and EI (school: 1692 ± 265 kcal/day; summer camp: 1738 ± 262 kcal/day) were similar during both periods. Both physical activity and TEE (summer camp: 1948 ± 312; school: 1704 ± 263 kcal/day) were higher during summer camp compared to school time. Therefore, energy balance was more negative during summer camp (−209 ± 366 kcal/day) compared to school time (−12 ± 331 kcal/day). Similar results were observed when males and females were analyzed separately but, comparing the sexes, males had a higher TEE and a more negative energy balance than females, during both periods. The results strongly suggest that an accurate evaluation of children’s energy balance, that considers both diet and physical activity, is needed when planning adequate diets for different situations.

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10

Nurlailita, Dea. "Metode Pembelajaran Tahfidz Camp di SMAIT As-Syifa Boarding School Subang." Journal of Education and Teaching 2, no. 2 (August 15, 2021): 168. http://dx.doi.org/10.24014/jete.v2i2.9862.

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Penelitian ini mempunyai beberapa tujuan yaitu (1) Untuk mengetahui konsep pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. (2) Untuk mengetahui strategi dan metode tahfidz camp di SMAIT As-Syifa Boarding School Subang. (3) Untuk mengetahui pelaksanaan pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. (4) Untuk mengetahui faktor pendukung dan penghambat Tahfidz Camp . Dan (5) Untuk mengetahui evaluasi pembelajaran tahfidz camp di SMAIT As-Syifa Boarding School Subang. Metode dalam penelitian ini adalah metode kualitatif deskriptif. Penelitian ini dilaksanakan dengan mendapatkan data dari hasil wawancara dan dokumentasi yang bisa membantu mengetahui secara mendalam bagaimana kegiatan tahfidz camp ini. Tahfidz Camp adalah suatu metode untuk mempermudah menghafal al-Qur’an di suatu waktu khusus yang memiliki konsep dan tujuan Ziyadah hafalan selama Tahfidz Camp. Dengan menggunakan metode Talaqqi dan Murojaah dengan pembimbing yang bersanad. Pelaksanaan Tahfidz Camp ini dilaksanakan setiap tahun dan hanya berfokus pada kajian al-Qur’an dan hafalannya. Faktor pendukung Tahfidz Camp ini yaitu fasilitas yang dimilikinya dan pembimbing yang kompeten. Adapun penghambatnya yaitu keadaan para santri itu sendiri. Menurut hasil yang di paparkan oleh narasumber setelah mengikuti Tahfidz Camp santri yang biasanya hanya menghafal 1 halaman dalam sehari dengan kegiatan ini santri bisa mencapai hafalan 5 halaman dalam sehari.

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11

Kobayashi, Y., T. Yamamoto, Y. Karube, A. Takaoka, and T. Yamazaki. "Robot Programming Camp for Junior High School Students." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2003 (2003): 59. http://dx.doi.org/10.1299/jsmermd.2003.59_3.

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12

Komasa, Hironori, Kazuhiro Shigenoi, Taro Akada, and Hisao Tomohisa. "A Significance of the Camp with School Absentees." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2PM—1–050–2PM—1–050. http://dx.doi.org/10.4992/pacjpa.78.0_2pm-1-050.

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13

Colmar, Susan. "Editorial, Applied Practices: Perspectives From the Field Section Within the Journal of Psychologists and Counsellors in Schools." Journal of Psychologists and Counsellors in Schools 28, no. 2 (October 11, 2018): 234. http://dx.doi.org/10.1017/jgc.2018.16.

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I am pleased to introduce two practitioner papers for this issue of the Journal of Psychologists and Counsellors in Schools. 1.School camp refusal and reluctance: The role of the school psychologist. Mary Woods and John Burns.2.Understanding trauma in the refugee context. Kimberley De Deckker.

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14

Reyes, Reynaldo. "A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity." Journal of Advanced Academics 18, no. 4 (August 2007): 618–59. http://dx.doi.org/10.4219/jaa-2007-556.

