ethanporcaro/eric-fulltext-meta huggingface dataset:
The Value of ICT from a Learning Game-Playing Perspective
Author: McNeill, Michael C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Program Effectiveness,Physical Education Teachers,Video Technology,Focus Groups,Case Studies,Teacher Education Programs,Preservice Teachers,Teaching Skills,Play,Games,Technology Integration,Teaching Methods,Multimedia Instruction,Surveys,Interviews,Electronic Mail,Computer Mediated Communication,Visual Stimuli,Foreign Countries

This study evaluated an Information and Communication Technology (ICT) case study in physical education teacher education from a student perspective. Action research evaluated the impact of a range of ICT options on student teachers' learning to play as well as learning to teach games in a secondary school context. Although multiple media were utilized during the games course, the study focussed on the impact of vodcasts (video broadcasts) on student learning. Drawing on evidence from an earlier podcasting (audio broadcast) study, the research sought to assess and compare the effect as well as the affect of an enriched multi-media delivery. Multiple data collection measures (such as survey, focus group interview, email, e-portfolio and instant messaging) indicated that the students, who identified themselves as visual learners, valued the vodcasts more than the podcasts, which had previously been described as &quot;awesome&quot;. Although the overall rating for ICT, with the addition of vodcasting, was lower than the rate given to podcasting two years earlier, the students provided a strong validation for its role in enhancing learning. (Contains 1 table.)
Validation of the Consumer Values versus Perceived Product Attributes Model Measuring the Purchase of Athletic Team Merchandise
Author: Lee, Donghun
Date: 2012-00-00
Type: Journal Articles
Subjects: Purchasing,Consumer Economics,Athletics,Team Sports,Measures (Individuals),Models,Validity,Factor Analysis,Factor Structure,Goodness of Fit,Correlation,Graduate Students

Various consumer values and perceived product attributes trigger consumptive behaviors of athletic team merchandise (Lee, Trail, Kwon, &amp; Anderson, 2011). Likewise, using a principal component analysis technique on a student sample, a measurement scale was proposed that consisted of nine factors affecting the purchase of athletic team merchandise. Using confirmatory factor analysis and multi-group invariance technique, the factorial structure and measurement equivalence of the model (included a new factor) was validated on a more generalizable sample in the current study. The overall model fit the data well. The overall findings of the current study contribute to the literature by exploring and filling the gap between existing studies and more generalizable data found in the present study. (Contains 5 tables.)
A Baseline Study of Ontario Teachers' Views of Environmental and Outdoor Education
Author: Pedretti, Erminia
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Outdoor Education,Environmental Education,Foreign Countries,Teacher Attitudes,Classroom Techniques,Beliefs,Educational Practices,Educational Opportunities,Performance Factors,Program Descriptions,Knowledge Base for Teaching,Teacher Surveys

This paper describes a research that came about as a result of several converging factors in Ontario: a resurgence of interest in environmental and outdoor education (including outdoor education (OE) centres); recent publications supporting environmental and outdoor education; and curriculum revisions across subject areas that include environmental education (EE) outcomes. Despite the surge of interest in EE, a variety of theoretical perspectives on the subject, and the growing abundance of teaching resources, it is still unclear how EE is being enacted in classrooms. As far back as 1996, Hart identified the lack of existing empirical studies tracking teachers' views and pedagogical practices of EE. A search of academic literature more than a decade later revealed little change. The authors were unable to find any substantial studies mapping Ontario teachers' knowledge, views and practice of EE or its link to OE. This study was designed in response to this gap, to act as a baseline study of environmental and outdoor education in Ontario. (Contains 1 table, 4 figures and 2 notes.)
100 Campfires: Towards a Personal Canoeing Philosophy
Author: Bain, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Countries,Recreational Activities,Learning Experience,Outdoor Education,Sport Psychology

In this article, the author talks about canoeing and shares his experience canoeing with a group of trippers in Canada. He also discusses how he developed an understanding of where canoeing in Canada has come from. He contends that the way individuals canoe sends a deep, unconscious message to the brain, and it defines the canoeing experience for them and those with them.
Is 30 Years of Age Over-the-Hill for Outdoor Professionals?
Author: Kirk, Liz
Date: 2012-00-00
Type: Journal Articles
Subjects: Outdoor Education,Teacher Characteristics,Age Differences,Personal Narratives,Experience,Adventure Education

