Here is the history of how exciting and innovative environmental education has been provided by the Countryside Education Trust for 40 years. People of all ages have visited the farm-based residential centre, a study centre in beautiful ancient woodland, or taken part in a range of countryside activities.

Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is 'the real world' beyond the classroom, it is also about good teaching - wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.

A foundational tenet of the Out-of-School Time (OST) field is that all youth deserve impactful and engaging learning experiences. That requires that organizations, programs, and OST professionals remain responsive to the emerging needs of their diverse youth populations and the communities in which they live. This book illustrates the tensions that arise when organizations and OST professionals try to engage all youth, especially the traditionally underserved populations - when infrastructure, funding, and mindsets have not kept pace with the evolving needs of youth and their communities. The issues raised in this book - funding, outreach, engagement of immigrant families - have yet to be fully explored with an equity lens. Within these broad topics, this book brings to the surface the equity and access challenges as well as posit solutions and strategies. Each chapter is written from an insider's perspective, by practitioners themselves, who articulate some of the key and relevant issues in the field. Each chapter ends with a Research-Practice Connection section written by the editors, which discusses the topic from a research lens and generates a set of questions that can be used by researchers in future studies to explore the topic in a more in-depth, expansive manner.

This book explores the nature and purpose of outdoor, experiential and informal education and considers the ways in which this expanding field might exploit the opportunities it offers young people and adults to engage in reflective informal education. Bringing together a wide range of contributors, the book examines how the outdoors (rural and urban) offers the potential to create educational encounters that are rarely, if ever, available to those teaching within the confines of school classrooms or youth centres.

Offering a fresh perspective, the book advocates shifting the outdoor education agenda from that of skills to speculative, aesthetic and philosophical opportunities embodied within the outdoor experience. Divided into three parts it explores:

• The environmental and aesthetic values underpinning outdoor education
• The various landscapes through which the outdoor educational experience is facilitated
• The process of education in the outdoors including self-development, group work and dialogue.

Emphasises the importance of understanding what the variety of experiences mean to the participants, this will be valuable reading to those studying or working in the field of outdoor education.

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"We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. Learning outside the classroom is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance."

LOTC Initiative manifesto

In Learning Outside the Primary Classroom, the educationalist and writer Fred Sedgwick explores in a practical way the many opportunities for intense learning that children and teachers can find outside the confines of the usual learning environment, the classroom.

This original work is based on tried and tested methods from UK primary schools. The author draws on current concerns in the educational world regarding outdoor learning as exemplified by the eight sector Learning Outside the Classroom (LOtC) initiative (supported by Ofsted), but remains refreshingly independent in approach.

Using a metaphor of concentric circles Learning Outside the Primary Classroom starts with a brief opening chapter based in the classroom itself before moving outwards to explore the learning possibilities presented by the immediate environs of the school playgrounds, gym halls, sports fields etc. Later chapters move beyond the school gates to explore the local shops, parks, religious centres, libraries and town halls and the myriad learning opportunities they represent. The final chapters explore the possibilities of larger scale day trips to major galleries and museums and more ambitious field trips.

- The first Handbook to unite the research on this emerging research area in one comprehensive volume - Covers the mapping, facilitating and researching of learning beyond the classroom - Includes cutting edge research from leading scholars in the field

* Step-by-step guide from conception to evaluation * Practical, short, and easy reference for teachers, leaders, or community members who may be designing a before/after school program * Ideal for students of any ability level, from gifted to special needs

Detailing how to plan and prepare for a school trip, this text provides advice on the right and wrong way to approach trips that will both educate and entertain. A directory of places of interest grouped into subject-specific sections is included, with advice on suitable trips cross-referenced to particular places. Each entry includes contact points and descriptions of what is available, national curriculum subjects the trip would match and support, age suitability, suggested length of visit, opening times, pricing and facilities.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

As one of the most visited museums in Germany's capital city, the Jewish Museum Berlin is a key site for understanding not only German-Jewish history, but also German identity in an era of unprecedented ethnic and religious diversity. Visitors to the House of Memory is an intimate exploration of how young Berliners experience the Museum. How do modern students relate to the museum's evocative architecture, its cultural-political context, and its narrative of Jewish history? By accompanying a range of high school history students before, during, and after their visits to the museum, this book offers an illuminating exploration of political education, affect, remembrance, and belonging.