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Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program—CAMP). These case studies document how they perceived their learning and how they changed as students after their first college experience and involvement in CAMP. Through her involvement in CAMP, Laura, a high school dropout without a supportive home or school environment, came to see herself as a successful student. As an English Language Learner, Cristina felt ill-prepared to begin a college career; however, by experiencing successes in her first year of coursework and being involved in CAMP, she gained self-confidence. Maria, a teen mother with two children, saw college as the only way out of poverty. She exhibited resiliency and the desire to use the experience to gain insightful and practical knowledge about herself as a student and mother. During high school, the continual relocation between Mexico and the United States negatively affected Luz's ability to be successful. Through CAMP, she gained confidence in her ability to relate with others, particularly with teachers and professors. Ruben, a former gang member, struggled in his first semester as he acclimated to the structured environment of a classroom. Despite this struggle, the CAMP staff and his professors saw growth in Ruben's social behavior. These case studies show that students who would not normally be considered “college material,” when given the opportunity and appropriate support, can become successful. This success hinges on their new perspective of themselves and their participation in a community of practice.

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15

Birch, Stephanie, Suzanne Stapleton, and Margarita Vargas-Betancourt. "Outreach from academic libraries: Supporting our local school district’s diversity initiative." College & Research Libraries News 81, no. 7 (July 8, 2020): 345. http://dx.doi.org/10.5860/crln.81.7.345.

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Campus and community outreach activities often play an essential role in fulfilling the mission of academic libraries at public institutions. At the University of Florida (UF), library employees are partnering with local schools to support student learning and development through the exploration of new technologies and historical resources. In past years, the UF Libraries have collaborated with local teachers to host academic library tours, collection exploration, and research workshops. The UF-Marston Science Library has also hosted Girls Tech Camp, a one-week summer camp to encourage middle school girls to pursue STEM education and careers. Building on these past activities, the UF Libraries conducted a pilot project in summer 2019 to support the diversity initiative of the local school district.

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16

Lee, Je Jung, Jong Hyun Kim, and Bung-Nyun Kim. "Effects of School Bullying Prevention Camp on the Adolescent Perpetrators of School Violence." Journal of the Korean Academy of Child and Adolescent Psychiatry 32, no. 2 (April 1, 2021): 43–50. http://dx.doi.org/10.5765/jkacap.200043.

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17

Flynn, Leslie, Page Johnson, and R. Lee Penn. "Building a Successful Middle School Outreach Effort: Microscopy Camp." Journal of Chemical Education 84, no. 6 (June 2007): 955. http://dx.doi.org/10.1021/ed084p955.

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18

Martell, Emma. "Engaging in the Community: Zoo Camp Goes to School." Journal of Museum Education 42, no. 4 (October 2, 2017): 354–61. http://dx.doi.org/10.1080/10598650.2017.1372249.

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19

Hastie, Peter A. "An Ecology of a Secondary School Outdoor Adventure Camp." Journal of Teaching in Physical Education 15, no. 1 (October 1995): 79–97. http://dx.doi.org/10.1123/jtpe.15.1.79.

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The behavioral ecology model was used to examine tasks and accountability in a secondary school outdoor adventure camp. Similar to results in physical education, the teachers held students strongly accountable for accomplishing managerial tasks, whereas accomplishing instructional tasks saw greater variance of performance outcomes. However, in significant contrast to the school setting, there were high levels of task involvement in the absence of any formal accountability. Although students were not given grades for the camp, many students were fully involved in all instructional tasks. The explanation for this is twofold. First, the nature of instructional tasks was such that ambiguity and risk could be manipulated by students to present an optimal level of challenge. Second, the student social system actually drove the instructional tasks system, whereby the students’ social agenda actually encouraged and supported full participation. The implications for teaching physical education are discussed.

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20

Weavers, Linda K., Dianne T. Bautista, Margaret E. Williams, Megan D. Moses, Corin A. Marron, and Glenda P. La Rue. "Assessing an Engineering Day Camp for Middle-School Girls." Journal of Professional Issues in Engineering Education and Practice 137, no. 3 (July 2011): 127–34. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000046.

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21

Lindt, Suzanne F., and Dittika Gupta. "Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers." World Journal of Education 10, no. 3 (June 18, 2020): 88. http://dx.doi.org/10.5430/wje.v10n3p88.

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The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.

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22

Avery, Cheryl. "‘Incentive to vision’: the Emma Lake Art Camp." Art Libraries Journal 24, no. 3 (1999): 19–24. http://dx.doi.org/10.1017/s0307472200019581.

