Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia

This paper aims to contribute to on-going discussion about the teaching and learning strategies used in effective outdoor education programmes. A naturalistic inquiry was conducted with two schools that participated in 28-day outdoor education programmes facilitated by the same outdoor provider in Australia. Data were collected through five semi-structured interviews with the school teachers and programme leaders and five focus groups conducted with the students. The Life Effectiveness Questionnaire was also administered to 261 students pre- and post-programme and results confirmed that the outdoor education programmes were producing desired improvements in the students’ perceptions of their general life skills. The findings of the qualitative analysis confirmed the importance of carefully sequenced activities, a facilitative teaching style, and active engagement as teaching and learning strategies. More research is needed to confirm the teaching and learning strategies that should be prioritised in the education of future outdoor education leaders.     

中世纪的教会戏剧及其演变

追溯了中世纪的教会戏剧形式及其内容的演变这段久为一般人忽略的历史。西欧戏剧源于教会,最初产生于宗教仪式。欧洲戏剧从中世纪早期的神秘剧、奇迹剧以及中晚期的道德剧、世俗剧到文艺复兴戏剧高峰、再到现当代戏剧,教会戏剧传统的影响一直贯穿始终。近年来中世纪的戏剧在欧美各地不断上演,其内在价值正越来越引起人们的关注。     

Games of character: team sports,games, and character development in Victorian public schools, 1850–1900

This article examines the ascendance of team sports as tools of “character building” in British Victorian public schools in the second half of the nineteenth century. The focus of this enquiry is the commonly overlooked pedagogical innovation underlying this process – the utilisation of organised games as educational tools. Relying on Roger Caillois' delineation of the unique qualities of game playing, I explore how team sports’ game qualities shaped their educational function and perception in Victorian public schools. Broadly stated, these game qualities enabled team sports to function as an ideal site for shaping on-court behaviour, while limiting their long-term effect on student conduct. Two central limitations of the Victorian application of game playing are pointed out. First, offering an organised model of play, team sports increased adult control over students’ play patterns, yet they concurrently undermined student agency within play, and the relevance of these activities to external contexts. Moreover, Victorian educators assumed that lessons learned on the court would readily carry over to other areas of students’ lives and failed to meaningfully incorporate team sports into the broader educational curriculum. These lessons concerning the educational function of games are particularly timely in light of the growing pervasiveness of games, physical and virtual, in educational contexts and in children’s lives in general.     

Social contexts of development in natural outdoor environments: children’s motor activities,personal challenges and peer interactions at the river and the creek

This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers.     

Using the Multiple Intelligences to Enhance Instruction for Young Children and Young Children with Disabilities

The theory of the multiple intelligences are discussed in relation to working with young children and young children with disabilities. A rationale for the use of the multiple intelligences is discussed as well as practical suggestions on how they can be incorporated into early childhood programs.     

区域开发战略的伦理思考及建构

根据中央实施西部开发战略和西部区域当前发展的现实，着重阐明和研究发展西部经济所采取的模式与方式，这是人们普遍关注和要解决的重要问题。并充分论证了实施西部开发必然加强生态保护和建设，树立生态伦理观的内容。集中论述了建立新型道德观对实施西部开发战略的影响和作用，从而保证西部经济的可持续发展。     

"旧形式"与"新演剧"--论中国左翼戏剧大众化的理论与实践

中国左翼戏剧大众化运动有着丰富的内容。一是在如何解决外来化与本土化的关系问题上进行了理论和实践的探索；二是对待中国传统戏曲的态度发生了积极的转变；三是去掉了固守“爱美剧”的洁癖，使左翼戏剧“职业化”，进入化市场，从而掀起了新的演剧浪潮，为中国现代戏剧步入繁荣期唱响了前奏曲。     

现实的·历史的·哲学的——论《虎符》的三重意蕴及其内在统一

<虎符>的思想意蕴,有现实的广度,历史的深度,哲学的高度;既是一篇讽喻现实的檄文,又是一曲先驱者的颂歌,更是一曲生命的诗意赞歌.这三重意蕴内在统一.水乳交融.     

Outdoor experiences and sustainability

Positive outdoor teaching and learning experiences and sound pedagogical approaches undoubtedly have contributed towards an understanding of environmental sustainability but it is not always clear how, and to what extent, education can translate into action. This article argues, with reference to social learning theory, that role modelling, mentoring and sustainable practice, by outdoor educators and using outdoor experiences, can contribute to pro-environmental action by offering an array of possibilities to engender pro-environmental behaviour. Pro-environmental behaviour is situated on the spectrum towards the realisation of a sustainable ‘lifestyle’, which implies a stronger and more committed intent, but might constitute too radical a shift with implied structural change. Using Cooper’s theoretical framework of ‘awareness, empowerment and commitment’, the place of role modelling through long-term mentoring in real, lived, outdoor environments that embrace pro-environmental behaviour is illustrated but further empirical research is required to substantiate the evidence base.     

“We're Playing Sisters,on Paper!”: children composing on graphic playgrounds

In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal times? This question will lead to a critical consideration of forming an inclusive culture in a racially and culturally diverse classroom. In this time of uniform, mandated curricula, rampant in the United States and elsewhere, and of the dismissive attitude towards play and towards childhood diversity (e.g., in race, culture and socioeconomic class), it is worth revisiting basic questions about the beginnings of writing in childhoods. The questions are relevant whether a child is writing on paper, screen, slate, or sand.