The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators
| dc.contributor.advisor | Marx, Ronald | en |
| dc.contributor.author | Riley, Michael Jason | |
| dc.creator | Riley, Michael Jason | en |
| dc.date.accessioned | 2016-06-13T16:05:31Z | |
| dc.date.available | 2016-06-13T16:05:31Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | http://hdl.handle.net/10150/612814 | |
| dc.description.abstract | This study investigated the success and failure beliefs, instructional practices, and personal learning preferences of outdoor adventure education (OAE) instructors, and explored factors that influenced these beliefs, practices, and preferences. While statistical analysis did not show significant differences among the various demographic categories on success beliefs, instructional practices, or personal learning preferences, there were significant differences in the magnitude of reported failure beliefs. Results from this study showed that OAE instructors' age, their professional experience, their employer, and the activities they teach affect their failure beliefs. Furthermore, OAE instructors indicated that success instructional techniques, like implementing scaffolding, should be used at the onset of a course or when a new skill is being introduced, while failure techniques should be employed as students gain experience or as a perception check to assess competence. The implications of these findings for OAE instructors is discussed. | |
| dc.language.iso | en_US | en |
| dc.publisher | The University of Arizona. | en |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en |
| dc.subject | outdoor education instruction | en |
| dc.subject | productive failure | en |
| dc.subject | productive success | en |
| dc.subject | teacher's beliefs | en |
| dc.subject | Educational Psychology | en |
| dc.subject | outdoor adventure education | en |
| dc.title | The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators | en_US |
| dc.type | text | en |
| dc.type | Electronic Thesis | en |
| thesis.degree.grantor | University of Arizona | en |
| thesis.degree.level | masters | en |
| dc.contributor.committeemember | McCaslin, Mary | en |
| dc.contributor.committeemember | Manoli, Costas | en |
| thesis.degree.discipline | Graduate College | en |
| thesis.degree.discipline | Educational Psychology | en |
| thesis.degree.name | M.A. | en |
| refterms.dateFOA | 2018-09-11T12:36:34Z | |
| html.description.abstract | This study investigated the success and failure beliefs, instructional practices, and personal learning preferences of outdoor adventure education (OAE) instructors, and explored factors that influenced these beliefs, practices, and preferences. While statistical analysis did not show significant differences among the various demographic categories on success beliefs, instructional practices, or personal learning preferences, there were significant differences in the magnitude of reported failure beliefs. Results from this study showed that OAE instructors' age, their professional experience, their employer, and the activities they teach affect their failure beliefs. Furthermore, OAE instructors indicated that success instructional techniques, like implementing scaffolding, should be used at the onset of a course or when a new skill is being introduced, while failure techniques should be employed as students gain experience or as a perception check to assess competence. The implications of these findings for OAE instructors is discussed. |