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With the opening of its Murray Point Summer School of Art at Emma Lake in 1936, the University of Saskatchewan became the first Canadian university to establish an outdoor art school. Emma Lake is in northern Saskatchewan, and every attempt was made by the University to preserve the virgin forest in the area where the classes were held. Although primarily developed for the benefit of Saskatchewan residents, the workshops became nationally and internationally known, and acclaimed painters, sculptors and critics from across Canada, Europe and the United States made the trip north. For over twenty years students attending the school produced an annual scrapbook documenting their experience; the photographs and illustrations from those yearbooks provide both interesting social commentary and excellent documentation of a learning environment students considered ‘rich, deep and significant’.

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Asmuje, Nur Fazidah, Rosita Zainal, Amnah Zanariah Abd Razak, Ahmad Hakimi Shafie, Nurul Elma Sabri, and Anis Liyana Nabihah Jamil. "Satisfaction towards an Enrichment Programmes: Halal Action for Young Scientist Camp." Social and Management Research Journal 16, no. 2 (October 21, 2019): 41. http://dx.doi.org/10.24191/smrj.v16i2.7061.

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Early teenager is a stage to develop individual interest, skills, and preferences which are salient for the future. An enrichment programme is one of the approaches to disclose teenager’s interest. This study aims to identify the effectiveness of Halal Action for Young Scientists Camp as an enrichment programme for secondary school students. A week-long camp were administered by Kolej PERMATA Insan USIM to expose ‘halal’ and ‘thoyyib’ education with scientific analysis. In addition, this study also identifies the elevation of science interest through five modules that were exposed through this camp. A survey was given to obtain the overall feedback of the camp including trainers, modules and facilities. Participants in this study were 22 students in total from various secondary schools in Malaysia who participated in the camp. The data analysis was calculated using descriptive and Correlation test. The results of data processing shows that this camp was suitable as an enrichment programme through five related modules. Most of the students have deepened their interest in science after participating in this camp.

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Dodd, Janet. "Lessons Learned From AAC Camp." Perspectives on School-Based Issues 14, no. 4 (December 2013): 81–85. http://dx.doi.org/10.1044/sbi14.4.81.

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Children who benefit from augmentative and alternative communication (AAC) need not only the support of individuals knowledgeable in the technologies themselves, but ones who understand the translation of language intervention principles to AAC. It is vital that school-based speech-language pathologists (SLPs) possess the knowledge and skills necessary for working with children who use AAC. The purpose of this article is to discuss what we have learned as we teach the new millennium of clinicians and how we can apply these lessons to the work we do with children with the most complex communication needs.

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25

López-Entrambasaguas, Olga María, Jose Manuel Martínez-Linares, Manuel Linares-Abad, and María José Calero-García. "Is It Possible to Become a Nurse in a Refugee Camp?" International Journal of Environmental Research and Public Health 16, no. 18 (September 14, 2019): 3414. http://dx.doi.org/10.3390/ijerph16183414.

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The history of the Western Sahara has been marked by several events that have contributed to the protracted refugee situation in which the Sahrawi people have found themselves since 1975: the Spanish colonization and the subsequent decolonization process, the armed struggles between the indigenous population and the states of Morocco and Mauritania to occupy Western Saharan territory, assassinations and repression of the Sahrawi population, and the economic interests of external agents with regards to mineral resources. Twenty-five years ago, in the hostile environment of the Sahrawi refugee camps, a nursing school was founded. Essentially depending on foreign aid, this school has been responsible for training nursing professionals to meet the healthcare needs of the population. The aim of this paper is to provide an approach to the origin and evolution of nursing education for the Sahrawi refugee camps. The Sahrawi are the only refugee camps in the world to host such nursing schools.

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Huss, Ephrat, Smadar Ben Asher, Tsvia Walden, and Eitan Shahar. "Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace." Social Sciences 10, no. 3 (March 22, 2021): 111. http://dx.doi.org/10.3390/socsci10030111.

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The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

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Robbins, Mary E., and Mark H. Schoenfisch. "An Interactive Analytical Chemistry Summer Camp for Middle School Girls." Journal of Chemical Education 82, no. 10 (October 2005): 1486. http://dx.doi.org/10.1021/ed082p1486.

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28

Dodd, Janet L., and Darla K. Hagge. "AAC Camp as an Alternative School-Based Service Delivery Model." Communication Disorders Quarterly 35, no. 3 (February 4, 2014): 123–32. http://dx.doi.org/10.1177/1525740113512670.

