How are Adventure Education Program Outcomes Achieved?: A review of the literature

By M. McKenzie. 2000

256 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/00e3f46bcb6f027c647f869a70c24844015c15f1

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In Education

In Safety Research

In Social Psychology

Citations in the corpus

The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development (2006, unknown): “Further, a recent review of the OAE literature indicated that the current understanding of how OAE outcomes are achieved is based largely on theory, rather than on empirical research (McKenzie, 2000).”
School-based Stress Management Training for Adolescents: Longitudinal Results from an Experimental Study (2008, result): “This is consistent with earlier findings showing that school-based experiential education training delivered to early and middle adolescents increase group cohesion, self-efficacy, and selfesteem (for reviews, see Cason and Gillis 1994; McKenzie 2000 ).”
Experience, Reflect, Critique: The End of the “Learning Cycles” Era (2008, background): “From this view, it is difficult to see how individualistic models of learning can adequately support educational approaches strongly claiming “community” and “perspective taking” as desired outcomes (McKenzie, 2000; Wyatt, 1997).”
Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education (2011, background): “Outward Bound (OB), National Outdoor Leadership School (NOLS), and similar wilderness Outdoor Adventure Education (OAE) programs focus largely on outcomes related to personal growth, with participants often reporting significant emotional, spiritual, and transcendent experiences as a result of spend”
Conceptualizing adventurous nature sport: A positive psychology perspective (2018, background): “The aesthetic, spiritual and novel qualities of natural environments have been found to promote personal development, self-awareness, and environmental consciousness (e.g. D’Amato and Krasny 2011; McKenzie 2000).”
A Strengths-Based Approach to Outdoor and Adventure Education: Possibilities for Personal Growth (2010, background): “These groups could potentially serve the dual role of increasing group cohesion, a construct often discussed in relation to positive outcomes resulting from outdoor adventure education (McKenzie, 2000).”