Journal of Experiential Education最新文献_第2页

Letter from the Editor 编辑来信

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-27 DOI: 10.1177/10538259241249326

Curt Davidson, Kathy Chau Rohn, Ryan Zwart

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Tying Yourself to the Chair: Using Slack in a Classroom as Organization 把自己绑在椅子上在课堂上使用 Slack 作为组织工具

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-09 DOI: 10.1177/10538259241246234

Ovidiu C. Cocieru, Matthew C.B. Lyle, Mark A. McDonald

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The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning 乌干达咖啡农的角色认同对其体验式学习的影响

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-08 DOI: 10.1177/10538259241244726

Robert Ochago, Domenico Dentoni, Maral Mahdad

{"title":"The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning","authors":"Robert Ochago, Domenico Dentoni, Maral Mahdad","doi":"10.1177/10538259241244726","DOIUrl":"https://doi.org/10.1177/10538259241244726","url":null,"abstract":"Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602859","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}

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The Sublime Reimagined: Moving Towards Deweeper Human–Nature Relations in Outdoor Adventure Education 重塑崇高：在户外探险教育中建立更深层次的人与自然关系

IF 1.5

Journal of Experiential Education Pub Date : 2024-04-08 DOI: 10.1177/10538259241246232

Amy E. Smallwood

{"title":"The Sublime Reimagined: Moving Towards Deweeper Human–Nature Relations in Outdoor Adventure Education","authors":"Amy E. Smallwood","doi":"10.1177/10538259241246232","DOIUrl":"https://doi.org/10.1177/10538259241246232","url":null,"abstract":"Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human–nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between “place” and “pedagogy” to suggest a reimagined role of the sublime that fosters more empathetic human–nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human–nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human–nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602866","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}

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The Impact of a Classroom as Organization on University-to-Work Transitions and Early Careers 课堂作为组织对从大学到工作的过渡和早期职业生涯的影响

IF 1.5

Journal of Experiential Education Pub Date : 2024-03-26 DOI: 10.1177/10538259241242117

Ovidiu C. Cocieru, Matthew C. B. Lyle, Lauren C. Hindman, Mark A. McDonald

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Trends and Issues in Experiential and Outdoor Education Programs 体验式教育和户外教育计划的趋势与问题

IF 1.5

Journal of Experiential Education Pub Date : 2024-03-15 DOI: 10.1177/10538259241239586

Andrew J. Bobilya, Tom Holman, Betsy Lindley, Esther Ayers, Christine Norton, Steve Smith, Denise Mitten, Brent J. Bell

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A Phenomenological Study of Intensive Experiential Learning for University Faculty Professional Development 大学教师专业发展强化体验式学习的现象学研究

IF 1.5

Journal of Experiential Education Pub Date : 2024-03-05 DOI: 10.1177/10538259241235915

Mary Rodriguez, Kim E. Dooley, T. Grady Roberts

{"title":"A Phenomenological Study of Intensive Experiential Learning for University Faculty Professional Development","authors":"Mary Rodriguez, Kim E. Dooley, T. Grady Roberts","doi":"10.1177/10538259241235915","DOIUrl":"https://doi.org/10.1177/10538259241235915","url":null,"abstract":"Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053751","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}

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The Witnesses, the Mediators, and the Treatment Plan Promoters: A Phenomenological Study of Residential Facility Staff Members’ Role as Companions on Wilderness Journeys 见证者、调解者和治疗计划推动者：寄宿机构工作人员在野外旅行中扮演同伴角色的现象学研究

IF 1.5

Journal of Experiential Education Pub Date : 2024-03-04 DOI: 10.1177/10538259241236693

