Дисертації: "Outdoor Education Program Evaluation"

1

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

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

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

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2

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

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3

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

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4

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

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

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5

Pronsolino, Daniel Thomas. "Outcomes Associated with Outward Bound and NOLS Programs: A Means-End Study." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/226.

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Outward Bound and the National Outdoor Leadership School (NOLS) are two of the United State’s largest providers of outdoor education and adventure recreation programs. While many studies have examined the outcomes of the different organizations individually, there is very little comparative research. This study compared the attributes, consequences, and values obtained by 510 participants of courses 14 days or longer in the Rocky Mountain region during the summer of 2006. Means-end theory was used to analyze data obtained from participants through personal interviews. Means-end theory links the physical objects or services, the means, with the outcomes and the personal values of the individual, the ends (Klenosky, Frauman, Norman, & Gengler 1998). The theory focuses on the interrelationship among attributes, consequences, and values, as three levels of abstraction (Goldenberg, Klenosky, O’Leary, & Templin, 2000). Data were collected using a convenience sampling method from OB schools in Leadville, Marble, and Silverton, Colorado and the NOLS headquarters in Lander, Wyoming, for a total of 162 OB participants and 348 NOLS participants. Interview questions were entered into LadderMap software, a program used to analyze means-end data. Content codes were developed and then tested by an additional researcher to measure intercoder reliability. An implication matrix was then created to tabulate the frequency of concepts being associated with one another. Hierarchical value maps (HVMs) were then created to graphically depict the themes and relationships that surfaced in the implication matrix. Seven HVMs were developed to visually present the data for all participants, all NOLS participants, all OB participants, OB males, OB females, NOLS males, and NOLS females. Though all HVMs were varied, some themes emerged by organization. For example, all NOLS participants had slightly more significant links to hard skills development than did their OB counterparts. NOLS and OB females stated being challenged and interactions as their most significant consequences yet corresponding males had slightly less emphasis on being challenged and more emphasis on new experience. This study produced more similarities than differences among the various subsets of the population. For example all HVMs showed a clear link from multiple attributes to independence, and ultimately to transference and additional values. The HVMs showed that new experiences, being challenged, and group interactions were significant components for all participants. The most common values obtained also demonstrate great similarity among participant demographics. These values include transference, sense of accomplishment, self respect/esteem/confidence, and self-awareness.

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6

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

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

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7

Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.

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

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8

Moore, Lacey Elizabeth. "Source evaluation and selection for interpretation in Sequoia and Kings Canyon National Parks." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2867.

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The purpose of this study is to aid interpreters in evaluation sources (research material) for use in interpretive presentations and programs in Sequoia and Kings Canyon National Parks. This was done by illustrating the need for source evaluation and then developing the guidelines for selecting, evaluating, and most effectively using various sources in the development of interpretive programs in the National Parks Services (NPS).

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9

Du, Plessis Paulina Carolina. "The effects of an outreach programme on the public understanding of science, engineering and technology." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122007-075644/.

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10

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

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11

Taniguchi, Stacy Tooru. "Outdoor Education and Meaningful Learning: Finding the attributes of meaningful learning experiences in an outdoor education program." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/164.

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This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person 19s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.

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12

Honeycutt, Jared. "Assessment and instructional practice in an outdoor education program." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0190.

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13

Hoden, Madeleine. "Constraints to participation in an outdoor orientation program." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11078.

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Thesis (M.S.)--West Virginia University, 2010.
Title from document title page. Document formatted into pages; contains vi, 83 p. : ill. Includes abstract. Includes bibliographical references (p. 62-67).

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14

Gorgenyi, Erika. "Közösség model for an experiential outdoor education program in Hungary /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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15

Hlasny, Jason G. "The effects of an outdoor experiential education program on a student's self-concept and their perceptions of the program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000hlasnyj.pdf.

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16

Welch, Hilary H. "An evaluation of Becoming an Outdoors-Woman (BOW) program effectiveness." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1406.