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29

ALBANESE, DENISE. "School for Scandal? New-Media "Hamlet," Olivier, and Camp Connoisseurship." Renaissance Drama 34 (January 2005): 185–208. http://dx.doi.org/10.1086/rd.34.41917403.

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Butler, Lakesha M., Bonnie T. Brown, and Gireesh V. Gupchup. "Growing our own pharmacists: Pharmacy high school minority summer camp." Currents in Pharmacy Teaching and Learning 5, no. 3 (May 2013): 208–12. http://dx.doi.org/10.1016/j.cptl.2012.12.005.

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Jaffe-Ruiz, Marilyn, Shirlee A. Stokes, and Barbara Thomas. "Nursing Summer Camp: A Recruitment Experience for High School Students." Journal of Nursing Education 28, no. 7 (September 1989): 322–23. http://dx.doi.org/10.3928/0148-4834-19890901-09.

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BAIESI, NADIA, MARZIA GIGLI, ELENA MONICELLI, and ROBERTA PELLIZZOLI. "Places of Memory as a Tool for Education: The “Peace in Four Voices Summer Camps” at Monte Sole." Public Historian 30, no. 1 (February 1, 2008): 27–37. http://dx.doi.org/10.1525/tph.2008.30.1.27.

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Abstract This essay explores how a place of memory can be used as a crucial tool in peace education activities with students from elementary to high school. It draws on the work of the Peace School of Monte Sole and specifically focuses on the “Peace in Four Voices” summer camp, which brings together youth from conflict regions to foster a culture of peace. The camp is a major activity in the Peace School project, since it is from this ten-year-long experience that the idea of a “Peace School” was conceived of and developed.

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Perry, S. Cole. "Race-Evasiveness among Camp Staff." Journal of Youth Development 13, no. 1-2 (April 20, 2018): 14–23. http://dx.doi.org/10.5195/jyd.2018.555.

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Camp staff have hope that summer camp plays a role in helping youth bridge differences. Educational research, though, raises concerns about preparing youth workers to combat racism (Jupp, Berry, & Lensmire, 2016). This study draws on prior school research and critical Whiteness studies to examine race-evasiveness among camp staff. Grounded theory analysis resulted in two major thematic categories of discursive strategies by which camp staff evaded critical engagement with antiracist discussion. First, camp staff upheld dominant racial understandings by invoking discourses of colorblindness and humanist caring. Second, they prioritized White comfort by neglecting youth of color and employing self-protective emotional tools of Whiteness (Picower, 2009). The research suggests areas of attention for scholars and camp staff trainers with regard to White staff’s race-evasiveness.

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Femrite, Stephanie, and Jenny Flatt. "Transformative Leadership: The Camp Counselor Experience." Journal of Youth Development 11, no. 3 (January 4, 2017): 132–40. http://dx.doi.org/10.5195/jyd.2016.466.

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A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri. High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.

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Rachmawati, Meida, Suzana Widjajanti, Ahmad Ahmad, and Aslan Aslan. "The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia." Tapis : Jurnal Penelitian Ilmiah 4, no. 2 (December 2, 2020): 174. http://dx.doi.org/10.32332/tapis.v4i2.2563.

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This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

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Readdick, Christine A., and G. Robert Schaller. "Summer Camp and Self-Esteem of School-Age Inner-City Children." Perceptual and Motor Skills 101, no. 1 (August 2005): 121–30. http://dx.doi.org/10.2466/pms.101.1.121-130.

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The present study was designed to test the hypothesis that a session of summer camp would increase the self-esteem of economically disadvantaged, school-age children from New York's inner-city neighborhoods. This study was conducted at a small, coeducational residential summer camp in the Pocono Mountains designed for children ages 6–12 years from low-income areas of New York City. During each of four 12-day sessions, the Piers-Harris Children's Self-concept Scale was administered as a pretest and posttest to a sample of 68 children (36 boys and 32 girls; 33 African American, 34 Hispanic, and 1 Asian) of 742 attending camp for the summer. Children scored significantly higher on the measure of self-esteem at the end of camp than at the beginning. Positive descriptions and ratings of self on popularity increased significantly. Observations and interviews with children suggested physical and social environmental features, such as contact with nature and having the same counselor as a previous year, may support self-esteem. Findings are discussed within a framework for biophilia, an innate urge to affiliate with nature which unfolds from earliest childhood on.

