ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Outdoor Recreation to Foster Intercultural Understanding and the Integration of New Immigrants in Montreal
Author: Blattel, Adrienne
Date: 2011-00-00
Type: Journal Articles
Subjects: Recreational Activities,Cultural Differences,Immigrants,Recreation,Outdoor Education,Foreign Countries,Cultural Awareness,Social Integration,Futures (of Society),Teaching Methods

Being outdoors together seems to allow people to get beyond cultural differences effortlessly. This article describes how the author uses outdoor recreation to foster intercultural understanding and the integration of new immigrants in Montreal. She aims to foster crosscultural understanding and the integration of new immigrants through traditional outdoor activities including camping, canoeing, kayaking, hiking, snowshoeing, cross-country skiing, and skating. She outlines the need for accessible outdoor recreation tailored for immigrants, as well as describes her current and future plans for putting in place such a program.
Building a Sustainable Future: Ecological Design in Schools
Author: Trudeau, Miho
Date: 2011-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Educational Facilities Design,Outdoor Education,Classroom Environment,Ecology,Futures (of Society),Lighting,Plants (Botany)

It is no surprise that many environmental education programs include outdoor experiences as a foundational part of their curriculum; after all, who better to teach ecological lessons than nature itself? In contrast, there are inherent challenges to teaching environmental education while restricted inside a classroom. The average student currently spends two-thirds of the year in classroom environments. Educators and former students themselves can easily visualize the standard school: a concrete box that contains multiple climate-controlled, rectangular classrooms, often devoid of natural elements such as plants, fresh air and sunlight. The sheer amount of time spent by youth in these built environments demands greater attention to their design. There are many ways to design schools and their surroundings to embody and teach ecological principles, both explicitly and implicitly. The construction of educational institutions is just as important as what is taught within them. The author emphasizes that integrating ecologically efficient technologies, developing outdoor learning spaces, and "bringing the outside in" are all strategies that can be employed to foster greater ecological awareness in students. Building a sustainable future literally begins with the foundation.
Brock BaseCamp--Outdoor Orientation Programs Come to Canada
Author: O'Connell, Tim
Date: 2011-00-00
Type: Journal Articles
Subjects: Time Management,Drinking,School Orientation,Coping,Foreign Countries,Recreational Activities,Outdoor Education,Program Descriptions,Adventure Education,Student Adjustment,College Students,College Freshmen,Transfer of Training,Friendship,Drug Use,Health Promotion,Student School Relationship,Student Attitudes

What exactly is an &quot;outdoor orientation program?&quot; First offered in the United States in the 1930s by Dartmouth College, outdoor orientation programs (OOPs) use adventure programming to help incoming students adjust to university or college. Typically, these programs are conducted in a wilderness or backcountry setting, are several days long and include activities such as backpacking, canoeing, or mountain biking. The settings and activities provide the &quot;unfamiliar environment&quot; where coping skills and learning behaviours can be developed; these are then transferred to students' experiences when they enter university or college. OOPs most often target &quot;traditional&quot; first-year university students, or those that graduate from high school and move immediately into university. This article features Brock BaseCamp, the first true outdoor orientation program in Canada. The goals of Brock BaseCamp are to provide incoming students with the opportunity to make friends and create community; ask questions about what it takes to be successful at university; talk about student life issues such as living away from home, diversity, making healthy choices, and drug and alcohol use; and develop an appreciation for outdoor recreation and the natural environment. Both qualitative and quantitative data collected by the BaseCamp team indicate that students feel a strong sense of community with their group, have improved time management skills, have developed an affinity for Brock University, and have an enhanced ability to take active initiative.
More than a Trip
Author: Graetz, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Outdoor Education,College Students,School Orientation,Program Effectiveness,Learning Experience

In the fall of 2007, the author came to Northland College excited for the opportunities that it presented--a low faculty-to-student ratio and professional connections. But what he was really interested in was the new student orientation to the college. It just happens that this was one of a number of trips comprising Northland's Outdoor Orientation (OO) program. The author had an amazing trip and he learned pretty much everything he needed to know about college life, made some friends, and began to realize what he was capable of. In this article, the author shares his experience as an OO participant and describes how this experience influenced his time at Northland College.
Adrift in Our National Consciousness: Meditations on Canadian Ecological Identity
Author: Lowan, Greg
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Aquatic Sports,Ecology,Environmental Education,Recreational Activities,Indigenous Populations,Culture,Semiotics,Hermeneutics,Attitudes,Physical Environment

