Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther A. Enright

Abstract

During the COVID-19 pandemic, schools in the United States were forced to think differently to keep students engaged in learning. Outdoor learning received new attention as a strategy to keep students in school and as a positive way to support student learning. Research suggests that outdoor learning is a highly effective strategy for engaging students, increasing achievement, and supporting social emotional learning, and that there are barriers that prevent teachers from engaging in outdoor learning with their students. As districts seek further resources to support outdoor learning, it is important to understand the impact of outdoor learning on educator practice and to gauge to what extent inquiry-based, collaborative approach of outdoor learning influences the lessons in the classroom. This case study of an experiential learning program for fifth graders in a rural school district seeks to identify and make sense of the relationship between participation in outdoor learning and teacher practices. The study focuses on teachers' perceptions of how outdoor learning has impacted their teaching practices, what they value about outdoor learning, and what they need for support in order to continue using outdoor learning with their students. Keywords: COVID-19 pandemic, outdoor learning, experiential learning, professional development, teaching practices.

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