The impact of an outdoor learning experience on the development of English creative writing skills: an action research case study of year 7 and 8 secondary school students in Australia

References

• Alvermann, D. (2003). Seeing themselves as capable and engaged readers: Adolescents and re/mediated instruction. Naperville, IL: Learning Point Associates.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. In Psychological Review, 84 (pp. 191–215).
   Google Scholar
• Beames, S., & Brown, M. (2016). Adventurous Learning: A Pedagogy for A Changing World, No. Routledge.
   Google Scholar
• Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. New York: Routledge.
   Google Scholar
• Bowker, R. (2007). Children’s perceptions and learning about tropical rainforests: An analysis of their drawings. Environmental Education Research, 13(1), 75–96.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. In Qualitative Research in Psychology, 3 (pp. 77–101).
   Google Scholar
• Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388.
   Web of Science ®Google Scholar
• Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
   Google Scholar
• Cochran-Smith, M., & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 503–518). New York: Routledge.
   Google Scholar
• Coe, R. (2002). It’s the effect size, stupid: What effect size is and why it is important. Presented at the Annual Conference of the British Educational Research Association, University of Exeter, Exeter, United Kingdom, September 12–14, 2002.
   Google Scholar
• Coghlan, D. (2019). Doing action research in your own organization. London, United Kingdom: Sage Publications Ltd.
   Google Scholar
• Comber, B. (2016). Literacy, place and pedagogies of possibility. New York: Routledge.
   Google Scholar
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4, 325–346.
   Web of Science ®Google Scholar
• Detlor, B., Booker, L., Serenko, A., & Julien, H. (2012). Student perceptions of information literacy instruction: The importance of active learning. Education for Information, 29(2), 147–161.
   Google Scholar
• Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical & Environmental Education, 14(1), 28–45.
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81.
   Google Scholar
• Fagerstam, E., & Blom, J. (2012). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish High School context. Journal of Adventure Education and Outdoor Learning, 13(1), 1–20.
   Google Scholar
• Fanning, A. (2016). Learning through nature: A study of a next generation science standards based teacher workshop that blends outdoor learning experiences with formal science. Masters Dissertation.
   Google Scholar
• Flick, U. (2007). Designing qualitative research. The sage qualitative research kit. London: Sage.
   Google Scholar
• Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Journal of Outdoor and Environmental Education, 16(1), 39–50.
   Google Scholar
• Hardy, I. (2014). A logic of appropriation: Enacting national testing (NAPLAN). Australia. Journal of Education Policy, 29(1), 1–18.
   Web of Science ®Google Scholar
• Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87.
   Web of Science ®Google Scholar
• Holland, W. H., Powell, R. B., Thomsen, J. M., & Monz, C. A. (2018). A systematic review of the psychological, social, and educational outcomes associated with participation in wildland recreational activities. Journal of Outdoor Recreation, Education, and Leadership, 10(3), 197–225.
   Web of Science ®Google Scholar
• Hopkins, D. (2008). A teacher’s guide to classroom research. Maidenhead: Open University Press.
   Google Scholar
• Iversen, A. M., Pedersen, A. S., Krogh, L., & Jensen, A. A. (2015). Learning, leading, and letting go of control: Learner-led approaches in education. Sage Open, 5(4), 2158244015608423.
   Web of Science ®Google Scholar
• James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Sage.
   Google Scholar
• Jung, M. L., & Tonso, K. L. (2006). Elementary preservice teachers learning to teach science in science museums and nature centers: A noval program’s impact on science knowledge, science pedagogy, and confidence teaching. Journal of Elementary Science Education, 18(1), 15–31.
   Google Scholar
• Lai, K. C. (1999). Freedom to learn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Education, 8(3), 239–255.
   Google Scholar
• Lawrence, S. A., & Jefferson, T. (2015). Common planning process of middle school English language arts teachers: Eighth grade teachers’ intentional use of common planning time to create learning experiences that foster students’ literacy development demonstrates the importance of collaboration and professional development. Middle School Journal, 46(4), 17–23.
   Google Scholar
• Le Ha, P. (2014). The politics of naming: Critiquing “learner-centred” and “teacher as facilitator” in English language and humanities classrooms. Asia-Pacific Journal of Teacher Education, 42(4), 392–405.
   Web of Science ®Google Scholar
• Lee, C. (2004). Literacy in the academic disciplines and the needs of adolescent struggling readers. In Voices in Urban Education, 3 (pp. 14–25).
   Google Scholar
• Mannion, G., & Lynch, J. (2016). The primacy of place in education in outdoor settings. In, B.Humberstone. In H. Prince & K. A. Henderson (Eds.), International handbook of outdoor studies (pp. 85–94). New York: Routledge.
   Google Scholar
• McKay, S. L. (2006). Researching second language classrooms. London: Lawrence Erlbaum Associates.
   Google Scholar
• McNiff, J. (2002). Action research for professional development [online]. Available from: http://www.jeanmcniff.com/ar-booklet.asp [Accessed 11 April 2021]
   Google Scholar
• McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.
   Google Scholar
• Moje, E. (2002). Reframing adolescent literacy research for new times: Studying youth as a resource. Reading Research and Instruction, 41(3), 211–228.
   Google Scholar
• Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., & Bentsen, P. (2019). Mental, physical and social health benefits of immersive nature-experience for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58, 102136.
   PubMed Web of Science ®Google Scholar
• Neill, J. T. (1997). Outdoor education in schools: What can it achieve? In Catalysts for Change: Proceedings of the 10th National Outdoor Education Conference, Collaroy, Jan. 1997, 193–201.
   Google Scholar
•  
   Google Scholar
• Papastephanou, M. (2006). Philosophical research and educational action research. Journal of Philosophy of Education, 40(2), 187–203.
   Web of Science ®Google Scholar
• Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books.
   Google Scholar
• Quibell, T. J., Charlton, J., & Law, J. (2017). Wilderness schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils. British Educational Research Journal, 43(3), 572–587.
   Web of Science ®Google Scholar
• Rao, A. R. (2018). An oscillatory neural network model that demonstrates the benefits of multisensory learning. Cognitive Neurodynamics, 12(5), 481–499.
   PubMed Web of Science ®Google Scholar
• Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. National foundation for educational research and King’s college London. Field studies council.
   Google Scholar
• Roulston, K. (2010). Reflective interviewing: A guide to theory and practice. London: Sage Publications Ltd.
   Google Scholar
• Sáez Bondía, M. J., & Cortés Gracia, A. L. (2021). Action research in education: A set of case studies? Educational Action Research, 1–16. available online:. doi:10.1080/09650792.2020.1866631
   Google Scholar
• Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1), 47–53.
   Google Scholar
• Stringer, E. (2008). Action research in education. NJ:Upper Saddle River, NJ: Pearson Prentice Hall.
   Google Scholar
• Uztosun, M. S., Skinner, N., & Cadorath, J. (2014). An action research study designed to implement student negotiation to improve speaking classroom practice in Turkey. Educational Action Research, 22(4), 488–504.
   Google Scholar
• Van Dijk-Wesselius, J. E., Maas, J., Hovinga, D., Van Vugt, M., & Van Den Berg, A. E. (2018). The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study. Landscape and Urban Planning, 180, 15–26.
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological-processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97.
   Google Scholar
• Williams, I., & Allen, N. (2012). National Survey of Australian Outdoor Youth Programs: Summary Report. Melbourne: Murdoch Children’s Research Institute.
   Google Scholar
• Wood, L. A., & Kroger, R. O. (2000). Doing discourse analysis: Methods for studying action in talk and text. Thousand Oaks, CA: Sage.
   Google Scholar