Misao Dean (2006) discusses the canoe as a celebrated icon of Canadian culture in her critique of the Centennial celebrations of 1967; as part of the Centennial, the Canadian government organized the longest canoe race ever held. This author believes that the canoe has become a universal symbol of Canada and that all Canadians have the right to claim it as their own. However, as Dean (2006) suggests, it is vitally important that outdoor and environmental educators acknowledge and teach their students about the Aboriginal roots of the canoe; to ignore this crucial socio-historical truth amounts to cultural misappropriation. Contemporary outdoor and environmental educators are faced with the challenge and opportunity to facilitate the societal shift towards a deeper collective eco-cultural consciousness. The author suggests educators should reconsider the legacies of the voyageurs, habitants, and Indigenous peoples--inspiring and creating authentic connections for their students and themselves with Nature and history through backcountry journeys and canoe trips, as well as fostering a sense of daily connection through long-term initiatives such as community gardens and farmers' markets. (Contains 1 note.)
Outdoor Education Is More than Meets the Eye
Author: Shortill, Rob
Date: 2011-00-00
Type: Journal Articles
Subjects: Outdoor Education,Play,Experiential Learning,Therapy,Play Therapy,Emotional Intelligence,Energy,Religious Factors

Any activity that involves learning, whether it is for therapeutic purposes, traditional education, or outdoor education, is experiential education. In particular, outdoor educators allow participants to experiment with their behaviour in the form of play, for the most part out-of-doors. Many in the industry refer to play as adventure. Those who combine adventure with therapy name it adventure therapy or play therapy. Engaging in any of the experiences offered by outdoor educators affects participants and staff. This article discusses outdoor education and argues for developing spiritual intelligence.
Curriculum Integration in Ontario High Schools
Author: Grice, James
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Curriculum Development,Units of Study,High Schools,School Community Relationship,Educational Change,Foreign Countries,Memorization,Decision Making,Experiential Learning,Interdisciplinary Approach,Environmental Education

In many North American schools, the acquirement of knowledge is encouraged in the most fractious of ways. At the high-school level, knowledge is often channelled into separate, specialized units of study. Rarely is an effort made to develop cross-subject, unifying themes that can help students recognize important points of curricular overlap. Worse still, the knowledge that people so aptly compartmentalize is frequently inert in nature--the kind that students learn only to regurgitate at the unit's end. Strange as it may sound, students today are expected (and encouraged!) to &quot;memorize&quot;--not connect--the many and varied dots placed before them. The author asserts that students need to be shown that what they learn &quot;inside&quot; the classroom is relevant to the world around them. They need to see that their efforts can influence community decision making and lead to real solutions and real improvements. Reality is integrated, and so too must learning be. In Canada, and particularly in Ontario, a growing number of educators have embraced an approach to learning that employs &quot;real-life&quot; contexts as platforms for exploring &quot;traditional&quot; classroom work in more meaningful ways. The &quot;integrated model&quot; operates in a healthy number of Ontario high schools, and takes the form of &quot;integrated curriculum programs&quot; (ICPs)--programs that blend knowledge and skills from &quot;conventional subjects&quot; with learning opportunities that are experiential and interdisciplinary in nature.
Secondary School Integrated Programs (IPs): Evolutionary Directions for Learning
Author: Kozak, Stan
Date: 2011-00-00
Type: Journal Articles
Subjects: Semester System,School Restructuring,Learning Strategies,Credits,Educational Change,Foreign Countries,Teaching Methods,Secondary Schools,Outdoor Education,Educational Innovation,Scheduling

In the 1970s, Ontario secondary schools started to adopt the semester system, four courses over the day where there had been seven. With this change, a creative outdoor educator realized that one teacher could take a group of students for all four credits, eliminating the restrictions of the timetable and addressing opportunities to learn in the real world all day, every day, for the whole semester. Thus was born the secondary school Integrated Program (IP) model. Through it, the innovation that semestering provided was no doubt extended well beyond what was intended. Decades later these early steps are providing a promising avenue for secondary school reform. The model and those applying it use key learning strategies arising from many fields of education. Of particular relevance is the creation of communities of learners who support each other in engaging learning activities that, in turn, often take place in the communities in which they learn. (Contains 1 note.)
How to Start, Build and Sustain a Multi-Credit Integrated Curriculum Package
Author: Wilson, Andrew Kerr
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Curriculum Development,Foreign Countries,Environmental Education,Interdisciplinary Approach,Secondary School Curriculum,Student Costs,Mentors,Credits,Outdoor Education

