Comparing Outward Bound and National Outdoor Leadership School Participant Experiences

Autor/inn/en	Goldenberg, Marni; Russell, Keith C.; Soule, Katherine
Titel	Comparing Outward Bound and National Outdoor Leadership School Participant Experiences
Quelle	In: Journal of Experiential Education, 33 (2011) 4, S.360-364 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.5193/JEE33.4.360
Schlagwörter	Adventure Education; Outcomes of Education; Comparative Analysis; Interviews; Qualitative Research; Statistical Significance; Outdoor Leadership; Physical Environment; Self Esteem; Skills; Correlation; Experiential Learning; Participant Characteristics; Individual Development; Skill Development + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Qualitative Forschung; Gruppenleitung; Natürliche Umwelt; Self-esteem; Selbstaufmerksamkeit; Skill; Fertigkeit; Korrelation; Experiental learning; Erfahrungsorientiertes Lernen; Individuelle Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study explores differences between Outward Bound (OB) and National Outdoor Leadership School (NOLS) participant perspectives on programmatic factors and their relation to outcomes. Although OB and NOLS are assumed to be similar in many ways, as each program offers wilderness expeditions for students in backcountry environments, the mission and values of each organization differ. OB's mission statement is "to inspire character development and self-discovery in people of all ages and walks of life through challenge and adventure, and to impel them to achieve more than they ever thought possible, to show compassion for others and to actively engage in creating a better world" (OB, 2010). NOLS's mission, on the other hand, is to "be the leading source and teacher of wilderness skills and leadership that serve people and the environment" (NOLS, 2010). With the different missions, it is logical to assume that participant outcomes would also be different. But are they? Are there factors inherent in wilderness expedition courses that transcend programmatic differences? What might these factors look like and how would they relate to participant outcomes? By exploring these questions, a deeper understanding of the factors that make wilderness expedition courses effective in developing student potential can be realized. (Contains 1 table.) (ERIC).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10