Slade, M., Lowery, C. and Bland, K. (2013) Evaluating the impact of Forest Schools: a collaboration between a university and a primary school. Support for Learning. 28(2), pp. 66-72. 0268-2141.
- Information
Information
Abstract:
The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities to develop part of its campus as a forest site for use by schools and to enhance its students' learning. A researcher from the university evaluated the impact of the visits made by children from the pilot primary school through a series of pupil, staff and parent interviews. Analysis of the interview data showed that evidence of impact was anecdotal and it was clear that a systematic approach was needed. The university and school have collaborated in developing a toolkit for evaluating this impact, which will act as a starting point to support other schools visiting the site.
Uncontrolled Keywords:
Forest School, impact, evaluation toolkit, collaboration, characteristics of effective learning
Subjects:
Creators:
Slade, M., Lowery, C. and Bland, K.
Publisher:
Blackwell
Northamptonshire and East Midlands:
Education, Training and Skills
Environment
Social Issues
Environment
Social Issues
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
May 2013
Date Type:
Publication
Page Range:
pp. 66-72
Journal or Publication Title:
Support for Learning
Volume:
28
Number:
2
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
Refereed:
Yes
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