Formal curricular initiatives and evaluation in the UK

Prince, Heather ORCID: https://orcid.org/0000-0002-6199-4892 and Exeter, David (2015) Formal curricular initiatives and evaluation in the UK. In: Humberstone, Barbara, Prince, Heather and Henderson, Karla A., (eds.) International Handbook of Outdoor Studies. Routledge, Oxford, UK & New York, USA, pp. 141-150.

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Abstract

The formal education system in the UK, as in many educational systems, is outcome driven. There is a strong and substantial research base for the impacts of outdoor adventure programmes on young people’s development in the affective and interpersonal domains but less evidence for the cognitive benefits (Rickinson et al., 2004). Many schools would dream about being presented with a simple model in which the introduction of an outdoor curriculum impacts directly on higher pupil achievement, resulting in an upward trending profile in key performance indicators. The reality is that, even if such a relationship could be presented, the intangibility of variables would be such that the cause and effect could not be differentiated securely from factors such as further pedagogical initiatives, step-change, baseline data on student performance, and other intrinsic and extraneous influences.

Item Type:	Book Section
Publisher:	Routledge
ISBN:	9781138782884
Departments:	Academic Departments > Science, Natural Resources & Outdoor Studies (SNROS) > Outdoor Studies
Additional Information:	Chapter 14 within book.
Depositing User:	Heather Prince
Date Deposited:	10 Jun 2016 15:28
Last Modified:	12 Jan 2024 14:45
URI:	https://insight.cumbria.ac.uk/id/eprint/2236

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