The Impact of a Forest School Model and an Interdisciplinary Curriculum in a Third-Grade Classroom: An Action Research Study

Autor/in	Hoyt-Parrish, Valerie
Titel	The Impact of a Forest School Model and an Interdisciplinary Curriculum in a Third-Grade Classroom: An Action Research Study
Quelle	(2018), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Carolina
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-4994-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Outdoor Education; Natural Resources; Teaching Methods; Program Effectiveness; Faculty Development; Grade 3; Elementary School Students; Elementary School Teachers; Private Schools; Parochial Schools; Teacher Attitudes; Resistance to Change; Peer Relationship; Student Behavior; Attention Span; Anxiety; Student Attitudes; Academic Standards; Denmark + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Freiluftunterricht; Natural Ressource; Natürliche Ressource; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Konfessionsschule; Lehrerverhalten; Peer-Beziehungen; Student behaviour; Schülerverhalten; Angst; Dänemark
Abstract	New policy at LHP (pseudonym) requires all teachers to implement the Danish Forest School approach and integrate the natural outdoor areas surrounding the campus in their curriculum and pedagogy. The purposes of the present study are to identify the cognitive, affective and psychomotor impact of the Danish Forest School approach on students and to design a professional development plan for teachers that enables them to combine this approach within an interdisciplinary framework that will include the State Standards that are required of all third-grade students in this southern, private, parochial school. Action research methods were used to collect observational data in both the indoor and outdoor classrooms. Data was analyzed to compare the two settings. Data findings include: 1. Teacher resistance; 2. Student-to-student interactions; 3. Student attention spans; and 4. Student anxiety to the outdoor classroom. An action plan is designed to enable teachers to effectively design curricular plans that integrate the Danish Forest School approach with state standards and are sensitive to students' needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01