The author is now 30 years old. For more than a decade, she has been paid to facilitate an array of outdoor-based programming with varying groups of participants. With such breadth of experience, she frequently feels like she is a valuable asset to the organizations for which she works. However, at recent staff training and trip preparation days, where she has been surrounded by other outdoor professionals working in a similar role, she has begun to get inklings of feeling "old." Is there an expiry date for frontline outdoor professionals? How valuable is the experience of an outdoor professional over age 30? Is it worth adapting current organizational practices to retain these individuals for more than one or two seasons? To answer these questions, the author refers to her personal experience and the available literature in order to share a few insights about longevity on the frontline as an outdoor professional.
The Journey Home: Psychological Adjustment Symptoms following Wilderness Expedition Programs
Author: Dettweiler, Ulrich
Date: 2012-00-00
Type: Journal Articles
Subjects: Adventure Education,Emotional Adjustment,Outdoor Education,Symptoms (Individual Disorders),Psychological Evaluation,Outdoor Leadership,Comparative Analysis,Correlation,Psychopathology,Student Reaction,Teacher Burnout,Risk,Risk Assessment,Foreign Countries

Recent empirical research on outdoor education programs describes adjustment symptoms that instructors suffer from after the programs have come to an end. Post-course effects are also documented for students, but those are normally scientifically coded in measured changes in &quot;skills&quot; or &quot;learning effects.&quot; In this paper, the author compares the adjustment processes of staff and students, and offers a philosophically motivated explanation for these processes with reference to his own experience of Outward Bound wilderness expeditions.
Harnessing Our Collective Power: A COEO Adventure
Author: Breunig, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Outdoor Education,Environmental Education,Foreign Countries,Integrated Curriculum,Praxis,Focus Groups,Group Discussion,Brainstorming,Adventure Education,Change Strategies,Educational Strategies

In this article, the author shares her experience attending a panel discussion during a Council of Outdoor Educators of Ontario (COEO) conference. It was her research of an integrated curriculum program (ICP) that initially brought the author to COEO and her ongoing research of that program and other programs that, at least in part, brought her back. She became part of a panel, including Grant Linney, Stan Kozak and Kristen Brooks, and facilitated by Ryan Howard, that came together to &quot;harness their collective&quot; interests in environmental studies programs (ESPs) (one form of ICP). Based on the session attendance and participant responses, there appeared to be a high level of enthusiasm and interest in these programs. Their interactive panel discussion focused on the intersection of integrated environmental education theory, praxis and research in relation to ESPs in Ontario with a view towards new pathways and opportunities in the future. The panel members sought to explore how integrated environmental education research might influence teaching practices and policies and session participants added insights and posed questions related to these programs. This form of panel discussion with the merging of others' insights is one example of the potential of harnessing their collective power to gain greater insights into their own work and praxes.
Adventure Spaces: How We View Our Adventure Places
Author: Howard, Ryan
Date: 2012-00-00
Type: Journal Articles
Subjects: Adventure Education,Cultural Relevance,Program Descriptions,Place Based Education,Ecology,Recreational Activities,Recreational Programs,Foreign Countries,Environmental Interpretation

This short discussion explores the relevance and importance of place in adventure recreation and has evolved in part from an effort to understand the overwhelming influence of places on his own adventure experiences. While there is a depth of research and writing on both place and sense of place, this article highlights some practical notions that should induce further thought and reflection on the meaning of the spaces wherein people choose to recreate. He discusses how individuals view their adventure places. He begins by deconstructing places and describes the importance of differentiating between abstract space and meaningful place.
Paddling the Seas of Tsunami Capitalist Persuasion: Manipulated or Self-determined?
Author: Vikander, Nils
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biographies,Persuasive Discourse,Outdoor Education,Field Trips,Adventure Education,Heritage Education,Historical Interpretation,Aquatic Sports,Water

All &quot;friluftsliv,&quot; or &quot;open-air living,&quot; is to some degree a &quot;quest.&quot; This certainly applies to paddling the big, open waters, although William James (1981) originally used the term to deepen the understanding of the Canadian soul during expeditionary travel on the great northern rivers. James was inspired in his task by the classical quest sequence of &quot;Preparation, Separation, Tribulation and Return.&quot; Gaining insight into the panorama of paddling the seas and great lakes of the world could be no less well served through viewing such voyages in terms of these historical quest segments. In this paper, the author begins by examining his paddling life history, which now spans more than half a century and includes both private and pedagogically oriented ventures. This was supplemented by a review of his friluftsliv writings as well as a wide-ranging document analysis of quantitative and qualitative texts and illustrations of canoeing and kayaking. (Contains 3 tables.)
The Perceived Life Impact of a University Outdoor Education Course
Author: Wigglesworth, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Outdoor Education,Educational Experience,College Students,Higher Education,Foreign Countries,Environmental Education

