An Exploratory Study of the Benefits of a Three-Week Cycling Expedition for Potential First-Generation, College-Bound Students

Autor/inn/en	Robertson, Phyllis; Graves, Elizabeth; Bobilya, Andrew J.; Murdock, Todd; Brotherton, Dale; Hunter, Sara
Titel	An Exploratory Study of the Benefits of a Three-Week Cycling Expedition for Potential First-Generation, College-Bound Students
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 12 (2020) 4, S.409-416 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Educational Benefits; First Generation College Students; Resilience (Psychology); Student Attitudes; Outdoor Education; Physical Activities; Personal Autonomy; Problem Solving; Outcomes of Education; Experiential Learning; Academic Achievement; Adventure Education; High School Students; Program Descriptions; Risk; Self Esteem; Leadership + Suchen Sie Ihr Suchwort? Bildungsertrag; Schülerverhalten; Freiluftunterricht; Individuelle Autonomie; Problemlösen; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Schulleistung; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Risiko; Self-esteem; Selbstaufmerksamkeit; Führung; Führungsposition
Abstract	This exploratory study examined the benefits of participating in a three-week, multi-state bicycling trip for eight adolescents who participated in a first-generation, college-bound program. The primary purpose of this study was to explore participants' perceptions of their own resilience, independence, responsibility, and problem-solving and to identify elements of the program that help facilitate the development of these outcomes. Analysis of focus group comments six weeks post experience suggests a cyclical experiential learning model exemplifying the effects of participation, feedback, and reflection on participants' acceptance of challenge and the process needed to support it. Application of the characteristics described within the model as they apply to first-generation, college-bound student success is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01