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The Texas Parks and Wildlife Department (TPWD) offers over 25 different outdoor recreational and outreach educational programs that target different audiences and utilize different types of delivery systems. This study was an evaluation of an educational program called Becoming an Outdoors-Woman (BOW). The evaluation produced a measurement instrument that evaluated program effectiveness and tested the instrument on past participants. The questionnaire determined respondents: (1) history of program participation, (2) knowledge of TPWDs mission and purpose, (3) level of involvement in selected outdoor recreational activities before and after program participation, (4) knowledge of basic outdoor recreational regulations and behaviors, (5) level of compliance with a variety of outdoor recreational behaviors, (6) attitudinal position on opposing statements on outdoor recreational ethics or behaviors, and (7) demographic characteristics. The two groups surveyed were all participants of BOW between 1993 and 1998 (n = 1,240) and the control group (n = 61) made of women who had signed up for the program but had not yet attended. Sampling error for the participants was high, but met the statistically acceptable range of repeatable results at +/- 3%. The only demographic difference (P ≤ 0.05) between groups was age, i.e., BOW participants were older (χ2 = 46.3) than the control group (χ2 = 40.8). Chi-square tests showed differences in awareness of the missions and goals of TPWD. GLM tests detected no differences (P ≤ 0.05) between the participants and the control group in general outdoor knowledge, behavior given various outdoor recreational scenarios and ethical positions on dichotomous statements. However, there were differences between groups on some items within each of those categories. On those items the r2 value (≤ 0.02) showed that the difference found between groups had little to do with program participation. Respondents comments focused on the BOW program, the questionnaire, and TPWD. Study findings are discussed in the context of the program evaluation process. Several recommendations for future program evaluations and concluding remarks are included in this thesis.

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17

Robinson, Diana Lynn. "Outdoor nature program for Azalea Trails Girl Scout Resident Camp." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.

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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.

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18

Huber, Gerald E. "The benefits of outdoor orientation programming in higher education and recommendations for the development of an outdoor orientation program at Kansas State University." Kansas State University, 2012. http://hdl.handle.net/2097/13695.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Fred Bradley
Outdoor orientation programs (OOPs) have the same goal as traditional first-year student orientation programs (e.g., First-Year Seminar), that is, helping facilitate the transition of first-year students to collegiate life. There are many challenges first-year students face while transitioning into college. Research shows that OOPs can increase retention rates of first-year students; help first-year students to grow personally, socially and spiritually; and increase friendship formation among this population (Davis-Berman & Berman, 1996; Devlin, 1996; Galloway, 2000). Today, there are approximately 164 higher education institutions in the United States that offer OOPs to their first-year students. Currently, Kansas State University has several programs that aid students in their transition to collegiate life. However, they do not currently have an OOP in place. A survey was conducted at Kansas State University to evaluate the level of interest in an OOP and/or an outdoor trips program. Survey results suggest that there are a significant number of current students on campus who would have participated in an OOP if one were offered when they first arrived. Recommendations for the development of an OOP at Kansas State University are made utilizing survey results and interviews with successful OOP program directors at several universities.

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19

Hayashi, Ayako. "Leadership development through an outdoor leadership program focusing on emotional intelligence." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215297.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, Dept. of Recreation of Park Administration, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1530. Adviser: Alan W. Ewert. "Title from dissertation home page (viewed June 19, 2007)."

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20

Shanely, Shannon Dee. "Towards an understanding of an outdoor education program listening to participants' stories /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014940.

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21

Martin, Duncan Jonathan. "An interpretive investigation of 'Earthkeepers', an earth education program, at a Scottish outdoor education centre." Thesis, Liverpool John Moores University, 2007. http://researchonline.ljmu.ac.uk/5804/.

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22

Stricker, Scott. "Education after Expulsion| A Program Evaluation." Thesis, University of Colorado at Denver, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809062.

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This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year’s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment.

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23

Liangrugsa, Nuanladda 1961. "Evaluation of a diabetes education program." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/558139.

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24

Maline, Sandra Kay. "Coparenting/Divorce education: A program evaluation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2277.

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The study conducted, sought to assess the effectiveness of an established divorce education program in reducing parental conflict and increasing cooperative coparenting relationships among former spouses and also to assess the participant satisfaction with the program's format.

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25

Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.

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26

Geraghty, Shiloh. "Program evaluation on Centennial Middle School's counseling program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000geraghtys.pdf.

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27

Shipp, William Samuel. "A Program Evaluation Of A High School Student Advisory Program." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407441.

