Loading…

Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators

Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individ...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of experiential education 2022-06, Vol.45 (2), p.117-135
Main Authors: Holland, W. Hunter, Powell, Robert B., Holland, Kathleen K., Garst, Barry A., Baldwin, Elizabeth D., Quigley, Cassie F.
Format: Article
Language:English
Subjects:
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13
cites cdi_FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13
container_end_page 135
container_issue 2
container_start_page 117
container_title The Journal of experiential education
container_volume 45
creator Holland, W. Hunter
Powell, Robert B.
Holland, Kathleen K.
Garst, Barry A.
Baldwin, Elizabeth D.
Quigley, Cassie F.
description Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.
doi_str_mv 10.1177/10538259211045385
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2666388599</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1341983</ericid><sage_id>10.1177_10538259211045385</sage_id><sourcerecordid>2666388599</sourcerecordid><originalsourceid>FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13</originalsourceid><addsrcrecordid>eNp1kE1LAzEQhoMoWKs_wIOw4HlrvvYj3mxdvyjYg6K3JU0mJWW7WZOt6L83ZUUP4mlmeJ93ZngROiV4QkhRXBCcsZJmghKCeWyzPTSiJBcpxuJ1H412eroDDtFRCGuMMaFlPkKr6qMDb6HtrWySF9to8C2EkE5lAJ0svDNxsq6N6jW8Q-O6TYQvkyk0FkxIZKuTmWuN1dAqSJxJFtL3VtlOtn1S6a2SvfPhGB0Y2QQ4-a5j9HxTPc3u0vnj7f3sap4qxnifiiXlmhK-BMap5kWGS8oLkytiOAeZ5arQ1EiNmdFCLqk2mmSUlhmAKOiSsDE6H_Z23r1tIfT12m19_D7UNM9zVpaZEJEiA6W8C8GDqTtvN9J_1gTXuzzrP3lGz9ngiXGpH756IIwTUbKoTwY9yBX8Xv1_4RcoFn-H</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2666388599</pqid></control><display><type>article</type><title>Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators</title><source>ERIC</source><source>SAGE Journals</source><creator>Holland, W. Hunter ; Powell, Robert B. ; Holland, Kathleen K. ; Garst, Barry A. ; Baldwin, Elizabeth D. ; Quigley, Cassie F.</creator><creatorcontrib>Holland, W. Hunter ; Powell, Robert B. ; Holland, Kathleen K. ; Garst, Barry A. ; Baldwin, Elizabeth D. ; Quigley, Cassie F.</creatorcontrib><description>Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.</description><identifier>ISSN: 1053-8259</identifier><identifier>EISSN: 2169-009X</identifier><identifier>DOI: 10.1177/10538259211045385</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Adventure Education ; Beliefs ; Classrooms ; Continuing education ; Elementary School Teachers ; Experiential Learning ; Faculty Development ; High School Teachers ; Integrated Activities ; Learning Activities ; Middle School Teachers ; Outdoor education ; Professional development ; Program Effectiveness ; Research Needs ; Self Efficacy ; Teacher Attitudes ; Teachers ; Teaching ; Teaching Methods ; Wilderness areas</subject><ispartof>The Journal of experiential education, 2022-06, Vol.45 (2), p.117-135</ispartof><rights>The Authors 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13</citedby><cites>FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13</cites><orcidid>0000-0002-8557-1640</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,79364</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1341983$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Holland, W. Hunter</creatorcontrib><creatorcontrib>Powell, Robert B.</creatorcontrib><creatorcontrib>Holland, Kathleen K.</creatorcontrib><creatorcontrib>Garst, Barry A.</creatorcontrib><creatorcontrib>Baldwin, Elizabeth D.</creatorcontrib><creatorcontrib>Quigley, Cassie F.</creatorcontrib><title>Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators</title><title>The Journal of experiential education</title><addtitle>Journal of Experiential Education</addtitle><description>Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.</description><subject>Adventure Education</subject><subject>Beliefs</subject><subject>Classrooms</subject><subject>Continuing education</subject><subject>Elementary School Teachers</subject><subject>Experiential Learning</subject><subject>Faculty Development</subject><subject>High School Teachers</subject><subject>Integrated Activities</subject><subject>Learning Activities</subject><subject>Middle School Teachers</subject><subject>Outdoor education</subject><subject>Professional development</subject><subject>Program Effectiveness</subject><subject>Research Needs</subject><subject>Self Efficacy</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Wilderness areas</subject><issn>1053-8259</issn><issn>2169-009X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp1kE1LAzEQhoMoWKs_wIOw4HlrvvYj3mxdvyjYg6K3JU0mJWW7WZOt6L83ZUUP4mlmeJ93ZngROiV4QkhRXBCcsZJmghKCeWyzPTSiJBcpxuJ1H412eroDDtFRCGuMMaFlPkKr6qMDb6HtrWySF9to8C2EkE5lAJ0svDNxsq6N6jW8Q-O6TYQvkyk0FkxIZKuTmWuN1dAqSJxJFtL3VtlOtn1S6a2SvfPhGB0Y2QQ4-a5j9HxTPc3u0vnj7f3sap4qxnifiiXlmhK-BMap5kWGS8oLkytiOAeZ5arQ1EiNmdFCLqk2mmSUlhmAKOiSsDE6H_Z23r1tIfT12m19_D7UNM9zVpaZEJEiA6W8C8GDqTtvN9J_1gTXuzzrP3lGz9ngiXGpH756IIwTUbKoTwY9yBX8Xv1_4RcoFn-H</recordid><startdate>20220601</startdate><enddate>20220601</enddate><creator>Holland, W. Hunter</creator><creator>Powell, Robert B.