Over the last 17 years, the author has been asked many times for help starting Integrated Curriculum Programs (ICPs). Visiting teachers are instantly engaged and enthused by the possibilities they see in his program. In this article, he provides a step-by-step road map to a full ICP continuum. By distilling the lessons of almost 20 years of success and failure, of discussions and reflections, of forethought and hindsight, he hopes to present a template on how to introduce, build, and sustain an ICP program in a single school of moderate size (600-800 students).
Integrated Programs: Curriculum or Pedagogy?
Author: Bowdridge, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Outdoor Education,Public Schools,Foreign Countries,Educational Experience,Environmental Education,Public School Teachers,Secondary School Teachers,Faculty Development,Teaching Styles,Instruction

Over the years, the relationship between outdoor education and public schools has been a rocky one, and as a result it can be argued that outdoor education has never gained a significant foothold in the Canadian educational system. Though some believe that a potential incompatibility exists between outdoor education and schools, it is interesting to note outdoor education has its roots in that very system of education. In this paper the author presents research data profiling seven Canadian outdoor integrated programs operating in public schools through a qualitative study of 11 veteran teachers. These programs represent some of the longest and most successful integrated programs currently operating in Canada. From this study, key points are drawn out and collated from the various research participants. A review of the responses found that teachers viewed the success of their programs as contributing to many aspects of a student's school experience.
Terra: The Evolution Solution
Author: Murphy, Bruce
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Partnerships in Education,Outdoor Education,Animals,Environmental Education,Program Descriptions,Teacher Attitudes

In this article, the author offers pieces of advice for those who are considering developing an integrated program. He stresses how important it is to let one's program evolve. Another emphasis for him is to bring skills, passion, and experience to what a program becomes. The key is to find the right curriculum connections that allow these programs to evolve. One of the most complicated and perhaps most challenging part of many integrated programs is partnerships. Each partnership is unique. Some help with funding, some help with expertise and training. Murphy states that the best part of an integrated program is the students. When the program really works, it is because of the influence the students have on one another.
Integrated Curricula and Cultural Change: A Question of Why?
Author: Blenkinsop, Sean
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Curriculum,Educational Change,Role of Education,Cultural Traits,Change,Theory Practice Relationship,Elementary Education,Environmental Education,Sustainability,School Culture,World Views,Place Based Education,Ecology

The purpose of this paper is twofold: first, to describe a large research project, which has integrated curricula and is currently emerging as a publicly funded K-7 place-based, imaginative, and ecological learning centre in Maple Ridge, British Columbia; second, to spend some time exploring more deeply the theoretical implications of the project and why integrated curricula are necessary. The challenges for the project have consistently been multi-faceted and multi-layered. For example, there is an onus upon the project to have theory and practice align and yet, given the complexity of the project and the incompleteness of both theory and practice, this is a noticeably organic and messy process. What is an ecological worldview? What, then, would be the practices that best map onto that view? It is in response to these questions that the author thinks integrated curricula begin to make sense. (Contains 3 notes.)
Integrated Curriculum Programs in British Columbia
Author: Johnston, Julie
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Environmental Education,Foreign Countries,Outdoor Education,Sustainability,Ecology,Program Descriptions,Adventure Education

In this article, the author discusses British Columbia's integrated curriculum programs (ICPs). In this province of sea and mountains, outdoor adventures figure prominently in its ICPs--with a healthy dose of environmental and sustainability education mixed in. The author presents five examples from British Columbia's ICPs: (1) Earthquest Outdoor School; (2) Saturna Ecological Education Centre; (3) The TREK Program; (4) Coast Mountain Academy; and (5) The Valhalla Wilderness Program.
Changing the Organizational Paradigm: The Yukon Experience
Author: Sharp, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adventure Education,Educational Change,Secondary Education,Junior High Schools,High Schools,Block Scheduling,Time Blocks,Models,Fused Curriculum,Integrated Curriculum,Field Studies,Experiential Learning,Hands on Science