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The purpose of this study was to determine the quality, relevance, benefits, and teacher preparedness of a student advisory that was implemented in a high school to improve student connectedness to the school. Students' and staff perceptions and ideas were collected and analyzed for the purpose of understanding whether the advisory was meeting its stated goals and for the purpose of providing guidance for the next phases of the advisory. One year of extant student and staff surveys were collected and a focus group with staff were held to elicit their thoughts, perceptions, and ideas of the advisory program and whether the advisory achieved its short-range outcomes of increasing student connectivity to the school. The results indicated students want a more engaging and purposeful advisory with relevant lessons that provide them the opportunity to meet other grade-level students in the school. Teachers provided similar feedback regarding the mixed grade levels and relevance, however, teacher respondents also shared more positive insights for the advisory program, compared to students, indicating it was on a purposeful trajectory.

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28

Christensen, Kerry G. "The effects of self-concept of participants in an extended outdoor education program." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36529/1/36529_Christensen_1997.pdf.

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This study investigates the effects on self-concepts of high school students who experienced an eight week outdoor education program. Specifically, multidimensional measures of self-concept were used to compare group and gender effects across the duration of the program as well as a follow-up period of eight weeks. Literature generally supports the assumption that outdoor education programs are effective for enhancing self-concepts of participants, although empirical research reports mixed results. This study uses a participation group (N=60) and a comparison group (N=58). The participation group (31 girls, 29 boys) consisted of Year 10 students who experienced the eight week outdoor education program which included residential living activities, farm work, outdoor camping and adventure components, as well as meditative and community development activities. The comparison group (24 girls, 34 boys) consisted of Year 10 students who continued normal school schedules for the duration of the outdoor program period. A Non-Equivalent Control Group Design (Campbell & Stanley, 1963) was employed, using the Self-Description Questionnaire-II (SDQ-II) self-concept measurement instrument (Marsh, 1990). The SDQ-II measures 11 scales and a total score. Data were collected concurrently for both participation group and comparison group at each of three stages (immediately prior to outdoor program, at conclusion of outdoor program, and eight weeks after conclusion of outdoor program). A repeated measure analysis of variance (ANOV A) was conducted for the participation group, for each of the eleven scales and total score of SDQ-II. Results for the participation group showed a significant increase in three self-concept scales (Parent Relations, Emotional Stability, General School) and Total Score and a significant decrease in scores for Same-Sex Relations scale, across the duration of the outdoor program. No significant retention effects were found for the follow-up period, while Total Score for this period significantly decreased. Gender differences within the participation group indicated boys' self-perceptions of Physical Appearance and Emotional Stability were significantly influenced more these same scales for girls, as a result of participation in the outdoor program. A repeated measures multivariate analysis of variance (MANOVA) was conducted for participation and comparison groups, for each of the eleven scales and total score of SDQ-II. Results comparing self-concept measure of participation and comparison groups reported five significant effects, all favouring the comparison group (Physical Appearance, Same-Sex Relations, General School, General Self, Total Score), across the duration of the outdoor program. These comparative group results indicate the outdoor program at best had no significant positive effects on the participants, both for the duration of the outdoor program and the follow-up period. Results of gender effects comparing all boys with all girls in the study supported empirical research which reports adolescent self-concept differences are generally consistent with gender stereotypes. Significantly higher scores in this study were found for boys in three scales (Physical Appearance, Emotional Stability, Math). Generally speaking, this study has found that a one-off outdoor experience of a long duration had no significantly positive results for the participants, for multidimensional measures of self-concept. Results from this study also indicate that consistent gender stereotypes for adolescent self-concept were not significantly influenced by participation in the outdoor program. Review of relevant research in this study highlights the need for robust research design and methodology. This will enable research in this area to be more validly compared and discussed. The scarcity of empirical research concerning retention effects and gender effects in outdoor education has been identified in this study, indicating needs for future research in these areas.

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29

Engleking, Charlene. "Exploring an Accelerated College Program for Adult Learners| A Program Evaluation." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027093.

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Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.

This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?

The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.

The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.

The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.

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30

McDonough, Sharon. "Adolescents and the extended residential learning program : a case study." University of Ballarat, 2002. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14626.

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The purpose of this study was to explore, through the use of a case study, the impact of an eight-week residential learning program upon self-concept, learning and understanding of community amongst adolescent participants. The study utilized multiple methods of data collection including interviews, focus groups, observation, the Learning Process Questionnaire and the Self-Description Questionnaire II in order to address the research question.
Master of Education (Research)

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31

Sheline, Kensey R. "A program evaluation of Tender Hearts." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=577.