Learning in the outdoors provides lasting educational experiences. Most students retain information best when doing an activity, and the outdoors allows for these opportunities. Outdoor education (OE) is a large, multi-disciplinary field cultivated from many roots. Since OE offers such vivid learning opportunities, it is an important area for research initiatives. In this article, the author discusses a study that is part of her Master's thesis at the University of Ottawa. The purpose of the study is to discover what participants in a university summer outdoor education course remember about their OE experience and what they learned during and as a result of the course with respect to their &quot;intrapersonal,&quot; &quot;interpersonal&quot; and &quot;environmental&quot; relationships. The author explores whether lessons from the OE course play a subsequent role in participants' lives and which components of the course have the most impact. She studies two aspects of the OE course: (1) the life significance of the entire OE course; and (2) the life significance of its individual components.
Taking a Balanced Approach to Risk in Childhood: Why and How
Author: Gill, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Fear,Child Development,Developmentally Appropriate Practices,Child Rearing,Outdoor Education,Outdoor Leadership,Risk,Foreign Countries,Parenting Styles,Life Style,Family Attitudes,Caregiver Attitudes

When people say that children grow up faster today, they are confusing appearance with reality. Children may be avid consumers of adult culture. They may adopt adult mannerisms and styles. They certainly get to grips with new technology far more easily than grown-ups. But when it comes to everyday freedoms--like walking to school alone, or meeting friends in the park--a very different picture emerges. The fact is that for the last 30 or 40 years or longer, across the developed world, the horizons of childhood have been shrinking, and adult control and oversight is becoming the norm. Why has this happened? The author argues that the causes are many and varied, and cannot simply be blamed on parents. Neighbourhoods are more dominated by cars, and families are more dependent on them. Changing family working patterns mean fewer parents are around to watch over children, and more children are in formal childcare. In many areas, people do not know their neighbours, and there is greater fear of crime. All these factors, and others, reinforce the logic of containment. In this article, the author discusses the need of a balanced approach and how to take a balanced approach to risk in childhood.
Adventure into the Woods: Pathways to Forest Schools
Author: McKinney, Kelly
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Environmental Education,Educational Environment,Educational Facilities Design,Educational Innovation,School Culture,Change Strategies,Nature Nurture Controversy

As a child the author had the ability to roam and adventure in green space. Every day as a child she had the ability to lead herself in the 700 hectares of forest that was her backyard. The ability to explore in nature alone is not a common activity for children today. A telling study from Sheffield, England (Derbyshire, 2007) highlights the way the capitalist, corporate and industrialized societies have limited the roaming abilities of children. In this article, the author talks about forest schools and shares how she began an adventure to become familiar with FS models to learn how to implement them in the urban community that she is part of. She also discusses how forest school reconnects children with ability to roam outside in nature.
Leadership Styles
Author: Val, Carlin
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership Styles,Group Dynamics,Influences,Field Trips,Outdoor Education,Outdoor Leadership,Leadership Role,Decision Making Skills,Best Practices,Barriers,Skill Analysis,Conflict,Grounded Theory,Focus Groups,Transcripts (Written Records),Self Evaluation (Individuals),Observation,Foreign Countries

This study examines how a group's dynamic changes under the influence of different leadership styles, and determines what leadership style works best in a large group expedition. The main question identified was &quot;What roles can a leader play in affecting the dynamic of a large group while partaking in a field expedition?&quot; The following research questions were addressed: (1) How can a leader create a positive group dynamic while facilitating an outdoor experience?; (2) How does leadership affect group dynamics?; (3) How does leadership and decision-making interconnect within a positive group dynamic?; (4) Which leadership style works best for various situations in the field?; and (5) What are the barriers and pathways for each leadership style? Data was collected to draw a connection between leadership styles and their affects on the group dynamics of large groups during outdoor expeditions. Findings conclude that it is close to impossible to determine the exact leadership style that would work best in a large group expedition. Groups of any size are incredibly diverse and unique. It is hard to classify and even harder to satisfy those needs and wants. The leadership style that would work best in upholding a positive group dynamic would be a dynamic leadership style. A leader should be able to mould to the group given to them, demonstrating the ability to choose from a number of leadership styles and then applying it appropriately to the group.
Your Brain Outdoors
Author: MacEachren, Zabe
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Outdoor Education,Brain,Cognitive Processes,Research,Natural Resources,Attention

