Journal of Outdoor Recreation Education and Leadership最新文献_第4页

Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education 土著讲故事，切罗基传统生态知识和基于地方的教育

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-10-21 DOI: 10.18666/jorel-2022-11601

Rosemary A. Kinch, Andrew J. Bobilya, Brad Daniel, Sara Duncan

{"title":"Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education","authors":"Rosemary A. Kinch, Andrew J. Bobilya, Brad Daniel, Sara Duncan","doi":"10.18666/jorel-2022-11601","DOIUrl":"https://doi.org/10.18666/jorel-2022-11601","url":null,"abstract":"Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates such experiential relationships with ecological systems into progressive learning and holistic well-being. TEK stories can describe how those interactions promote inclusive sustainability with local places prioritized by place-based education. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student’s interpretations of a collaborative experience that integrated place-based education, EBCI TEK narratives, and the local environment. As participants reflected on their experience, three major themes emerged through narrative inquiry analysis: cultural literacy, well-being, and respecting nature.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90394551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Reverence for Time: Mindful Approaches to Land-based Travel Calculations 对时间的敬畏:陆地旅行计算的谨慎方法

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-08-09 DOI: 10.18666/jorel-2022-11195

Paul Stonehouse, Nate Furman

引用次数: 0

Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity 污名、刻板印象和地位:北美户外教育者如何理解和体验男性气质

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-08-09 DOI: 10.18666/jorel-2022-11268

J. Kennedy

引用次数: 1

Clearing up the confusion over Outdoor Therapies: How they fit with, overlap, or relate to one another 澄清户外疗法的困惑:它们是如何相互适应、重叠或联系的

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-08-09 DOI: 10.18666/jorel-2022-11552

S. Priest

引用次数: 0

Exploring Changes in Depression and Meaning in Life through River Rafting for Veterans with PTSD 通过漂流探索创伤后应激障碍退伍军人抑郁和生活意义的变化

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-05-11 DOI: 10.18666/jorel-2022-v14-i2-11110

Taylor Hooker, Susan McCool, Sarah R. Fischer, Deborah A. Tysor, N. Q. Lackey

引用次数: 1

The Power of Campfire Spaces for Diversity Education: A Case Study Analysis of a Diversity-Focused Outdoor Adventure Program 营火空间对多元化教育的力量:一个以多元化为重点的户外探险项目的案例研究分析

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-05-11 DOI: 10.18666/jorel-2022-v14-i2-10963

Nathan Williams

{"title":"The Power of Campfire Spaces for Diversity Education: A Case Study Analysis of a Diversity-Focused Outdoor Adventure Program","authors":"Nathan Williams","doi":"10.18666/jorel-2022-v14-i2-10963","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-10963","url":null,"abstract":"Diversity interventions on college campuses provide engagement opportunities for students to interact across lines of difference. Despite these efforts, hate crimes, racial and cultural insensitivity, and a lack of engagement with diverse peers are prevalent. This qualitative case study used an embedded single-case design to explore a new type of intervention: diversity-focused outdoor adventure trips. These trips draw participants from diverse campus communities and create bridges across student populations who might not interact otherwise. Findings from this study suggest that students experience meaningful experiential learning about diversity on outdoor adventure trips. Students are then able to create connections with diverse peers that impact their views of the campus and diverse peers in their community. These findings have implications for extending campus diversity education beyond the traditional classroom or workshop environment and demonstrates the potential for outdoor recreation and education contexts to be opportunities for powerful personal connections among diverse participants. These connections among individuals illustrate the potential for outdoor recreation experiences to forge new bonds between across disparate communities.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77802615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom 卸下背包:户外体验教育向课堂的转移

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-05-11 DOI: 10.18666/jorel-2022-v14-i2-11137

C. Bolick, J. Glazier, Christoph Stutts

{"title":"Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom","authors":"C. Bolick, J. Glazier, Christoph Stutts","doi":"10.18666/jorel-2022-v14-i2-11137","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11137","url":null,"abstract":"Schools of education continue to struggle with how to best meet the needs of practicing teachers enrolled in graduate teacher education programs. The University of North Carolina at Chapel Hill’s School of Education designed a graduate teacher education program with an embedded outdoor education residency component to disrupt practicing teachers’ concepts of teaching with the intent of impacting their professional practice. This qualitative study reports the results of a multi-year investigation into the transference of the learning that occurs in the outdoor experiential education residency into teachers’ classroom communities. The experiential opportunities were designed to embolden the teachers to rethink community and to reinvent their teaching practice. The findings inform our understanding of the transference of outdoor experiential education as teachers took off their backpacks and returned to the K-12 classroom. Particularly evident in the data were the ways teachers’ own engagement in authentic community as part of the residency model influenced their efforts to create the same opportunities for their K-12 students and for themselves in their school communities. Our findings reveal images of possibility while also noting obstacles to transference.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83597577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Bigfoot Inspires Youth: Teaching Leave No Trace through Afterschool Partnerships 大脚怪激励青年:通过课后伙伴关系教学不留痕迹

