Which Approaches Are Associated with Better Outcomes? Evidence from a National Study of Environmental Education Field Trip Programs for Adolescent Youth in the United States

Autor/inn/en	Powell, Robert B.; Stern, Marc J.; Frensley, Brandon Troy
Titel	Which Approaches Are Associated with Better Outcomes? Evidence from a National Study of Environmental Education Field Trip Programs for Adolescent Youth in the United States
Quelle	In: Environmental Education Research, 29 (2023) 3, S.331-356 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Robert B.) ORCID (Stern, Marc J.) ORCID (Frensley, Brandon Troy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2145270
Schlagwörter	Elementary School Students; Grade 5; Grade 6; Grade 7; Grade 8; Environmental Education; Field Trips; Educational Practices; Academic Achievement; Evidence; Teacher Characteristics; Educational Environment; Adolescents + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Umweltbildung; Umwelterziehung; Umweltpädagogik; Exkursion; Bildungspraxis; Schulleistung; Evidenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Which approaches are associated with better student learning outcomes in environmental education (EE)? We observed a sample of 299 day-long EE field trip programs occurring across the U.S.A. for youth in grades 5-8 (ages 9 to 14). We tracked the extent of use and quality of implementation of 66 programmatic, educator, and setting characteristics and measured student outcomes immediately after the programs using a retrospective survey. A series of complementary tests identified 11 characteristics that were most powerfully and consistently associated with learning outcomes, accounting for 18% of variance in learning outcomes. These included group size, naturalness, novelty, place-based pedagogy, verbal engagement, quality questions, transitions, and staging, as well as the responsiveness, comfort and clarity, and emotional support provided by the educator. Some of the most commonly promoted practices in the EE field were rarely observed. Implications are discussed for both practice and research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01