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Richmond, Dan, Jim Sibthorp, and Cait Wilson. "Understanding the Role of Summer Camps in the Learning Landscape: An Exploratory Sequential Study." Journal of Youth Development 14, no. 3 (September 12, 2019): 9–30. http://dx.doi.org/10.5195/jyd.2019.780.

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Summer camp is an important setting within the learning landscape of youth—a landscape that also includes school, sports, arts and music, religious settings, home, and eventually, work. While research on camp outcomes is abundant, practitioners and policymakers have little empirical evidence that summer camp participation offers long-term impact and value. The purpose of this study was to build on existing camp research to identify learning outcomes that are highly attributable to camp participation and to determine whether these outcomes are considered important in everyday life. A second purpose was to identify other settings that may contribute to learning outcomes often associated with camp participation. This study used mixed methods design and involved a national sample of 352 individuals (18-25 years old) who had attended camp for at least 3 weeks in their youth and had not worked at a camp. Alumni reported that the development of independence, perseverance, responsibility, appreciation for differences, and appreciation for being present were camp-related outcomes that were highly attributable to their camp experiences and that these outcomes were also of high importance in daily life. Among all outcomes that were highly attributable to camp, study participants noted that camp was a primary setting for developing affinity for nature, how to live with peers, leisure skills, a willingness to try new things, independence, being present, and empathy and compassion. School and home were primary learning settings for other outcomes. Findings from this study help identify where camp is particularly effective in promoting lasting outcomes and areas where camps may need more intentionality and resources.

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Hill, Eddie, Tammi Milliken, Jennifer Goff, and Debbie Clark. "Promoting Character and Resiliency among Elementary School Students: An Assessment of the CARE Now Program." Journal of Youth Development 10, no. 1 (March 1, 2015): 95–105. http://dx.doi.org/10.5195/jyd.2015.422.

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Youth, especially in inner-city areas of the country, are in need of effective, outcome-based camp programs when school is not in session. Character and Resiliency Education (CARE) Now (CN) is a comprehensive in- and afterschool program designed to promote academic enrichment through positive youth development with a focus on enhancing character and resiliency. In the summer of 2013, CN was adapted to create a three-week long day camp at a high-needs elementary school in eastern Virginia. Using theoretically-based and outcome focused programming, CN was widely praised for its effectiveness among youth in this summer camp. To assess its impact, a mix-method approach was used, producing desirable results. Consequently, the supporting organization moved forward to fund CARE Now for a year-long program at the same school.

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Joyce, Esperanza V., B. J. Sparks, Petra Martinez, Adriana Brown, Bettie Buckley, Elizabeth Duff, Adrian Harwood, Robert Jones, and Laura Von Kanel. "How to Cook Up a Healthy Summer Camp." Journal of School Nursing 18, no. 1 (February 2002): 54–60. http://dx.doi.org/10.1177/10598405020180011001.

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This article is designed to help school nurses plan a children’s summer camp. In many ways, it is like a recipe, filled with tried experiences leading to success. Many of the ideas in this article may help others to brainstorm about implementing a camp. The idea for this summer camp originated from an obesity study conducted during the school year. In that study, it was found a large number of students were obese, and the majority of them spent a considerable amount of time in sedentary activities. In addition, the study questionnaire findings indicated that the children were not eating enough fruits or vegetables and had diets with high carbohydrate and fat content. Therefore, the major objective for the summer camp was to introduce the children to structured exercise and nutrition classes. Evaluation indicated the children profited socially, physically, and intellectually from the camp’s activities.

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Farland-Smith, Donna. "My Daughter the Scientist? Mothers’ Perceptions of the Shift in Their Daughter’s Personal Science Identities." Journal of Educational Issues 2, no. 1 (January 7, 2016): 1. http://dx.doi.org/10.5296/jei.v2i1.8670.

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<p>This study reports on the perspective of mothers whose daughters underwent an extensive inquiry-focused interactive one-week science camp, which involved female middle school students and university scientists. This study focused on nine mother’s perceptions of the impact the camp had on their daughter’s science identities. Following the camp, parents were interviewed and reported that, among other things, their daughters had shifted to a much keener appreciation for science as a discipline, had a greater awareness of who scientists are, where their work, and what they do, as well as a broadened and more focused interest in science careers. Key to this paper is the profound ripple effect that these experiences with scientists had on the girls’ science identities once returning to a school setting. Based on data collected, these experiences with scientists prompted students to participate more in school science and express more interest in science for as much as a year following the camp. The reflections shared by parents following their daughters’ camp participation provide important insight for parents, teachers and informal educators in terms of how girls internalize these experiences in a way that effects their own perceptions of scientists and becomes incorporated into their individual science identities.</p>

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Sribnyak, Igor. "PECULIARITIES OF CONDUCTING NATIONAL EDUCATIONAL WORK IN THE CAMP OF CAPTIVE UKRAINIANS WETZLAR, GERMANY (June 1916 - February 1917)." Educological discourse 33, no. 2 (2021): 16–28. http://dx.doi.org/10.28925/2312-5829.2021.2.2.