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32

Hunter, Warren. "New Teacher Induction: A Program Evaluation." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463428445.

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The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers’ feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows that if teachers stay at a school they are more likely to improve their instruction and positively impact student performance. The goal of the study was to identify areas of the induction program that work well in increasing teachers perceptions positively in the three focus areas and to look for ways to improve the program moving forward to better serve future new hires at the school. Data were gathered through an interview process with ten questions focusing on the three main research areas of support, satisfaction, and self-efficacy. Participants included the eight teachers that had most recently completed the two-year induction program. The teachers reported feeling high levels of support, satisfaction, and self-efficacy following their two years at the school, but the impact the induction program had on those levels was mixed. A number of non-induction related activities were identified that also impact the teachers’ levels in the three focus areas. Recommendations were made to strengthen identified areas of induction already in place that were important to the participants as well as additions that could be added to the induction program in order to maximize the effectiveness of the program.

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Anderson, Michael Laden. "Investigating conditions for transfer of learning in an outdoor experiential study abroad program." Thesis, Linköping University, Department of Arts, Craft and Design, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-6801.

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The purpose of the study was to investigate how teaching for transfer of learning was built into a month-long outdoor experiential education course within a semester long study abroad program and to address the extent to which student perception of learning gains could be transferred for use in future courses and for later in life. From a program planning and evaluation perspective it was also important to determine what types of activities and experiences within the course were instrumental in helping students to develop concepts and skills that could be transferred to life after the course. This research quantifies the frequency and consistency of teaching for transfer events using a tool based on research by a social psychologist (Haskell, 2001) and an outdoor experiential educator. (Gass, 1990) Student perception of learning gains were measured at the end of the course with the SALG assessment tool. (Seymour, Wiese, Hunter, & Daffinrud, 2000)

This research is an ethnographic case study of an expedition field course (EFC) entitled Human Rights and the Environment: Rivers, Dams and Local Struggles at the Institute for Sustainable Development Studies (ISDSI) based in Chiang Mai, Thailand, which included intensive language instruction, expedition field studies, and leadership opportunities to enable students to study the relationship between culture and ecology. Students studied problems of a global scale by learning about local issues with the intent that the program at ISDSI aims to “develop committed leaders for a sustainable future”. (Ritchie, 2006, p. 1) It is a response to the call for educational programs in the field of outdoor and experiential learning to examine the benefits and outcomes of course offerings. (Ewert, 1996; Hattie, Marsh, Neill and Richards, 1997; Holman and McAvoy, 2005)

Through a qualitative look at observation data, recommendations were made to increase the capacity for this ISDSI course to promote the transfer of learning. Some suggestions include expanding the use of systems thinking and examples of individuals who are masters of transfer thinking into course design, heightening culture and ecology connections through increased use of guided facilitation, integrating individual goal setting, and expanding internal assessment and staff development possibilities.

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Lovell, Rebecca. "Evaluation of physical activity at Forest School." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4146.

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While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.

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Tanner, Joseph Dean. "Student Perceptions of Personal Development of the Wilderness Education Association's 18-Point Curriculum After the Successful Completion of a National Standards Program Course." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/523.

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This study was conducted to examine the perceived development of the Wilderness Education Association's (WEA) 18-point curriculum by National Standards Program (NSP) course graduates. Nationally, there are no mandatory requirements to meet to become an outdoor leader or guide. Successful completion of the WEA NSP certifies the graduate as an Outdoor Leader through the WEA. Participants for this study were administered a survey requesting demographic information. The survey also consisted of a Lickert scale asking participants to what degree they perceived development of the WEA 18-point curriculum during the NSP course in which they participated. Results indicate that overall the curriculum was rated between "greatly developed" and "somewhat developed". The results also indicated that course structure might play a significant role in the development of the 18-point curriculum. While females ranked overall development the highest, there was not a statistical significant difference in the development of the WEA 18-point curriculum between males and females in this study.

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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.

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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.

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Whittington, Anja. "Girls in the Woods: An Exploration of the Impact of a Wilderness Program on Adolescent Girls' Constructions of Femininity." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/WhittingtonA2005.pdf.

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Smith, Micah Lonae. "Promoting Student Success: A Program Evaluation of A Ninth Grade Transition Program." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192452.

