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.
356 items
First-generation Chinese parents in Vancouver steer their children's adventure education participation to correct their development and manage exposure to wider culture.
The article examines progressions in experiential learning and how more proficient kayakers guide learners.
The article discusses giving students independence in outdoor programmes while keeping appropriate supervision and staying within safety bounds.
A guide offering several strategies for assessing experiential learning.
The paper examines empowerment as a process and an outcome in experiential education and makes recommendations for practitioners and researchers.
The authors describe fitting enjoyable outdoor lifetime activities into a physical education and health programme, with rationale and lessons learned.
The authors describe using the schoolyard for science outdoor education, with repeated visits for observation and data collection, plus activities and web resources.
The article offers strategies, including reflective practice methods, for improving instructors' teaching skills.
A Singapore secondary camp improved competencies such as self-awareness, social awareness, self-management, relationship management and responsible decision-making.
The article shows how field trips and professional development activities shaped teachers' ability to create meaningful maths problems.
After five days at an outdoor camp without screens, preteens improved at reading nonverbal emotional cues.
Evidence from the NZ sail-training vessel Spirit of New Zealand shows participants' self-esteem rose and stayed higher over time.
A longitudinal study found teachers who taught regularly in the school grounds reported more student motivation, communication and participation.
The paper examines how residential outdoor learning relates to mainstream schooling in Scotland and how qualitative and quantitative studies fit together.
The paper asks whether consumptive outdoor experiences marketed to schools fit the New Zealand curriculum values of innovation, inquiry and curiosity.
The study found solitude, primitiveness and humility are important in programmes that improve attitudes towards nature.
The chapter describes two successful place-based education projects and the principles they share, with early insights into the effect on academic engagement and citizenship.
Teachers became more sensitive to place through collaboration, planning visits and practice, and the authors propose a theory of place-responsive pedagogy.
The author critiques place-based pedagogies and argues for caution about their links with sustainability-focused outdoor education.
A study finds Chinese rock climbing is male-dominated, motivated by escape from routine and learning about nature, and organised largely through websites.
The article explores how intercultural student friendships begin, last and develop, and what helps or hinders them.
The article argues humour can trigger students' emotional engagement and influence student-student, student-teacher and context interactions.
A Danish organic school gardens project built students' desire to learn and their knowledge of nature, farming and food.
The paper explains the Sunday Afternoon Drive debrief model, with examples and critiques of meaningful, complete debrief sessions.