An up-close look at the education arms race of after-school learning, academic competitions, and the perceived failure of even our best schools to educate children Beyond soccer leagues, music camps, and drama lessons, today's youth are in an education arms race that begins in elementary school. In Hyper Education, Pawan Dhingra uncovers the growing world of high-achievement education and the after-school learning centers, spelling bees, and math competitions that it has spawned. It is a world where immigrant families vie with other Americans to be at the head of the class, putting in hours of studying and testing in order to gain a foothold in the supposed meritocracy of American public education. A world where enrichment centers, like Kumon, have seen 194 percent growth since 2002 and target children as young as three. Even families and teachers who avoid after-school academics are getting swept up. Drawing on over 100 in-depth interviews with teachers, tutors, principals, children, and parents, Dhingra delves into the why people participate in this phenomenon and examines how schools, families, and communities play their part. Moving past "Tiger Mom" stereotypes, he addresses why Asian American and white families practice what he calls "hyper education" and whether or not it makes sense. By taking a behind-the-scenes look at the Scripps National Spelling Bee, other national competitions, and learning centers, Dhingra shows why good schools, good grades, and good behavior are seen as not enough for high-achieving students and their parents and why the education arms race is likely to continue to expand.

The book examines the approaches in Turkey and in international contexts and also offers cultural insights through analysis of the extensive fieldwork research. The author analyses how after-school education should be carried out from the viewpoints of parents, school managers, teachers and students as well on the basis of the research. Additionally, the book features some contributions mentioning the practical reflections of some practitioners and supervisors about after-school education in Chicago.

This book presents a nuanced view of Northern Ireland, a place at once deeply mired in its past and seeking to forge a new future for itself as a 'post-post-conflict' place within the context of a changing United Kingdom, a disintegrating Europe, and a globalized world. This is a Northern Ireland that is conflicted, segregated, and marginalized within modern Europe, but also hopeful and forward looking, seeking to articulate for itself a new place in the contemporary world.

This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers' existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.

This book illuminates the educational potential of nuclear tourism and learning about nuclear power in informal and non-formal learning settings. The authors present a case of elaboration of the educational virtual nuclear route in the Ignalina Power Plant Region, Lithuania. Nuclear tourism takes its shape at the junction of several types of tourism - energy, industrial, cultural, and heritage and it becomes a site of outdoor and place-based education, promotes STEM, energy literacy, critical thinking, and environmental skills, and creates a valuable source for virtual learning. The book reveals peculiarities of learning and experience at nuclear power plants and disaster tourism destinations such as the Chernobyl Museum and the Chernobyl Exclusion Zone.

The purpose of this book is to encourage teachers and administrators to move beyond traditional course structures and to ask them to consider designing experiential curriculum that is interdisciplinary and focused on solving real world problems. Why do this? Both authors believe that the current model of education falls short in preparing students to think creatively, to work collaboratively and to engage actively as problem solvers. An educational sea?change is needed more than ever given the problems that face our world now and that threaten to worsen in the next few decades. This book is divided into sections devoted to courses that, despite their interdisciplinary nature, we categorized into the following fields: Social Science, Literature and Composition, ComputerScience, Mathematics, Art, Environment and Ecology, Engineering, Public Health, and Administration.

* Chapters include pedagogical features: learning objectives, alignment to professional standards for educational leaders, reflective exercises, resource information, and portfolio building activities * This book appeals to a variety of stakeholders interested in innovative strategies to reform schools, including candidates in both teacher education and leadership preparation programs. * The book uses real life case study analysis to explore exemplary programs * While this book acknowledges the key role of afterschool education, it redefines and expands the way that educators can work with the community to reframe the learning experiences for secondary school students as they prepare for postsecondary life.

* Step-by-step guide from conception to evaluation * Practical, short, and easy reference for teachers, leaders, or community members who may be designing a before/after school program * Ideal for students of any ability level, from gifted to special needs

Measure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation. This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren't sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

University student-run communications agencies allow students to work with real clients and get real world experience before they graduate from college and enter the workforce. Student-run agencies are increasing in popularity, but building a successful agency is challenging. With more than ten years of experience supervising a student-run agency, Swanson examines the three critical roles a student agency must fulfill in order to be successful. First, the agency must be an exceptional environment for learning. Second, it must be a successful business-without satisfied clients, the agency will not survive. Third, it must be a supportive partner in both on- and off-campus communities. As the first book to address student-run agencies, Real World Career Preparation offers extensive 'how to' guidance, and is supported by 22 Agency Spotlight best practice examples from student-run agencies across the U.S. The book ends with a comprehensive directory of 158 university student-run agencies in operation all over the world. Real World Career Preparation is essential reading for any faculty member or administrator who is involved with an agency, or who plans to launch one in the future. This book is also valuable for college students working in an agency who seek 'the big picture' view of how their work for clients has long-lasting impact on the campus and the community.

