To prepare preservice teachers (PSTs) to work with diverse populations of PreK-12 students, teacher educators are incorporating a variety of field-based experiences into teacher preparation. Service-learning courses can provide PSTs with additional field experiences beyond formal student teaching. This study is concerned with the experiences of a…

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on…

Suggests guidelines for establishing a secondary school experiential program in the areas of assessing school and student needs, setting goals and devising plans to meet the goals, planning for necessary resources (time, energy, finances, supplies), and selling the program to administrators and teachers. (NEC)

The article defines and explores the problems concerning use of public lands by organized groups and makes recommendations for increasing the likelihood of continued use in the future. (NQ)

Synthesizing five reports, this article documents growing support among educators for smaller, more diverse, age-integrated, and community-related schools characterized by both academic and action learning, and supplemented by experiential learning through business-industry work organizations, social involvement opportunities, and community…

Maintaining that adventure based programs serving delinquent populations are proliferating, the author identifies five adventure education properties which impel a delinquent to rearrange his destructive ways: gamelike atmosphere; organization of participants into a primary peer group; use of the outdoors; nature of the problems posed; and…

Kurt Hahn valued the adventure ethic for the qualities of character it developed, but his particular concern was the development of personal and social responsibility and compassion. Samaritan service is the key element in institutions, such as the Round Square Conference Schools, founded or inspired by the mature Hahn. (JHZ)

Examining the legal and quasi-legal constraints which nontraditional programs, particularly experiential programs, must face if they wish to attain or maintain visibility, this article points to the need for recognition and monitoring of relationships among various legitimizing agencies and suggests the implications of these relationships for…

Links Grundtvig's philosophy of folk education with American adult education and experiential education. Addresses obstacles to incorporating principles of folk education within conventional educational institutions. Emphasizes the folk-education philosophy that control of learning must be passed back to the student. (KS)

Uses excerpts from student journals to describe effect on writing style and content of a two-day camping and challenge experience for college freshmen in remedial writing course. (LFL)

Explores reasons for the general lack of acceptance of experiential approaches to education. Compares experiential and mainstream education with regard to foundations, goals, ideas about knowledge and learning, organization of students, classroom communication, teaching methods, resources, setting, and evaluation strategies. Suggests that…

A student teacher describes his experiment to foster experiential learning in a secondary sociology class by allowing the students to determine their own classroom society and teaching and evaluation methods. He also describes the unfavorable reaction of his cooperating teacher. (NEC)

Presents excerpts from a conversation with four classroom teachers who use experiential approaches. Discussion covers drawbacks and advantages of experiential methods in school settings, reasons for choosing to teach experientially rather than traditionally, and practical advice for those considering careers as classroom teachers with an…

Examines theories of specific, nonspecific, and metaphoric transfer of learning and outlines 10 factors and techniques to assist adventure educators in linking challenging experiences to students' future learning. (LFL)

Outlines reasons why short-term wilderness trips may not create a positive environmental ethic in the value systems of trip participants. Suggests that wilderness experiences have little relevance in daily life of most participants. Encourages outdoor educators to introduce students to natural environments where they live whether rural, suburban,…