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The article analyzes the peculiarities of conducting national educational work among the captured Ukrainian soldiers in the camp Wetzlar, Germany, during June 1916 – February 1917. Since the Ukrainization of the camp (September 1915), it has been held by members of the IED Education Department, and since May 1916 – after the establishment of the Educational Community named after M. Drahomanova – passed to the sphere of responsibility of its members from among the prisoners. Thanks to the arrival of a group of Ukrainian activists from the camp Freistadt (Austria-Hungary) it became possible to organize daily classes at the camp folk school of literacy and the sustainable operation of all educational courses. The community took care of providing the school with a teaching staff from among the prisoners themselves, at the same time it was very important to participate in the teaching work of civilian members of the IED Education Department – educators with high school or university education. In addition, members of the Educational Community prepared the convening of general camp meetings (chambers), appointed officers for cultural and educational work in individual blocks of the camp, took care of the camp library. Within the Community there was a teachers' group, whose members had the opportunity to improve their professional competencies at special seminars, which were convened from time to time in the camp. Given that the society brought together the most conscious and active part of the prisoners, the members of the Educational Community had a decisive influence on all aspects of cultural, educational and national-organizational life in the camp. In addition, the community actively participated in the intensification of the educational life of the prisoners, who were part of the workers' teams outside the camp. Largely due to their efforts, it became possible to nationally inform a significant number of captured Ukrainians, who later joined the ranks of the «Blue-Zhupan» division, taking an active part in the struggle for Ukrainian statehood.

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Prosalova, Vira. "THE CAMP CHRONOTOPE IN THE ARTISTIC COMPREHENSION OF THE PRAGUE LITERARY SCHOOL REPRESENTATIVE." Polish Studies of Kyiv, no. 35 (2019): 290–96. http://dx.doi.org/10.17721/psk.2019.35.290-296.

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The article highlights the peculiarities of artistic comprehension of the camp chronotope by representatives of the Prague Literary School: Yevgen Malaniuk, Yuri Lypa, Galia Mazurenko, Yuri Daragan. The background for conducting the current study includes the lyric poem ‘U shpitali’ by Y. Daragan (Eng. In the Hospital), epic works, namely the essay ‘Tabir’ by Y. Lypa (Eng. The Camp) and the story of G. Mazurenko ‘Ne tot kozak, khto poborov, a tot kozak, khto ‘vyvernet’sya’...’ (Eng. Not that Cossack, who overpowered, but that Cossack, who ‘will dodge’) and the diary entries. The camp in the works of these authors is regarded as someone else’s space, closed, restricted, isolated and hostile. This space, fenced by the wires, is opposed to the home land as desired, open and inaccessible. The differences in the representation of the camp chronotope by different authors were revealed; it is found that the per- ception of camps for interned soldiers in Poland was influenced primarily by the age of the writer, the duration and place of his detention. The camp in Kalisha favorably differed from other detention places of interned by more well-adjusted life, numerous events in the cultural life, lively activity of the literary and artistic societies. Yevgeny Malaniuk and Yuri Lypa’s impressions about staying in a camp for interned Ukrainian soldiers in Kalisha are compared. The paper reveals that the writers have presented the reflection of the collective and personal experience of staying in the places of reservation, created a series of narratives that confirm the real threat of loss (according to Merab Mamardashvili) of the “ontological rooting in the world”. The difference in the perception of the camps’ conditions by Yuri Lypa and Yevgen Malaniuk is mainly due to the long detention of the latter in Kalisha, as well as the careful search for answers to the question about causes of the tragic defeat in the national liberation struggle, the critical attitude towards their compatriots.

