Perceptions of Engagement in Two Nature-Based Schools in Georgia and Missouri

Autor/in	Hambey, Amanda
Titel	Perceptions of Engagement in Two Nature-Based Schools in Georgia and Missouri
Quelle	(2022), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southwest Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4901-1
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Environmental Education; Outdoor Education; Experiential Learning; Student Centered Learning; Cooperative Learning; Outcomes of Education; Program Implementation; Georgia; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; Lernleistung; Schulerfolg
Abstract	The purpose of this qualitative narrative multiple case study was to address gaps in the research by exploring student engagement in a nature-based school in Georgia and a Missouri school moving to nature-based education. By considering three key dimensions of student engagement, behavioral, cognitive, and emotional, this in-depth investigation explored administrators', teachers', and parents' perceptions of what engages students when they learn in and about nature. There is a growing need to re- connect children to nature and provide opportunities and experiences for them to learn in nature. This study took a closer look at two schools, one that was fully implemented as a nature-based school and one that was in the process of building a nature-based setting. This study will add to the educational knowledge base by investigating the benefits of learning in nature and how learning in nature affects student engagement. Through interviews, focus groups, archival data, and field notes the researcher was able to discover four themes aligning with nature-based learning and the implementation process each of the schools went through to become a nature-based school: (a) Children are the focus, (b) Collaboration is key, (c) Engagement is not just for students, and (d) Learning goes beyond the classroom. Findings showed students learning in nature experienced positive impact in the areas of behavioral, cognitive, and emotional engagement. Additionally, Kotter's change theory was supported throughout the implementation of nature-based learning in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01