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The purpose of this mixed-methods study is to evaluate the impact of Morrison High School’s ninth grade transition program, the Freshman Academy, on student outcomes. Based on the outcomes, decisions will be made to determine if the Freshman Academy is meeting students’ needs or if the program elements need to be revisited to improve student achievement. Participants included teachers, school counselors, and administrators at Morrison High School in southeastern Virginia. The study employed the product component of the CIPP model of program evaluation to guide the data collection and to determine the merit, worth, and significance of the program. Quantitative data were collected using student outcome data based on GPA, attendance rates, number of discipline referrals, pass rates on Virginia Standards of Learning End of Course tests, and credits earned. Qualitative data were collected based on teacher, school counselor, and administrator interviews. Successes and challenges of the program as well as areas of recommended improvement are detailed in this study. Analysis of student outcome data revealed that students participating in the program are consistently meeting the benchmark intended outcomes for attendance, discipline, and credits earned and most students are passing the Algebra I and World Geography SOLs during the last year included in this study. Continuous monitoring and evaluation of the program elements can only assist teams in providing stronger transition programs to help students achieve the intended outcomes. Recommendations for future research and program improvement include collaboration between the Freshman Academy teachers and administrators with the eighth grade teachers and administrators at the feeder middle schools, developing a summer bridge program to target at-risk students, and increasing parental involvement and seeking their feedback on the Freshman Academy.

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Davenport, Donice. "A Program Evaluation Of A Secondary Co-Teaching Professional Development Program." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407506.

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Most students with disabilities in public schools are served in inclusive environments by teams of special and general education teachers working together to support their access to the curriculum and their disability related needs. This program evaluation sought to understand the knowledge, skills, and efficacy of a group of co-teachers following their participation in an in-service secondary co-teaching professional development program which focused on effective use of the station teaching, parallel teaching, and alternative teaching models to deliver specially designed instruction in co-taught classrooms. The program evaluation was based on Stufflebeam’s CIPP model of program evaluation and used a mixed-methods approach to gain insights into the perceptions of the teachers who participated in the program, along with the experts who designed and delivered the program, on both the immediate intended outcomes and the stakeholders’ perceptions of the program elements themselves and their need for future professional development. Findings from the program evaluation support that although teachers felt generally knowledgeable and grew in their intentionality and documentation practices, this knowledge did not always extend to classroom application. Additionally, the findings regarding the program elements reiterated the research surrounding effective professional development practices; specifically related to the importance of collaboration, modeling, and observation, feedback, and reflection cycles to support adult learners’ professional growth. Relevant findings should support the District in growing and strengthening future iterations of the program. Findings supported changes in both local practices and had implications for greater policy changes in education as well.

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Carter, Sally. "Utilization-focused evaluation of a STEM enrichment program." University of Missouri - Columbia, 2013.

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41

Funk, Robert Charles. "Evaluation of an academic program of leadership education /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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42

Hampton, Ed L. "A comprehensive evaluation of Virginia's hunter education program." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82625.

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Hunter education began in the 1930's and 1940's in response to an increasing number of hunting accidents. Early programs focused on gun safety. Later, emphasis shifted to a balance between gun safety and hunter ethics. Virginia's Hunter Education Program in 1980 had been operating on a voluntary basis for 20 years and had more than 250,000 graduates. The program was six hours in duration and was taught by game wardens and volunteer instructors. Classes were given to anyone 12 years of age or older, but students in public schools were the primary targets. Though Virginia's program had been in effect for many years, no formal evaluation as to the effectiveness of hunter education had been conducted. The present study was designed to provide a comprehensive evaluation of Virginia's Hunter Education Program. The study was conducted in three phases. Phase one involved development of a new student examination for use in pre- and post-test knowledge assessment. Seven typical hunter education classes and one class of game warden recruits were tested in 1982. Test scores improved approximately 16 percent. The hunter education program seemed to be increasing students' knowledge of safe and ethical hunting. However, due to design and measurement weaknesses, no strong conclusions about the effectiveness of the hunter education program in improving students' knowledge can be made. Phase two was a participant observational study of dove hunters at two wildlife management areas in Virginia. The purpose of this phase was to compare hunting behavior of hunter education graduates versus those hunters who had not taken the course. The 112 hunters observed during the 1981 and 1982 season were later mailed a questionnaire designed to gather information on the individual hunter's experience, interest in, commitment to, and knowledge of hunting as well as some demographic characteristics. Observational and questionnaire data were combined into 32 variables and correlated with the hunter education variable. No meaningful correlations were found. Therefore, hunter education seemed to have little effect on hunters' behavior in the field. Phase three was a naturalistic inquiry evaluation of how the program was being implemented and received throughout Virginia. In-depth interviews were conducted with 57 people closely involved with hunter education. The primary purpose of this phase was to discover problems in the program and recommend solutions. The primary problems were lack of effective leadership and lack of internal agency support. Major recommendations included moving the entire program into the Education Division and creating a strong hunter safety coordinator position. Overall, the three-phased evaluation revealed that Virginia's Hunter Education Program lacked effective leadership, was being poorly implemented, and seemed to have little effect on hunters' behavior in the field. Though these results were obtained in Virginia, the investigator believes that the same results might apply to most other hunter education programs across the country.
Ph. D.