As one of the most visited museums in Germany's capital city, the Jewish Museum Berlin is a key site for understanding not only German-Jewish history, but also German identity in an era of unprecedented ethnic and religious diversity. Visitors to the House of Memory is an intimate exploration of how young Berliners experience the Museum. How do modern students relate to the museum's evocative architecture, its cultural-political context, and its narrative of Jewish history? By accompanying a range of high school history students before, during, and after their visits to the museum, this book offers an illuminating exploration of political education, affect, remembrance, and belonging.

The Changing World of Outdoor Learning in Europe sets out to provide a comprehensive analysis of the economical and political changes that have occurred in European outdoor culture in the preceding two decades, from a diverse range of perspectives including institutional, theoretical, national and educational views. The book looks at how outdoor education has been transformed into an increasingly global field where established and influenced practices have been introduced into modernising and democratising nations. With contributions from the members of the board of the European Institute of Outdoor Adventure Eduation and Experiential Learning and representatives of the networks that stand behind it, this unique book provides thorough factual analyses and examinations of outdoor learning that have never been presented before. The book contains contributions from across Europe, with authors from the UK, Germany, Finland, Sweden, Slovenia, Poland, Norway and the Czech Republic. Chapters within the volume by non - European authors provide another perspective on the European story in a wider context. As a whole, the book will stimulate the ongoing debate about the nature, function and organisation of outdoor education around the globe. The Changing World of Outdoor Learning in Europe will be of great interest to academics, researchers and postgraduate students in the fields of outdoor education, leadership and recreation; and outdoor, sport, environmental and leisure studies. It should also be essential reading for those involved in outdoor organisations in Europe and worldwide.

The Changing World of Outdoor Learning in Europe sets out to provide a comprehensive analysis of the economical and political changes that have occurred in European outdoor culture in the preceding two decades, from a diverse range of perspectives including institutional, theoretical, national and educational views. The book looks at how outdoor education has been transformed into an increasingly global field where established and influenced practices have been introduced into modernising and democratising nations. With contributions from the members of the board of the European Institute of Outdoor Adventure Eduation and Experiential Learning and representatives of the networks that stand behind it, this unique book provides thorough factual analyses and examinations of outdoor learning that have never been presented before. The book contains contributions from across Europe, with authors from the UK, Germany, Finland, Sweden, Slovenia, Poland, Norway and the Czech Republic. Chapters within the volume by non - European authors provide another perspective on the European story in a wider context. As a whole, the book will stimulate the ongoing debate about the nature, function and organisation of outdoor education around the globe. The Changing World of Outdoor Learning in Europe will be of great interest to academics, researchers and postgraduate students in the fields of outdoor education, leadership and recreation; and outdoor, sport, environmental and leisure studies. It should also be essential reading for those involved in outdoor organisations in Europe and worldwide.

Outdoor adventure activities are becoming an increasingly popular part of physical education programs. The physical risks of these activities are often foremost in the minds of both instructors and participants, yet it is managing group behavior which can prove to be the most difficult. This is the first book for students and practitioners to address this essential aspect of outdoor adventure education (OAE). Outlining key evidence-based training practices, this book explains how to interact with groups ranging from adolescents to military veterans within a variety of outdoor adventure education contexts. It provides practical advice on how to promote positive behavior, while also offering guidance on how to mitigate negative behavior and manage a variety of challenging behavioral issues. With ten chapters full of real world examples from rock climbing to wilderness trekking, it provides a comprehensive guide to understanding the complexities of behavioral group management (BGM) in theory and practice. This book is vital reading for students training to be outdoor physical education instructors and for practitioners looking to enhance their group management skills.

Visits to museums have long been an important aspect of the education of young people and in recent years it has been increasingly recognised that education is core to the purpose of the museum. Not only do they introduce students to the many and varied forms of our material culture, they also introduce them to social, historical and scientific encounters that are difficult to find elsewhere. The second edition of this popular book takes account of the ongoing changes in both museums and education to provide a comprehensive introduction for student teachers, practising teachers and other educators to all that is required to make good educational use of museums. It explores what a museum is, their value in primary and secondary education and why they require special teaching skills. It then goes on to look at the practicalities of planning, preparing and conducting a visit, including risk assessment. Next, it introduces the basic skills involved in working with the resources that are required to make the best educational use of museums, including online and digital resources. Finally, the author considers ways of following-up work done outside the classroom, including some of the longer term strategies that teachers should consider.