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-05-11 DOI: 10.18666/jorel-2022-v14-i2-11108

Peter Ahl, Eddie L. Hill, A. Leary, Ben Lawhon

引用次数: 0

Breathing Fresh Air into Diabetes Education: A Qualitative Study 呼吸新鲜空气进入糖尿病教育:一项定性研究

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-05-11 DOI: 10.18666/jorel-2022-v14-i2-11127

Peter Nerothin, Eddie L. Hill, J. Haegele

{"title":"Breathing Fresh Air into Diabetes Education: A Qualitative Study","authors":"Peter Nerothin, Eddie L. Hill, J. Haegele","doi":"10.18666/jorel-2022-v14-i2-11127","DOIUrl":"https://doi.org/10.18666/jorel-2022-v14-i2-11127","url":null,"abstract":"Type 1 diabetes (T1D) is an endocrine and metabolic disorder affecting approximately 1.4 million adults living in the United States. Psychosocial factors have been identified as key barriers to improvements in self-care among T1D adults, including emotional well-being, social support and self-efficacy, and personal motivation. It is posited that nonclinical approaches, such as peer-based outdoor adventure education programs, could assist T1D adults with their individual psychosocial needs. However, very little research exists to support this unique approach to care. The purpose of this study was to explore the meaning that adults living with T1D ascribe to participation in a wilderness backpacking trip. Eighteen participants with T1D completed a 5-day backpacking trip on the Chilkoot Trail in Alaska and British Columbia. Once on the trip, participants were invited to participate in two semi-structured interviews within 48 hours of the trip start and end date. Using a phenomenological approach, three themes were constructed: a) seeking and finding a diabetes community, b) revealing capabilities to yourself and the world, and c) enhancing diabetes management and self-care on the trail and in life. A common thread across the three constructed themes was the sense of belonging to the diabetes community, which was described by the participants as paramount to their positive overall trip experience. This finding extends assertions that peer relationships during OAE programs may play a central role in improving psychosocial functioning for individuals living with T1D. This provides evidence on the power of using outdoor recreation to positively impact the community of individuals with T1D.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75316950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysis of a Year-Round Mentoring Program for Youth with Physical Disabilities Attending a Medical Specialty Camp 对参加医学专业营的身体残疾青年全年辅导计划的分析

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Journal of Outdoor Recreation Education and Leadership Pub Date : 2022-04-08 DOI: 10.18666/jorel-2022-10906

S. Dawson, B. McCormick, D. Knapp, J. Piatt

{"title":"Analysis of a Year-Round Mentoring Program for Youth with Physical Disabilities Attending a Medical Specialty Camp","authors":"S. Dawson, B. McCormick, D. Knapp, J. Piatt","doi":"10.18666/jorel-2022-10906","DOIUrl":"https://doi.org/10.18666/jorel-2022-10906","url":null,"abstract":"Residential medical specialty camps provide short-term psychosocial benefits to youth with health conditions during summer camp, yet extinguishing effects are commonly seen in followup data as campers return to home and school settings (Dawson, 2017; Knapp et al., 2015; Moola et al., 2014; Plante et al., 2001). Innovative year-round support approaches are needed to enhance existing residential medical camps to improve long-term psychosocial outcomes associated with the months following the summer experience (Dawson, 2017; Dawson et al., 2018). This study is a qualitative analysis of an online mentoring support program designed as a follow-up approach in the months after residential summer camp experience has ended. The mentoring support program matched adolescent campers with a physical disability to an adult mentor having a similar disability and was structured through an online support curriculum facilitated by a recreational therapist. Qualitative analysis yielded two major themes from mentors and mentees (a) mentor as a disability life coach providing psychosocial support and expanding life expectations, and (b) barriers and facilitators to the mentee-mentor relationship. Discussion centers on insights for further developing this mentoring support program as an adjunct to traditional medical specialty camps.","PeriodicalId":44328,"journal":{"name":"Journal of Outdoor Recreation Education and Leadership","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87379646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0