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Shelhamer, Susan Smith. "An evaluation of a summer migrant education program." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/51931.

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The purpose of this study was to investigate the relationships between school-related behaviors of migrant students enrolled in a summer program and selected factors in the home and school which may interact with academic performance. The research strategy utilized three components to address the research questions: an ethnographic study of selected students, teachers and personnel; a teacher survey with achievement data on students; and paired student-parent interviews. The research questions to be addressed were: (a) What educational needs were reported for migrant students by school personnel and parents? (b) what was the cultural and psychological context of the school for migrant students? (c) How did the educational values of migrant parents and students relate to academic performance and school philosophy? (d) For a migrant population, did the study habits relate to academic performance? (e) what was the relationship of English proficiency to academic performance? (f) what were the strengths and weaknesses of the program as reported by parents and program personnel and as reported through research observations? Crosstabulations and frequencies were used to report interview data. The quantitative component utilized a regression analysis and the Developmental Research Sequence was used for ethnographic analyses. The findings of the study indicated that the summer migrant education programs of Virginia were facilitating the pursuit of education through their programming by providing positive academic experiences. Students exhibited academic gains. In addition, the programs provided an important social function by offering full day programs and individualized health-related services. There was a lack of parental involvement that would "personalize" the program for each family if nurtured. The components of the evaluation design provided for input from a variety of sources for program improvement.
Ed. D.

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Steele, Elizabeth Delavan. "Program evaluation in higher education: A case study." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1550154170.

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45

Cavanagh, John. "The effects of the Outward Bound Ascent Program on adolescent self-concept." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000cavanaghj.pdf.

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Henry, Johnny Michael. "Perceptions of stakeholders in the Pi Beta Phi Elementary School Parks as Classrooms Program." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0629104-104914/unrestricted/HenryJ080304f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0629104-104914 Includes bibliographical references. Also available via Internet at the UMI web site.

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Cooley, Sam Joseph. "Developing groupwork through outdoor adventure education : a systematic evaluation of learning and transfer in higher education." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6275/.

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For the majority of students, the ability to work effectively with others is an important part of higher education and future employment. Outdoor adventure education (OAE) courses are therefore used in higher education to provide students with a unique and challenging environment for developing transferrable groupwork skills. Working in an action research setting and informed by the Kirkpatrick model of training evaluation, the aim of this thesis was to investigate students’ experiences of OAE and the processes that underpin learning and transfer. Following a review of existing literature (Study 1), four empirical studies were employed using mixed methods. Qualitative methods were used to explore students’ experiences whilst immersed in OAE (Study 2) and when returning to education and entering employment, from a student, alumni, academic staff, and instructor perspective (Study 3). Questionnaires were also implemented to measure changes before and after OAE (Study 4) and again at follow-up (Study 5). OAE was found to improve groupwork skills, attitudes, and self-efficacy, resulting in improved academic groupwork, greater confidence, satisfaction, integration, and employability. Transfer was not achieved in all students however, and the thesis introduces a model for optimising learning and transfer (MOLT), which outlines the personal and environmental processes through which learning and transfer was achieved. Support is provided for existing theories within the literature and practical recommendations are made to further develop OAE. Novel research methods are also introduced such as a semi-structured video diary room.

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Van, Ornum John Walter. "Evaluation and Improvement of an Advisory Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/171.

