Curriculum development in outdoor education: Tasmanian teachers’ perspectives on the new pre-tertiary Outdoor Leadership course

References

• Allison, P., & Telford, J. (2005). Turbulent times: Outdoor education in Great Britain 1993–2003. Australian Journal of Outdoor Education, 9(2), 21–30.
   Google Scholar
• Armour, K., & Yelling, M. (2004). Continuing professional development for experienced physical education teachers: Towards effective provision. Sport, Education and Society, 9(1),95–114.
   Web of Science ®Google Scholar
• Armstrong, N. (Ed.). (1996). New directions in physical education: Change and innovation. London: Cassell.
   Google Scholar
• Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer.
   Google Scholar
• Chapman, D. J. (2011). Environmental education and the politics of curriculum: A national case study. The Journal of Environmental Education, 42(3), 193–202.
   Web of Science ®Google Scholar
• Cresswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Curtner-Smith, M. D. (1999). The more things change the more they stay the same: Factors influencing teachers’ interpretations and delivery of national curriculum physical education. Sport, Education and Society, 4(1), 75–97.
   Web of Science ®Google Scholar
• Dyment, J. E., & Reid, A. (2005). Breaking new ground? Reflections on green(ing) school grounds as sites of ecological, pedagogical and social transformation. Canadian Journal of Environmental Education, 10, 286–301.
   Google Scholar
• Ennis, C. D. (2003). What works in physical education: Designing and implementing a quality educational program. Educational Horizons, 81(2), 77–82.
   Google Scholar
• Evans, J., & Penney, D. (1993). Physical education after ERA? British Journal of Phsyical Education Research Supplement, 13, 2–5.
   Google Scholar
• Fernandez, T., Ritchie, G., & Barker, M. (2008). A sociocultural analysis of a mandated curriculum change: The implementation of a new senior physics curriculum in New Zealand schools. Journal of Curriculum Studies, 40(2), 187–213.
   Web of Science ®Google Scholar
• Fullan, M., & Hargreaves, A. (1996). Teacher development and educational change. Washington, DC: Falmer Press.
   Google Scholar
• Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
   Google Scholar
• Gough, A. (2007). Outdoor and Environmental Studies: More challenges to its place in the curriculum. Australian Journal of Outdoor Education, 11(2), 19–28.
   Google Scholar
• Greunwald, D. (2005). Accountability and collaboration: Institutional barriers and strategic pathways for place-based education. Ethics, Policy and Environment, 8(3), 261–283.
   Google Scholar
• Ha, A. S., Lee, J., Chan, D. W., & Sum, R. K. (2004). Teachers’ perceptions of in-service teacher training to support curriculum change in physical education: The Hong Kong experience. Sport, Education and Society, 9(3), 421–438.
   Web of Science ®Google Scholar
• Ha, A. S., Wong, A. C., Sum, R. K., & Chan, D. W. (2008). Understanding teachers’ will and capacity to accomplish physical education curriculum reform: The implications for teacher development. Sport, Education and Society, 13(1), 77–95.
   Web of Science ®Google Scholar
• Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
   Google Scholar
• Hatch, A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.
   Google Scholar
• Hord, S. M., Rutherford, W. L., Huling-Austin, L., & Hall, G. E. (1987). Taking charge of change. Alexandria, VA: Association of Supervision and Curriculum Development.
   Google Scholar
• Irwin, D., Straker, J., & Hill, A. (Eds). (2012). Outdoor education in Aoteraroa New Zealand: A vision for the twenty first century. Christchurch, NZ: Toltech Printing Company.
   Google Scholar
• Jewett, A. E., Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education (2nd ed.). Madison, WI: Brown and Benchmark.
   Google Scholar
• Kirk, D., & Macdonald, D. (2001). Teacher voice and ownership of curriculum change. Journal of Curriculum Studies, 33(5), 551–567.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Laws, C., & Aldridge, M. (1995). Magic moments, myth or millstone: The implementation of national curriculum physical education. British Journal of Physical Education Research Supplement, 16, 3–16.
   Google Scholar
• Locke, D. (1992). Changing secondary school physical education. Quest, 44, 361–372.
   Web of Science ®Google Scholar
• Louise, K. S., & Marks, H. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106, 532–575.
   Web of Science ®Google Scholar
• MacPhail, A. (2004). The social construction of higher grade physical education: The impact on teacher curriculum decision-making. Sport, Education and Society, 9(1), 53–73.
   Web of Science ®Google Scholar
• Malone, K., & Tranter, P. J. (2003). School grounds as sites for learning: Making the most of environmental opportunities. Environmental Education Research, 9(3), 283–303.
   Google Scholar
• Martin, P. (2008). Outdoor education in senior schooling: Clarifying the body of knowledge. Australian Journal of Outdoor Education, 12(1), 13–24.
   Google Scholar
• Martin, P. (2010). Outdoor education and the national curriculum in Australia. Australian Journal of Outdoor Education, 14(2), 3–11.
   Google Scholar
• Mason, J. (2002). Qualitative research (2nd ed.). London: Sage.
   Google Scholar
• O’Leary, Z. (2004). The essential guide to doing research. London: Sage.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Penney, D. (2008). Playing a political game and playing for position: Policy and curriculum development in health and physical education. European Physical Education Review, 14(1), 33–49.
   Web of Science ®Google Scholar
• Penney, D., & Jess, M. (2004). Physical education and physically active lives: A lifelong approach to curriculum development. Sport, Education and Society, 9(2), 269–287.
   Web of Science ®Google Scholar
• Petrie, K., & lisahunter. (2011). Primary teachers, policy, and physical education. European Physical Education Review, 17(3), 325–339.
   Web of Science ®Google Scholar
• Silverman, D. (2000). Analysing talk and text. In N. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 821–833). London: Sage.
   Google Scholar
• Skamp, K., & Bergmann, I. (2001). Facilitating learnscape development, maintenance and use: Teachers’ perceptions and self-reported practice. Environmental Education Research, 7(4),333–358.
   Google Scholar
• Sparkes, A. C. (1991). Curriculm change: On gaining a sense of perspective. In N. Armstrong & A. C. Sparkes (Eds.), Issues in physical education (pp. 1–19). London: Cassell.
   Google Scholar
• Tasmanian Department of Education. (2003). Tasmania–a state of learning: A strategy for post-year 10 education and training. Hobart, Tasmania: Author.
   Google Scholar
• Tasmanian Qualifications Authority. (2008). Outdoor leadership course document. Hobart, Tasmania: Author.
   Google Scholar
• Travers, M. (2010). Qualitative interviewing methods. In M. Walter (Ed.), Social research methods (pp. 287–319). South Melbourne, VIC: Oxford University Press.
   Google Scholar
• Wattchow, B., & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Melbourne, VIC: Monash University Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar