The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction
2012
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The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction
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2012
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A strong relationship has been demonstrated between mentoring and job satisfaction in research across multiple fields. Job satisfaction is also a key indicator of teacher retention. A few programs in the US are using mentoring to incorporate outdoor education into teacher pedagogy and the broader public school system. In this model, experienced outdoor educators work with teachers individually over a period of time to model curriculum and to provide feedback, logistical and personal support in incorporating this method into the classroom. A case study investigation in the Bioregional Outdoor Education Project on the Colorado Plateau found that outdoor education mentoring resulted in increased use of outdoor education by teachers, reports of enhanced student achievement, especially engagement, and positive change in teacher feelings of satisfaction with work. Meaningful benefits that result from incorporating outdoor education may increase the likelihood that teachers continue to use this method, a topic for future investigation. Infusing outdoor education through the curriculum with the help of mentors may offer a potential means of school reform, if support from peer teachers and administrators is garnered through information about the potential benefits to both students and teachers.
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Presented in Partial Fulfillment of the Requirements for the Master of Education in Environmental Education in the College of Education and Human Service Professions, University of Minnesota Duluth, 2012. Committee names: Ken Gilbertson (Chair), Kevin Zak, Elizabeth Ruark. This item has been modified from the original to redact the signatures present.
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University of Minnesota, Duluth. College of Education and Human Service Professions.
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Erickson, Deanna M. (2012). The Effects of Outdoor Education Mentoring on Teacher Job Satisfaction. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/187494.
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