The way technology influences a person's cognition is seldom recognized, but is of increasing interest among brain researchers. Outdoor educators tend to pay attention to the way different activities offer different perceptions of an environment. When natural spaces can no longer be accessed, they adapt and simulate natural activities in available spaces. As electronic technology becomes ubiquitous even in the outdoors, they must learn to attend to its influence on them and those they teach. In this article, the author shares highlights of a journey she took that led into reading forages about technology and brain research. It arose from her frustration at trying to teach across generational divides. As she read she reflected on the activities and outdoor skills needed in today's technological time to encourage a shift away from the attraction of the screen and back to the rapture of nature. The author aims to share highlights of her examination into the way brain development evolved through outdoor-based experiences and today is influenced by information technology.
Conference as Journey: Honouring Our Pedagogical Roots
Author: Asfeldt, Morten
Date: 2012-00-00
Type: Journal Articles
Subjects: Experiential Learning,Outdoor Education,Outdoor Leadership,Program Design,Conferences (Gatherings),Change Strategies,Intermode Differences,Teaching Methods,Educational Practices,Foreign Countries

Most educators have spent many days and thousands of dollars attending academic conferences around the world, only to find themselves sitting in ballrooms, listening to speakers and watching PowerPoint presentations. In most cases, this conference format represents a profound pedagogical contradiction for outdoor and experiential educators. This article examines this contradiction and shares the story of an alternative conference design aimed at honouring the dominant pedagogy of outdoor and experiential education.
Compassionate Senses of Place: Reflections from the River
Author: Schrader, Deb
Date: 2012-00-00
Type: Journal Articles
Subjects: Outdoor Education,Physical Environment,Environmental Education

On the summer solstice of June 2010, a time of constant Arctic light, 14 conference delegates gathered in Yellowknife to fly further north past the tree line, and to a lake downstream of the frozen headwaters of the Mara River. The romance and reality of the conference group in that place--the caribou, muskox, bear and wolf encounters, their &quot;aloneness,&quot; the long days, the unique understandings of different people, the abundance--explored and expressed growing a sense of place from the ordinary into the significant. Nurturing one's sense of place could seem to widen the circle of human compassion, connecting to others and to Earthly systems. In this article, the author reflects on how her own circles continue to be expanded and shaped by this conference.
Transitions and Transference: The &quot;Ins and Outs&quot; of Wilderness Educational Expeditions
Author: Maher, Pat
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Student Experience,Outdoor Education,Outdoor Leadership,Transitional Programs,Best Practices,Educational Experience,Field Experience Programs,Experiential Learning,Sustainability

When the author thinks back to all the wilderness educational expeditions he has led, one thing sticks out in his mind: While he knows these were amazing experiences for the students (primarily university undergraduates), could he have done more to help them transition into the experience and out again afterwards? The author has continued to contemplate transference during three expeditions to Haida Gwaii (the Queen Charlotte Islands), one on the Stikine River and another in the Antarctic. All of these subsequent expeditions were run as field courses at the University of Northern British Columbia. In this article, the author tries to draw out theory as well as examples and lessons from practice that he feels are potentially valuable in re-shaping the way educators/instructors/mentors conceptualize transition and transference in their programs in the future. (Contains 2 figures.)
Group Journaling: A Tool for Reflection, Fun and Group Development
Author: Asfeldt, Morten
Date: 2012-00-00
Type: Journal Articles
Subjects: Reflection,Teamwork,Outdoor Education,Student Journals,Journal Writing,Educational Practices,Foreign Countries

Personal journaling is common practice in outdoor programs and is an important means of reflection and meaning-making. For over 20 years the author has used group journals to promote reflection and understanding, raise important questions, explore difficult issues, develop writing and speaking skills, and enhance group development. In this article, the author discusses how one can begin the practice of group journaling.
Exploring Material Culture in the Barrenlands
Author: MacEachren, Zabe
Date: 2012-00-00
Type: Journal Articles
Subjects: Adventure Education,Experiential Learning,Outdoor Education,Field Experience Programs,Environmental Education,Culturally Relevant Education,Heritage Education,Place Based Education,Historic Sites,Foreign Countries

Although the author loves winter camping and holds the Inuit culture in great regard, thinking about material culture in a northern landscape referred to as barren constitutes a daunting lesson. She wondered, when a landscape is barren is it possible at all for someone to find material, make useful items and survive? So it was she joined the Mara River Expedition with a group of fellow outdoor educators and ventured for her first time into the far north, the landscape commonly known as the barrenlands. Traveling in the barrenlands with an understanding of material culture is humbling to say the least. It is easy to want to feel part of such an incredibly beautiful landscape. Seeing thousands upon thousands of caribou wandering through this land it is hard not to think of plenitude. But once these large herds move on, only rocks and small plants remain. The land may be barren of the many material items one needs to survive, but the author realizes that this means it is full of opportunities to explore and learn in a new, subtle, but-not-so-barren way.