Research, reports and guidance on education outside the classroom and outdoor education, with a plain-English summary of each and a link to the original. New items are added every week.
The library began with Education Outside the Classroom: Applied Research Readings 2010–2017(McNatty & Boyes, University of Otago, 2017). Later items were found, summarised and checked with AI assistance using the same method: every reference is checked against the publisher's record, every summary against the published abstract, and only items rated high confidence by two independent relevance checks are published. Summaries are a guide: read the original before citing it.
125 items
Six environmental educators' voices shape a model of embodiment that helps students look and listen in ways that increase environmental sensitivity.
An experiential project gave international students social support while giving host students practical experience with peers from another culture.
A comparative case study identifies differences and similarities between Danish friluftsliv and New Zealand outdoor education.
A solo study found participants named personally meaningful outcomes, centred on self-awareness, social relationships and a sense of connection to landscape.
The authors examine socially constructed feedback in adventure education and the use of feedback as a teaching approach.
The study looks at peer dynamics around body consciousness on camp and suggests ways to prevent body dissatisfaction.
A brief article looks at why people take part in night-time outdoor activities and what benefits and value they get.
The paper shows how outdoor education in Aotearoa is being re-thought and practised, shaped by the country's bicultural foundation.
The article applies the theory of caring to outdoor education, with examples across policies, leadership, relationships and challenge by choice.
The article presents Scottish teachers' views of outdoor learning and proposes it as an interdisciplinary moral enterprise.
A study looks at the effects on adolescent females of a ten-day journey-based outdoor programme, six to forty-two months afterwards.
A book of ideas and practical advice for learning outside the classroom in school grounds and local neighbourhoods.
A book that uses real-life scenarios to show how to examine hazardous situations and apply risk management strategies.
The paper looks at how teachers balance keeping children safe with enabling the joys of outdoor participation, within a risk society.
The article examines how teachers manage risk in outdoor activities, and how that affects students' outdoor learning, through control, constraints and limits.
The article argues sustainability needs collaborative action and social learning that produces new thinking, alternative values and co-created solutions.
A historical analysis shows the political nature of the school curriculum and suggests educators look to their own community for strength and leadership in environmental education.
The paper explores common characteristics of indigenous thought and practice and concludes they could inspire fundamental change in outdoor education.
Computer simulations of field decisions show what information expert leaders look for, and that familiarity with the environment improved decisions and confidence.
The article investigates reflective journals as tools for learning and assessment.
The authors argue assessment can drive student learning about sustainable relationships with the outdoors, and propose five catalysts for teachers.
Girls reported three benefits of all-girls adventure programmes: safety and comfort, connection to others, and freedom from stereotypes.
The article describes a course design that blends art, music, drama and adventure to balance physical, social, creative and reflective needs.
The chapter discusses formative assessment processes that fit experiential learning and includes assessment resources.