Journal of Experiential Education最新文献

Book Review: Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice 书评：跨课程户外学习：理论与实践指南

Journal of Experiential Education Pub Date : 2024-06-13 DOI: 10.1177/10538259241260647

Judith Elisama Aguayo

{"title":"Book Review: Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice","authors":"Judith Elisama Aguayo","doi":"10.1177/10538259241260647","DOIUrl":"https://doi.org/10.1177/10538259241260647","url":null,"abstract":"Background: The book “Outdoor Learning Across the Curriculum: Theory and Guidelines for Practice” is a guidebook written for those interested in utilizing outdoor settings for educational purposes. The second edition expands on the original text by including new perspectives and addressing outdoor learning in various settings, including day excursions and overnight stays. The text suggests that integrating outdoor education into the curriculum better prepares students for the challenges of the modern era. Purpose: This book review examines the author’s proposed theoretical frameworks that aims to assist educators in implementing outdoor teaching practices. Methodology/Approach: The authors use a combination of research synthesis, case studies, and practical guidance to demonstrate innovative approaches to outdoor learning. They provide examples that connect new ideas to familiar teaching practices. Findings/Conclusions: The book proposes outdoor education as an alternative teaching practice to address pressing issues such as climate change, pandemics, social inequality, and mental and physical health. Implications: Beames et al's work contributes to the broader conversation on education and sustainability, advocating for a more holistic approach to teaching that prepares students to be responsible beings of the world.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347681","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

An Earth-Centered Experiential Psycho-Educational Counseling Group for Native American College Students 以地球为中心的美国本土大学生体验式心理教育咨询小组

Journal of Experiential Education Pub Date : 2024-06-05 DOI: 10.1177/10538259241259657

Delini M. Fernando, Cian L. Brown, Rockey R. Robbins

{"title":"An Earth-Centered Experiential Psycho-Educational Counseling Group for Native American College Students","authors":"Delini M. Fernando, Cian L. Brown, Rockey R. Robbins","doi":"10.1177/10538259241259657","DOIUrl":"https://doi.org/10.1177/10538259241259657","url":null,"abstract":"Background: Experiential group facilitators must make conscious decisions to nurture Native American (NA) knowledge, dignity, identity, and integrity by shifting their theoretical perspectives and intervention practices. Purpose: This study examined group members’ experiences unique to their NA culture and identity using the Earth-centered experiential psycho-educational group counseling model. Approach: Participants included 20 NA university student members. Data were collected from two semistructured one-day group sessions followed by focus groups aimed at helping students to elicit and work through emotions and opinions about NA cultural awareness, interconnectedness, and identity through experiential exercises and group processing. Qualitative inquiry, interpretive techniques, and inductive thematic analysis of the transcripts were utilized to describe, decode, categorize, and reach consensus on themes. Conclusions: Data analyses identified three themes identical in both groups: cultural awareness and interconnectedness, belonging and being a part of nature, and NA identity and tribal self. Implications: Results provided a qualitative description of three themes that coincide with the beliefs and teachings of the Earth-Centered Group Approach. The findings suggest that the use of an immersive group counseling experience, the centering of NA traditions and collectivism, as well as attention to historical and ecological context, were key components in the success of the group experience.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385214","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 Bibliometric Review of Service Learning Research, 1950–2022 1950-2022 年服务学习研究文献计量学回顾

Journal of Experiential Education Pub Date : 2024-04-11 DOI: 10.1177/10538259241245137

Philip Hallinger, D. K. Narong

{"title":"A Bibliometric Review of Service Learning Research, 1950–2022","authors":"Philip Hallinger, D. K. Narong","doi":"10.1177/10538259241245137","DOIUrl":"https://doi.org/10.1177/10538259241245137","url":null,"abstract":"Background: Service learning has been studied and applied in diverse educational settings for the past seven decades. While several research reviews have explored service learning from varied perspectives, none have employed bibliometric methods to investigate its evolution as a “knowledge base.” Purpose: This review documents the evolving landscape and analyzes the intellectual structure of research on service learning. Methodology/Approach: The review analyzed 5,815 Scopus-indexed documents on service learning using descriptive statistics and science mapping. Findings: The review found that service learning constitutes a mature, rapidly expanding interdisciplinary field, with over 75% of the documents published since 2010. Despite its global scope, the literature remains concentrated in Western, economically developed nations. The intellectual structure of the literature encompasses four interconnected schools of thought: Service Learning Designs and Effects, Theory and Research, Implementation, and Engineering Education. Implications: The review highlights the importance of cross-pollination of theoretical perspectives and empirical findings in service learning research and practice. Subsequent research should prioritize the exploration of service learning in developing countries, the evaluation of diverse theoretical perspectives in studies of service learning designs and effects, and the use of mixed research methods in exploration of cultural, social, and political influences on service learning outcomes.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140716586","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

“My Favourite Self:” A Retrospective Analysis of an Outdoor Orientation Program "我最喜欢的自己："对户外定向计划的回顾分析

Journal of Experiential Education Pub Date : 2024-01-10 DOI: 10.1177/10538259231226389

