Threshold concepts for Australian university outdoor education programs: findings from a Delphi research study

2019 ◽  
Vol 22 (3) ◽  
pp. 169-186 ◽  
Author(s):  
Glyn Thomas ◽  
Heather Grenon ◽  
Marcus Morse ◽  
Sandy Allen-Craig ◽  
Anthony Mangelsdorf ◽  
...  
Keyword(s):  
Outdoor Education ◽  
Research Study ◽  
Threshold Concepts ◽  
Education Programs ◽  
Delphi Research

Demystifying the Delphi Method

2015 ◽  
pp. 375-395 ◽  
Author(s):  
Kaye Shelton ◽  
Kathleen Adair Creghan
Keyword(s):  
Decision Making ◽  
Delphi Method ◽  
Delphi Study ◽  
Research Method ◽  
Research Study ◽  
Group Communication ◽  
Rand Corporation ◽  
The 1950S ◽  
Delphi Research ◽  
Delphi Studies

The Delphi research method was specifically designed as a forecasting tool for the Rand Corporation in the 1950s. However, in the last several decades, Delphi research has been more frequently used for facilitating group communication for decision making and planning. Because of the Delphi Method's increased use, more information is needed for researchers to understand how to best utilize the method to precisely complete a Delphi study with rigor. This chapter explores the Delphi Method's origin, provides an explanation of the methodology, acknowledges the types and variations in Delphi studies, discusses the advantages and limitations, and provides clear, step-by-step guidelines for employing a successful research study.

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1988266
Author(s):  
Brandee M. Appling ◽  
Malti Tuttle ◽  
Viola Simone May
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
Research Study ◽  
Transcendental Phenomenology ◽  
Mental Health Counselors ◽  
Key Factors ◽  
Social Emotional ◽  
Education Programs ◽  
Preservice Training ◽  
K 12

The current research study explored the experiences of collaboration between K–12 school counselors and clinical mental health counselors (CMHCs). Through transcendental phenomenology, we examined the perspectives of 10 practicing school counselors who have collaborated with CMHCs. We identified seven main themes that highlighted the essence of these experiences: (a) key factors for effective collaboration, (b) “no ego on the table,” (c) benefits of collaboration, (d) roadblocks to collaboration, (e) eliminating roadblocks to collaboration, (f) preservice training, and (g) forging forward in practice. Implications and recommendations from this study inform practicing counselors and counselor education programs about these collaboration experiences and the need for collaboration to support the academic and social/emotional success of K–12 students.

The Place of Experience and the Experience of Place: Intersections Between Sustainability Education and Outdoor Learning

2013 ◽  
Vol 29 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Allen Hill
Keyword(s):  
New Zealand ◽  
Outdoor Education ◽  
Social Economic ◽  
Sustainability Education ◽  
Environmental Issues ◽  
Outdoor Learning ◽  
Education Programs ◽  
Aotearoa New Zealand ◽  
Critical Scrutiny ◽  
Development Of Attitudes

AbstractAs social, economic and environmental issues have become more prominent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interrogate human/nature relationships in traditional outdoor education and propose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this article explores possible intersections between sustainability education outdoor learning. Accordingly, this article focuses on two key ideas: First, the nexus of experience and place offers significant promise for educational endeavours that seek to educate for a sustainable future. Second, traditional conceptions of wilderness as a pedagogical site, can be problematic for outdoor education programs which seek to claim the ground of sustainability. While there is much that can be gained from journeys in remote pristine environments, not all of these experiences necessarily lead to the development of attitudes, understandings, skills, and motivation to live more sustainably. Furthermore, approaches to outdoor learning that seek to develop connection to and care for remote, pristine places, at the same time ignoring more local or impacted places, could present a dichotomous view of ‘nature’ to students, thereby disrupting efforts to educate for sustainability.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

Sign in / Sign up

Export Citation Format

Share Document