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Son, Dong Koog, Soyoung Hong, Hyun Jung Kim, Hye Yung Yum, Soo Hyung Lee, Mi Rae Cho, Eun Sil Ko, Wan Ryung Lim, and Ho-Jang Kwon. "Effectiveness of the Atopy Camp for Primary School Students in Seoul." Pediatric Allergy and Respiratory Disease 22, no. 2 (2012): 154. http://dx.doi.org/10.7581/pard.2012.22.2.154.

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송정미. "A Case Study of an English Camp for Elementary School Students." Jungang Journal of English Language and Literature 49, no. 1 (March 2007): 143–69. http://dx.doi.org/10.18853/jjell.2007.49.1.009.

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Bolongia, E. A. "AN OUTBREAK OF HERPES GLADIATORUM AT A HIGH SCHOOL WRESTLING CAMP." Pediatric Infectious Disease Journal 11, no. 4 (April 1992): 342. http://dx.doi.org/10.1097/00006454-199204000-00030.

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READDICK, CHRISTINE A. "SUMMER CAMP AND SELF-ESTEEM OF SCHOOL-AGE INNER-CITY CHILDREN." Perceptual and Motor Skills 101, no. 5 (2005): 121. http://dx.doi.org/10.2466/pms.101.5.121-130.

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Belongia, Edward A., Jesse L. Goodman, Edward J. Holland, Charles W. Andres, Scott R. Homann, Robert L. Mahanti, Martin W. Mizener, Alejo Erice, and Michael T. Osterholm. "An Outbreak of Herpes Gladiatorum at a High-School Wrestling Camp." New England Journal of Medicine 325, no. 13 (September 26, 1991): 906–10. http://dx.doi.org/10.1056/nejm199109263251302.

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Ho Quynh, Giang. "CAMP- ITS EXPANSION IN VERBAL ARTS, FINE\VISUAL ARTS, PERFORMANCE ARTS AND ITS POSSIBLE LINKAGE WITH SCHOOL TRANING PROGRAMS IN VIETNAM." Journal of Science Social Science 65, no. 11 (November 2020): 81–92. http://dx.doi.org/10.18173/2354-1067.2020-0074.

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The idea about camp is still an unfamiliarity in the country of Vietnam while it is likely a large part of the daily and academic life in the western society. Camp can be found in many arts forms like literature, architecture, paintings, sculptures, music and fashion from the history up to the present days. However, it seems that the presence of camp was not widely recognized until the release of Sontag’s essay in 1964. Therefore, it has led to the rationale to make an insight into it on the scales of the above fields. From the analysis it can be summarized that camp exists in arts with three specific ways of influence. Firstly, it evokes extreme emotions among audiences while examining the arts works. Besides, camp is both evident and visible in gaudiness of the products in those target fields. Moreover, under the influence of camp all what is traditional is subverted to set a new norm welcome by the contemporaneity. Apart from this, a link between camp and liberal education is speculated urging a mobilization of camp in Vietnam schools for this country is on its way to reach liberal education. For it to be done, it requires the innitiatives from teaching staffs in terms of methodology and from learners in terms of learning attitudes. It can be concluded that the spirit of camp should be encouraged in Vietnam education even before liberal education is activated.

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Walker, David A., Portia M. Downey, and Judy Cox-Henderson. "REAL Camp: A School–University Collaboration to Promote Post-Secondary Educational Opportunities Among High School Students." Educational Forum 74, no. 4 (September 7, 2010): 297–304. http://dx.doi.org/10.1080/00131725.2010.507105.

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Briggs, Michele Kielty, A. Renée Staton, and Tammy D. Gilligan. "The Girls’ Leadership Experience Camp: A Parallel Process of Leadership Skill Development for School Counselors-in-Training." Professional School Counseling 13, no. 2 (December 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300208.

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School counseling programs must provide counselors-in-training with effective and multifaceted leadership skill-building opportunities (Brott, 2006; DeVoss & Andrews, 2006; Dollarhide, Gibson, & Saginak, 2008; Kaffenberger & Murphy, 2007). The Girls’ Leadership Experience Camp (GLEC) was created by the authors to enhance the leadership abilities of local girls while providing a training ground for future school counselors to develop their own leadership abilities. The camp participants included 16 rising sixth-grade girls who were potential first-generation college students and were identified by school personnel as possible leaders. The training experiences were framed using the core qualities and components of the ASCA National Model® (American School Counselor Association, 2005). This article describes the processes and outcomes related to leadership training of future school counselors via the GLEC.

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