A Horse for Abby: Creating Bridges for Life Skill Development

Autor/inn/en	Mitchell, Laura A.; Tumlin, Kimberly I.
Titel	A Horse for Abby: Creating Bridges for Life Skill Development
Quelle	In: Journal of Applied Learning in Higher Education, 6 (2014), S.91-114 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2150-8240
Schlagwörter	Daily Living Skills; Empowerment; Social Development; Citizen Participation; Horses; Children; Teaching Methods; Program Effectiveness; Mentors; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Soziale Entwicklung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Child; Kind; Kinder; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel
Abstract	Life skill development is essential for social empowerment and civic engagement, which are universally desirable learning outcomes. A longitudinal study using both a BRIDGE process and activity scaffolding was completed. The following hypothesis was evaluated: Structured equine experiences will result in increased third-party perception of life skill development. Multiple measures were used to assess life skills including third-party surveys, student-reflections, scholastic reports, and researcher reflections on participant experiences. A case study was conducted August 2011-March 2013, with a student participant (age = 9yr). Four phases (0, I, II, III) of activities consisting of no interactions and structured interactions were completed. During each phase repeated measures of survey respondents (N=9) were used to assess life skill development. Weekly reflection journals by student and researcher were qualitative and student scholastic reports (grades) were quantitative measures. Third-party perception showed an increase in perceived life skill development using the BRIDGE process. Scholastic improvement occurred while the student was actively participating; however, scholastic improvement was not persistent following termination of activities. This study illustrates that using a structured flexibility scaffold grounded in the BRIDGE process enhanced life skill development and highlighted the importance of mentorship in applied learning. (As Provided).
Anmerkungen	Missouri Western State University. 4525 Downs Drive, Saint Joseph, Missouri 64507. Tel: 816-261-5993; e-mail: appliedlearning@missouriwestern.edu; Web site: https://www.missouriwestern.edu/appliedlearning/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01