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.
Report2017–2026 updateUniversity of Waikato (Master of Education thesis)2017
Secondary teachers adopting place-responsive and culturally responsive outdoor education faced challenges, including colleagues' views of the subject and the complexities of senior assessment. The approaches also created opportunities for curriculum alignment, holistic development and cultural diversity.
Place-based learning and te taiaoCurriculum and assessmentEducator capability and PLD
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning 16(1), 49-622016International
The article argues for blending place, space and sustainability in primary geography and outdoor learning.
Place-based learning and te taiaoCurriculum and assessmentSustainability and environmental education
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Outdoor and Environmental Education 19(2), 42-502016International
The paper argues outdoor education's distinctiveness in the school curriculum lies in neither content nor process but in ways of being.
Curriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning, 55-662016
The article examines how New Zealand primary teachers teach, programme and understand outdoor education.
Curriculum and assessmentTeaching and facilitation outdoors
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning 16(2), 91-1042016
Interviews with eight NZ secondary outdoor education teachers show adventure and learning discourses sit side by side in how they talk.
Curriculum and assessmentRisk and safetySustainability and environmental education
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Outdoor and Environmental Education 19(1), 42-502016
The research stresses supporting students through the transition home after a long outdoor programme, including assessing learning through project work.
School camps and tripsTeaching and facilitation outdoorsCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning 15(4), 267-2832015International
Canadian students in interdisciplinary environmental studies programmes changed their environmental attitudes and behaviours.
Sustainability and environmental educationCurriculum and assessmentLearning and achievement outcomes
Book2017 Otago review (McNatty & Boyes)In Laoire, White & Skelton (Eds.), Movement, mobilities and journeys, Springer2015
The chapter reflects on how young people on international school trips develop autonomy and learn, using views from students, parents and school leaders.
School camps and tripsCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Curriculum Matters 10, 73-932014
The review traces how safety is understood in NZ EOTC policy and curriculum and suggests a more holistic view could guide practice.
EOTC safety managementRisk and safetyCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Science 344, 583-5842014International
A brief article examines how science and environmental education could converge to address socio-ecological challenges.
Sustainability and environmental educationCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Outdoor Recreation, Education, and Leadership 6(2), 161-1692014International
A maths and science programme used the outdoors to teach about local water quality issues, with links to free resources.
Curriculum and assessmentSustainability and environmental educationPlace-based learning and te taiao
Guidance2017 Otago review (McNatty & Boyes)McGill University, Montreal2014International
A guide offering several strategies for assessing experiential learning.
Curriculum and assessmentTeaching and facilitation outdoors
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Physical Education, Recreation & Dance 85(8), 27-312014International
The authors describe fitting enjoyable outdoor lifetime activities into a physical education and health programme, with rationale and lessons learned.
Curriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Applied Environmental Education & Communication 13(4), 234-2402014International
The authors describe using the schoolyard for science outdoor education, with repeated visits for observation and data collection, plus activities and web resources.
Curriculum and assessmentTeaching and facilitation outdoors
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Experiential Education 37(2), 144-1592014International
The article shows how field trips and professional development activities shaped teachers' ability to create meaningful maths problems.
Educator capability and PLDCurriculum and assessmentSchool camps and trips
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning 14(2), 118-1312014
The paper asks whether consumptive outdoor experiences marketed to schools fit the New Zealand curriculum values of innovation, inquiry and curiosity.
Curriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)Journal of Adventure Education and Outdoor Learning 13(1), 56-752013International
Swedish pupils who learned biology and maths outdoors retained knowledge better in the long term and valued the social interaction.
Learning and achievement outcomesCurriculum and assessmentInternational and cultural perspectives
Book2017 Otago review (McNatty & Boyes)Sense Publishers2013International
The book explores the history and philosophy of outdoor education as a subject and as a method.
Teaching and facilitation outdoorsCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)The Curriculum Journal 23(1), 43-582012International
The article presents Scottish teachers' views of outdoor learning and proposes it as an interdisciplinary moral enterprise.
Curriculum and assessmentInternational and cultural perspectives
Peer-reviewed research2017 Otago review (McNatty & Boyes)The Journal of Environmental Education 42(3), 193-2022011International
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.
Curriculum and assessmentSustainability and environmental education
Peer-reviewed research2017 Otago review (McNatty & Boyes)Higher Education Research & Development 30(4), 519-5322011International
The article investigates reflective journals as tools for learning and assessment.
Teaching and facilitation outdoorsCurriculum and assessment
Peer-reviewed research2017 Otago review (McNatty & Boyes)New Zealand Journal of Outdoor Education: Ko Tane Mahuta Pupuke 2(5), 7-222011
The authors argue assessment can drive student learning about sustainable relationships with the outdoors, and propose five catalysts for teachers.
Curriculum and assessmentSustainability and environmental education
Book2017 Otago review (McNatty & Boyes)In Teaching for experiential learning: Five approaches that work (pp. 101-106), Rowman & Littlefield2010International
The chapter discusses formative assessment processes that fit experiential learning and includes assessment resources.
Curriculum and assessmentTeaching and facilitation outdoors
Peer-reviewed research2017 Otago review (McNatty & Boyes)International Journal of Continuing Engineering Education and Life-Long Learning 20(1), 54-712010International
A pilot gave handheld computers to Year 12 geography students on a field trip and produced recommendations for using them in fieldwork.
School camps and tripsCurriculum and assessmentTeaching and facilitation outdoors
