Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective.
| Autor: | Oberle, Eva, Zeni, Megan, Munday, Fritha, Brussoni, Mariana |
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| Předmět: |
CULTURE
SOCIAL support TEACHING methods FOCUS groups CONFIDENCE BUILT environment RURAL conditions RESEARCH methodology MOTIVATION (Psychology) INTERVIEWING CURRICULUM FAMILIES WEATHER LEARNING strategies ENDOWMENT of research SURVEYS PUBLIC sector TEACHERS GOVERNMENT policy DECISION making RESEARCH funding ELEMENTARY schools METROPOLITAN areas THEMATIC analysis MANAGEMENT NATURE |
| Zdroj: | American Journal of Health Education; Sep¿Oct2021, Vol. 52 Issue 5, p251-265, 15p |
| Abstrakt: | Outdoor learning offers clear physical, cognitive, social-emotional and academic benefits for children and yet, it is considered a grassroots approach to teaching and learning in elementary schools. We examined teachers' perspectives on barriers and supports for outdoor learning in public elementary schools. Thirty-six teachers in (urban and rural) British Columbia, Alberta, and Ontario (all female; Mean age = 43.84, SD = 10) participated in one of five virtually administered, semi-structured focus groups. Questions/prompts facilitated a discussion on teachers' experiences with barriers and supports for outdoor learning. Thematic analysis was used to identify main themes. Four interrelated themes and further sub-themes were found: 1) Teacher characteristics: interest/motivation to teach outdoors, preparedness, confidence in handling risks; 2) Systemic factors: principal support, school/district policies, funding/resources, curriculum, school schedule; 3) Culture: school culture, societal beliefs about education, family backgrounds; 4) Environmental factors: weather, built/natural environment, hazards. Systemic support is needed to integrate outdoor learning in schools. The findings in this study are relevant to health education specialists particularly focused on elementary school education. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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