</creator><creator>Holland, Kathleen K.</creator><creator>Garst, Barry A.</creator><creator>Baldwin, Elizabeth D.</creator><creator>Quigley, Cassie F.</creator><general>SAGE Publications</general><general>Association for Experiential Education</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-8557-1640</orcidid></search><sort><creationdate>20220601</creationdate><title>Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators</title><author>Holland, W. Hunter ; Powell, Robert B. ; Holland, Kathleen K. ; Garst, Barry A. ; Baldwin, Elizabeth D. ; Quigley, Cassie F.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Adventure Education</topic><topic>Beliefs</topic><topic>Classrooms</topic><topic>Continuing education</topic><topic>Elementary School Teachers</topic><topic>Experiential Learning</topic><topic>Faculty Development</topic><topic>High School Teachers</topic><topic>Integrated Activities</topic><topic>Learning Activities</topic><topic>Middle School Teachers</topic><topic>Outdoor education</topic><topic>Professional development</topic><topic>Program Effectiveness</topic><topic>Research Needs</topic><topic>Self Efficacy</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Wilderness areas</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Holland, W. Hunter</creatorcontrib><creatorcontrib>Powell, Robert B.</creatorcontrib><creatorcontrib>Holland, Kathleen K.</creatorcontrib><creatorcontrib>Garst, Barry A.</creatorcontrib><creatorcontrib>Baldwin, Elizabeth D.</creatorcontrib><creatorcontrib>Quigley, Cassie F.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Journal of experiential education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Holland, W. Hunter</au><au>Powell, Robert B.</au><au>Holland, Kathleen K.</au><au>Garst, Barry A.</au><au>Baldwin, Elizabeth D.</au><au>Quigley, Cassie F.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1341983</ericid><atitle>Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators</atitle><jtitle>The Journal of experiential education</jtitle><addtitle>Journal of Experiential Education</addtitle><date>2022-06-01</date><risdate>2022</risdate><volume>45</volume><issue>2</issue><spage>117</spage><epage>135</epage><pages>117-135</pages><issn>1053-8259</issn><eissn>2169-009X</eissn><abstract>Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/10538259211045385</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-8557-1640</orcidid></addata></record>
fulltext fulltext
identifier ISSN: 1053-8259
ispartof The Journal of experiential education, 2022-06, Vol.45 (2), p.117-135
issn 1053-8259
2169-009X
language eng
recordid cdi_proquest_journals_2666388599
source ERIC; SAGE Journals
subjects Adventure Education
Beliefs
Classrooms
Continuing education
Elementary School Teachers
Experiential Learning
Faculty Development
High School Teachers
Integrated Activities
Learning Activities
Middle School Teachers
Outdoor education
Professional development
Program Effectiveness
Research Needs
Self Efficacy
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Wilderness areas
title Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-25T10%3A57%3A01IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Experiential%20Wilderness-Based%20Professional%20Development:%20Beliefs%20and%20Confidence%20of%20Participant%20Educators&rft.jtitle=The%20Journal%20of%20experiential%20education&rft.au=Holland,%20W.%20Hunter&rft.date=2022-06-01&rft.volume=45&rft.issue=2&rft.spage=117&rft.epage=135&rft.pages=117-135&rft.issn=1053-8259&rft.eissn=2169-009X&rft_id=info:doi/10.1177/10538259211045385&rft_dat=%3Cproquest_cross%3E2666388599%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c334t-9b24d214be342d47508247f6c1f44ea56c7d2fad03fd9ab2dfd152285ee972b13%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2666388599&rft_id=info:pmid/&rft_ericid=EJ1341983&rft_sage_id=10.1177_10538259211045385&rfr_iscdi=true