A Qualitative Exploration of the Barriers and Bridges to Accessing Community-Based K-12 Outdoor Environmental Education Programming

Autor/in	Reese, Ryan F.
Titel	A Qualitative Exploration of the Barriers and Bridges to Accessing Community-Based K-12 Outdoor Environmental Education Programming
Quelle	In: Journal of Outdoor and Environmental Education, 22 (2019) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reese, Ryan F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2206-3110
DOI	10.1007/s42322-018-0019-4
Schlagwörter	Barriers; Outdoor Education; Environmental Education; Grade 4; Elementary School Students; Access to Education; Community Organizations; Forestry; Educational Policy; Student Participation; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; Education; Access; Bildung; Zugang; Bildungszugang; Forstwissenschaft; Waldwirtschaft; Politics of education; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to explore factors impeding or enabling 4th grade access to a community-based outdoor environmental education (OEE) organization located in the pacific northwest United States called the Children's Forest, an initiative of the United States Forest Service. Qualitative findings indicated that teachers and administrators face significant dilemmas when having to make OEE curricular decisions in the context of broader educational mandates. Key findings suggest that OEE program staff can utilize policy-driven mandates to facilitate OEE participation and that savvy individual teachers can potentially help schools overcome policy-related, institutional, and interpersonal barriers to OEE participation. Further research is needed to corroborate and identify additional bridges and barriers that might impact diverse K-12 educator access to community-based OEE. Nonetheless, key learnings emerged from this study echoing past research and providing additional implications for future OEE practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01