About 20 years ago, a number of Yukon schools took a different approach to outdoor education and outdoor pursuits. During the 1970s and 1980s, most Yukon high schools and junior high schools offered a course called Outdoor Education. These courses fit into the conventional blocks in a school timetable. Outdoor activities longer than these blocks of time typically took time from other teachers. This created a constant source of school tension in which students often fell behind in the other subjects and were required to play &quot;catch-up&quot; on their own time. This approach did little to link the outdoor activity with other subjects or to gain support from the larger school staff. Including field studies with outdoor pursuits has proved to be a successful educational approach. The ability to fuse an outdoor activity with related field studies benefits the entire educational enterprise. The linking of field studies with an outdoor pursuit gives both the study and the activity additional meaning. In addition, field studies reinforce both labs and lectures in specific subjects. In this paper, the author discusses one such program, describes a number of field studies employed in this program, and highlights some of the long-term benefits of this program.
Saskatchewan's Trek School and the Greenall Outdoor School
Author: Notenboom, Rob
Date: 2011-00-00
Type: Journal Articles
Subjects: School Activities,Experiential Learning,Foreign Countries,Grade 11,Outdoor Education,Program Descriptions,Program Design,Critical Thinking,Profiles,Independent Study,Creativity,Individual Development,Social Development,High School Students

Trek School is an outdoor school program for any Grade 11 students in Regina, Saskatchewan. During the program, students engage in a series of classroom, outdoor, and experiential activities. The various courses are taught through these experiences. The program is designed to help students develop in the areas of independent learning, critical and creative thinking, and personal and social growth. In this article, the authors discuss the goals of Trek School programs and the methods used to accomplish these goals. The Greenall Outdoor School in Balgonie, Saskatchewan, is profiled as an example of this type of program.
Creative Curriculum Integration in Atlantic Canada: A &quot;MindShift&quot;
Author: Warner, Alan
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Curriculum Development,High School Students,Problem Based Learning,Educational Change,Foreign Countries,Youth,Teaching Methods,Creativity,Integrated Curriculum,Interdisciplinary Approach,Workshops,Sustainable Development,Interviews,Student Attitudes,Environmental Education,Cooperation,Teamwork,Program Descriptions

Curriculum integration through block programs has not taken hold in Atlantic Canada, but another approach has blossomed in Nova Scotia that is achieving some of the key benefits--interdisciplinary, holistic and problem-based learning, student engagement, community building, collaborative relationships, and real-world experiences. If block programs are not the best or viable choice for a school or community, consider a &quot;MindShift.&quot; This is the name of a high-school sustainability education program operating in a half-dozen high schools in Halifax, Nova Scotia. It utilizes a youth team model to achieve similar benefits. &quot;MindShift&quot; was designed by a team of young people with support from the Halifax Regional Adventure Earth Centre and won the 2009 Nova Scotia Youth Environmental award. In 2011, a Halifax youth team visited Quebec and Ontario, presenting the program and doing workshops on implementation in high schools, which, in turn, are sprouting new &quot;MindShift&quot; programs. This article describes the program as an example of the youth team model, presents brief research findings from student interviews and considers ways the model could be developed further within the curriculum.
Touching Base with Parents--Neglected ICP Stakeholders
Author: Linney, Grant
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Parents,Parent Role,Outdoor Education,Outdoor Leadership,Environmental Education,Secondary School Curriculum,High School Students,Parent School Relationship,Foreign Countries

In this article, the author introduces another key and, to-date, largely neglected stakeholder in high-school integrated curriculum programs (ICPs). If one wishes to have a deeper understanding of the unique, powerful, and lasting impacts of these programs, the author suggests to include the perspective and input of participants' parents. The parents of ICP students represent a powerful and underused source of insight into and advocacy for these transformational programs. Significant research is needed to capitalize upon this potential. The voice of parents is sorely needed to move these programs from their current peripheral and precarious status in secondary schools.
Activate Your Student IEP Team Member Using Technology: How Electronic Portfolios Can Bring the Student Voice to Life!
Author: Glor-Scheib, Susan
Date: 2006-01-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Individualized Education Programs,Self Advocacy,Electronic Publishing,Accessibility (for Disabled),Transitional Programs,Technology Uses in Education,Developmentally Appropriate Practices,Preferences,Self Evaluation (Individuals)

The skills of self-determination and self-advocacy are essential for success in adult life. As educators, we want students with disabilities to participate and be significantly involved in the development and implementation of their IEPs, including involvement in IEP and transition planning meetings. By planning, preparing, and presenting an electronic portfolio at one's own IEP meeting, the student not only becomes an authentic participant, but a self-advocate who has decided, prior to the meeting, his or her strengths, skills, and preferences that he or she would like to share with other IEP team members. Making decisions about perceived strengths and preferences in the planning and preparation of one's electronic portfolio demonstrates self-determination. By showing an electronic portfolio at the beginning of an IEP meeting, the student ensures that his or her voice is heard, preferences articulated, and strengths and interests are brought before the team. (Contains 3 figures.)