Menny Malka, Anat Haas

{"title":"The Witnesses, the Mediators, and the Treatment Plan Promoters: A Phenomenological Study of Residential Facility Staff Members’ Role as Companions on Wilderness Journeys","authors":"Menny Malka, Anat Haas","doi":"10.1177/10538259241236693","DOIUrl":"https://doi.org/10.1177/10538259241236693","url":null,"abstract":"Background: Wilderness therapy (WT) has become a popular method of intervention with youth residing in residential facilities (RFs), and an important part of their treatment plan. Thus, the dual positioning and role of RF staff members - who both accompany participants on the WT journey and, at the same time, participate in their on-site, daily therapeutic processes - becomes pivotal in therapy programs for this population. Purpose: To examine the meaning of RF staff members’ role in supporting youth from RFs during the WT process. Methodology: The study adopted a qualitative-phenomenological approach, anchored in semi-structured, in-depth interviews with 12 therapeutic-educational workers (6 social workers and 6 youth workers) employed in RFs in Israel. Findings/Conclusions: Three roles emerged from the interviews: the witness, the mediator, and the promoter of the treatment plan. Implications: An ecological-systemic approach is recommended. This approach will provide an opportunity for the RF team members to engage in possible interventions during the journey. It will also allow them to expand the change process which takes place on the WT journey, to the daily treatment plan of the youth within the RF, and among the social and educational systems in which they are involved.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032819","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

Reported Decreases in Diversity, Equity, and Inclusion Practices in Environmental Education Organizations 环境教育组织报告的多样性、公平性和包容性做法减少情况

IF 1.5

Journal of Experiential Education Pub Date : 2024-02-20 DOI: 10.1177/10538259241232323

Robert Justin Hougham, Sarah Burgess, Jody Bauer

{"title":"Reported Decreases in Diversity, Equity, and Inclusion Practices in Environmental Education Organizations","authors":"Robert Justin Hougham, Sarah Burgess, Jody Bauer","doi":"10.1177/10538259241232323","DOIUrl":"https://doi.org/10.1177/10538259241232323","url":null,"abstract":"Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on measures being reported by EE organizations in Wisconsin, and nearby regions, in their work to address diversity, equity, and inclusion (DEI) with consideration to inclusive practices, instructional materials, and overall pedagogy of EE. Methodology/Approach: In 2021, a web-based survey was emailed to 140 EE organization leaders and an updated version was emailed to 112 EE organization leaders in 2023. Responses were analyzed to determine the status of EE across the state and trends across years. Findings/Conclusions: The data does demonstrate a need for equity in EE, specifically supporting students with different learning needs or from underrepresented backgrounds. DEI initiative importance versus resources allocated is disjointed. Lack of consistent collection of demographic data leads EE organizations to fall short of DEI action. Implications: In order to better support learning and positive outcomes, it is significant that environmental educators reevaluate their practices to meet the needs of the growingly diverse students across the country.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948845","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

Day Camp Leadership: Women's Experiences with Gender Bias, Inequity, and Double Binds 日营领导：女性在性别偏见、不平等和双重束缚下的经历

IF 1.5

Journal of Experiential Education Pub Date : 2024-01-31 DOI: 10.1177/10538259241228479

Kiah DeVona, Jennie M. Weiner

{"title":"Day Camp Leadership: Women's Experiences with Gender Bias, Inequity, and Double Binds","authors":"Kiah DeVona, Jennie M. Weiner","doi":"10.1177/10538259241228479","DOIUrl":"https://doi.org/10.1177/10538259241228479","url":null,"abstract":"Background: Despite representing half of approximately 1.5 million camp counsellors in the United States, women in outdoor experiential education (OEE) continually face barriers that constrain them to lead according to restrictive gendered expectations. While scholars have studied this issue across a variety of OEE contexts, summer day camps are largely absent from empirical dialogue about gender and leadership. Purpose: Presently, we explore the impact of gender stereotypes on women's experiences as leaders inside one summer day camp. Methodology/Approach: We employ a qualitative, single-case study to interview five camp professionals about their experiences with gender and leadership. Findings/Conclusions: We find the construction of leadership within the camp rewarded men's agentic behaviors and punished women who led similarly. In addition, men who showed communally-oriented leadership traits were recognized as exceptional leaders, while women lost promotions and were reprimanded for the same behaviors. This gendered construction of leadership manifested as women having inequitable access to leadership development pipelines compared to men, especially related to representation, informal mentoring, and promotion. Implications: Considering these biased constructions and their impact on women leaders, we present opportunities for organizational and systemic change within day camps.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948842","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