Timothy S. O’Connell, Anna H. Lathrop, Kelly A. Pilato

{"title":"“My Favourite Self:” A Retrospective Analysis of an Outdoor Orientation Program","authors":"Timothy S. O’Connell, Anna H. Lathrop, Kelly A. Pilato","doi":"10.1177/10538259231226389","DOIUrl":"https://doi.org/10.1177/10538259231226389","url":null,"abstract":"Background: The short-term impacts of outdoor orientation programs (OOPs) have been documented in the literature for close to 40 years. While there is a fair amount of research examining the immediate effects of OOPs, there are relatively few studies exploring long-term impacts. Purpose: This study examined the important longitudinal “lessons learned” from participating in an OOP. Methodology/Approach: This study utilized a retrospective qualitative approach and employed the Most Significant Change technique to understand meaningful lessons learned. Alumni from an OOP participated in semi-structured interviews. Thematic analyses included open coding, focused coding, and axial coding. Findings/Conclusions: Primary themes that emerged from the coding process included community and social connections, mental health and well-being and environmental appreciation and value of nature. Participants reported learning valuable lessons related to community building, coping, stress relief, resiliency and thriving, and connection with nature. Implications: Results provide evidence supporting positive long-term effects of OOPs. A particular highlight is how participants noted the OOP helped shape their “favourite self” years after their university experience. Researchers and practitioners can use these results to inform OOP curricula and to include in program marketing and lobbying efforts.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439901","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

Investigating How Immersion Semester High Schools Promote Meaningful Experiences 调查沉浸式学期高中如何促进有意义的体验

Journal of Experiential Education Pub Date : 2024-01-09 DOI: 10.1177/10538259231224788

Lisa Meerts-Brandsma, Bryn Spielvogel, Hilary Lambert, Jim Sibthorp

{"title":"Investigating How Immersion Semester High Schools Promote Meaningful Experiences","authors":"Lisa Meerts-Brandsma, Bryn Spielvogel, Hilary Lambert, Jim Sibthorp","doi":"10.1177/10538259231224788","DOIUrl":"https://doi.org/10.1177/10538259231224788","url":null,"abstract":"Background: Practitioners want to create meaningful experiences for youth because they provide positive benefits. Immersion semester high schools are likely to provide meaningful experiences. Purpose: This study sought to identify what types of activities are most meaningful to youth, whether activities are more meaningful in immersion semester high schools, and to determine which aspects of immersion semester high schools predict meaningfulness and whether this varies by emotional valence. Methods: Youth ( N = 261) provided 11,498 surveys (6,062 at program/5,435 at home) when they participated in an immersion semester high schools and when they were at home. They reported on the meaningfulness of experiences twice daily for 3 weeks in each context. Findings: The results showed that hanging out with peers was the most meaningful activity, that experiences in immersion semester high schools were more meaningful than at home, and that whereas higher levels of emotion predicted higher levels of meaningfulness regardless of how positive or negative the experience was, behavioral engagement was more predictive for positive experiences, whereas psychological engagement was more predictive for negative experiences. Implications: Immersion semester high schools can create more meaningful experiences than at home, especially those that are emotionally engaging.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"41 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442306","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

Experienced and Inexperienced Staff: Exploring the Differences 经验丰富和缺乏经验的工作人员：探索差异

Journal of Experiential Education Pub Date : 2024-01-08 DOI: 10.1177/10538259231223941

Alan Ewert, Curt Davidson, Amy Direnzo, Jon Frankel

{"title":"Experienced and Inexperienced Staff: Exploring the Differences","authors":"Alan Ewert, Curt Davidson, Amy Direnzo, Jon Frankel","doi":"10.1177/10538259231223941","DOIUrl":"https://doi.org/10.1177/10538259231223941","url":null,"abstract":"Background: The outdoor industry has experienced a number of problematic issues, one of the most prominent being staffing concerns related to hiring, retention, and burnout. Purpose: This study investigated the relationship between the level of experience, gender, and age on the selected variables of resilience, coping skills, mental toughness, levels of anxiety, job positivity, and burnout. Methods: This study used an electronic self-report instrument to measure the six variables. For simplicity, level of experience was measured as the overall length of time working in the outdoor industry. Findings: Results partially supported the hypothesis that level of experience can be linked to higher job positivity, lower anxiety, and higher levels of burnout. No significant relationship was found between level of experience and resilience, mental toughness, or coping. Gender and age did not moderate the relationships between experience and the outcomes of interest. Implications: The findings of this study suggest that experience in outdoor adventure programs may be associated with higher job positivity, lower anxiety, and lower levels of burnout among more experienced staff. These results highlight the importance of providing opportunities for individuals to gain experience in order to enhance their well-being and job satisfaction within outdoor adventure programs.","PeriodicalId":506453,"journal":{"name":"Journal of Experiential Education","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445674","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

Letter from the Editor for 47 (1) 第 47 期编辑来信 (1)

Journal of Experiential Education Pub Date : 2024-01-02 DOI: 10.1177/10538259231224547

J. Schaefer

引用次数: 0