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Evaluation and Improvement of an Advisory Program by John W. Van Ornum MS, Brigham Young University, 1989 BS, Brigham Young University, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This project study investigated the effectiveness of a student advising program at a rural high school in Hawaii. The advisory program was implemented to help students track their progress and prepare them for post-high school college and career choices, yet the program's implementation had not been evaluated. Guided by Erickson's theoretical framework, this quantitative study examined advisory participants' perceptions of (a) student-advisor relationships, (b) assistance in making post-high school plans, (c) advisor content knowledge, and (d) recommendations for program improvement. A descriptive survey was given to advisors (n = 28) and a random sample of advisees (n = 145). Descriptive survey data indicated that the advisors and advisees perceived the advisory program to improve student relationships with adults and the development of post-high school plans. Further, comparative analyses using independent-samples t tests found no statistically significant differences in the responses between the advisor and advisee groups in terms of relationships and developing post-high school plans. Advisors indicated that they needed more training, more time to plan, and that program evaluations should be shared at a faculty meeting. Based on these findings, it is recommended that the advisory program be continued, and that additional, ongoing training and planning time be provided to program advisors. Improvements to the advisory program will help school administrators and program advisors provide services that will better prepare advisory students for post-high school educational and career choices, thus promoting positive social change.

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Oskui-Tabrizi, Nargas. "Academic Computing Infrastructure Program Evaluation." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18504.

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Academic computing is one major component of Information Technology infrastructure affecting the availability and utilization of technologies at universities. The study here evaluated two different colleges at the University of Oregon in comparison to a minimal logic model proposed here, the Support for Academic Computing Model (SAC). Based on the differences in IT needs and implementation of existing instructional technology services, the evaluation investigated the utility of the logic model and information regarding the two settings. The two colleges are the College of Education (COE) and the School of Architecture and Allied Arts (AAA). My hypothesis is that empirical evaluation studies based on a comparison with a base logic model for infrastructure needs across contexts may help to provide information to better align resources. Results show that a strong use case of 100% of faculty interviewed at COE rely on Learning Management Systems (LMSs), Data Visualization and Video & Audio tools, making them a core part of the SAC model. Most faculty interviewed in AAA utilize LMSs at 89%, then Productivity/Content Creation/Research Tools at 83%, and as an extension Instructional Media Tools at 46%, which helps to validate the SAC model across this second context. Other information in the model evaluation allows more specific comparisons of gaps in areas such as access to resources, knowledge of and about resources, mission-driven need for resources, and some patterns. Common themes that emerged from the faculty interviews are the need to showcase technology usage among colleagues, that services are not always well advertised, that technology may not be accessible or that there may be issues regarding limited or unclear funding for both support and resources that limits their use. This indicates that this style of a model might be helpful in planning and evaluating academic computing support programs and services. Future work would be needed to investigate the degree to which intervening according to the findings of such a model might be efficacious to improve the perceived quality of services or the usage patterns and outcomes, as well as the degree to which such a model could be generalized and evolve over time.

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Perez, Alicia Carmen Marlena. "Program Evaluation of the Employee Health and Wellbeing Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7568.

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Health promotion and disease prevention are a focus of population health management. Without ongoing and rigorous evaluation, these programs may be in jeopardy of continuing. The purpose of this project was to conduct a descriptive population health- focused evaluation of a large-scale health system's employee health and wellbeing program. Guided by the Center for Disease Control and Prevention (CDC) framework for program evaluation in public health and National Center for Organization Development guidelines, a nurse-led evaluation was conducted using 5 specific data sets emphasizing organizational structure, employee health offerings, employee surveys, Pathway to Excellence survey, and program contributions. A descriptive analysis was applied towards interpreting the organizational structure, and identifying all contributions to employee wellness. Inferential analysis was applied to identify correlations between survey results. The findings of the evaluation were mixed. The organizational structure of the program complied with CDC wellness program guidelines; of the 97 service departments surveyed, results revealed an 83.51% improvement in engagement, disengagement, satisfaction, best places to work, and customer satisfaction. The Pathway to Excellence survey results revealed a supportive organizational structure for a culture of wellness. The program contribution analysis showed that the health system provided accessible wellness and health promotion opportunities. Positive social change may result from this evaluation as the program is reinforced and the focus on employee wellness, health promotion, and disease prevention services are continued. As a result, the lives of employees, their families, and communities might be improved.

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