Application of the RWL model for evaluation of a residential environmental program
Main Article Content
Abstract
On the basis of a specific example, the article discusses the application of the Real World Learning (RWL) model for an evaluation of a residential environmental education program. It describes the application of the model for an entry program analysis, the formulation of key concepts and a follow-up observation of the program. In conclusion it discusses the strong and weak points of the model's application in evaluation practice. The model is rated as a useful but demanding tool requiring experienced evaluators.
Downloads
Metrics
Article Details
References
Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for esd-schools Guidelines to enhance the quality of Education for Sustainable Development. Retrieved from http://www.ensi.org/media-global/downloads/Publications/208/QC-GB.pdfnwww.seed-eu.net
Brossard, D., Lewenstein, B., & Bonney, R. (2005). Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 27(9), 1099–1121. doi:10.1080/09500690500069483
Carson, R. (1984). The sense of wonder. New York : Perennial Library.
Cornell, J. (1989). Sharing the Joy of Nature. Nature activities for All Ages. Nevada City: DAWN Publications.
Dlouhá, J., Barton, A., Janoušková, S., & Dlouhý, J. (2013). Social learning indicators in sustainability-oriented regional learning networks. Journal of Cleaner Production, 49, 64–73.
Ham, S. H. (1992). Environmental interpretation: A practical guide for people with big ideas and small budgets. Fulcrum Publishing.
Ham, S. H. (2013). Interpretation – making a difference on purpose. Golden: Fulcrum Publishing.
Hoessle, K., Matre, S. V. (1980). Earth magic. Eathwalks series. Greenville: Institute for Earth Education.
Chawla, L. (1999). Life Paths Into Effective Environmental Education. The Journal of Environmental Education, vol. 31, no. 1, s. 15-26.
Jacobson, S. K.; McDuff, M. D., & Monroe, M. C. (2006). Conservation education and outreach techniques. Oxford: Oxford university Press.
Johnson, D. W., & Johnson, F. P. (2006). Joining Together. Group Theory and Group Skills. Boston: Pearson.
Jordan, R. C., Gray, S. a., Howe, D. V., Brooks, W. R., & Ehrenfeld, J. G. (2011). Knowledge Gain and Behavioral Change in Citizen-Science Programs. Conservation Biology, 25(6), 1148–1154. doi:10.1111/j.1523-1739.2011.01745.x
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Mertens, D. M. & Wilson, A. T. (2012). Program evaluation. Theory and practice. A comprehensive guide. New York: The Guilford Press.
Mogensen, F., & Mayer, M. (2005). Eco-schools: trends and divergences. A Comparative Study on ECO-school …. Retrieved from http://www.ubu10.dk/downloadfiles/Comparative2.pdf
Mogensen, F., & Schnack, K. (2010). The action competence approach and the “new” discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59–74. doi:10.1080/13504620903504032
Palmer, J. a., Suggate, J., Bajd, B., K.P., P. H., Ho, R. K. P., Ofwono‐Orecho, J. K. W., … Staden, C. Van. (1998). An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries. Environmental Education Research, 4(4), 445–464. doi:10.1080/1350462980040408
Patton, M. Q. (2008). Utilization-focused evaluation. Thousand Oaks: Sage.
Priest, S., & Gass, M. (2005). Effective leadership in adventure programming. Champaign: Human Kinetics.
Prouty, D., Panicucci, J., & Collinson, R. (2006). Adventure Education. Theory and Applications. Project Adventure.
Reid, A., Nikel, J., & Scott, W. (2006). Indicators for Education for Sustainable Development : a report on perspectives , challenges and progress. Challenges, (December).
Schwartz, S. H. (1994). Are there universal aspects in the structure and content of human values? Journal of Social Issues, 50, 19–45.
Sobel, D. (2008). Childhood and nature. Design principles for educators. Portland: Stenhouse Publishers.
The Common Cause Foundation (2015). Common cause. The case for working with values and frames. Retrieved from http://valuesandframes.org/about/
The Real World Learning (2015a). Real world learning model. Retrieved from http://www.rwlnetwork.org/rwl-model.aspx
The Real World Learning (2015b). Kritéria kvality Učení v přírodě jako rukavice pro model ruky. Retrieved from http://www.rwlnetwork.org/media/87510/rwl_quality_criteria_cze.pdf
The Real World Learning (2015c). Případové studie RWL. Retrieved from http://www.rwlnetwork.org/resources/case-studies.aspx
Wals, A. E. J. (2012). Learning Our Way Out of Unsustainability: The Role of Environmental Education. In Clayton, S. D. The Oxford Handbook of Environmental and Conservation Psychology. Retrieved from https://arjenwals.files.wordpress.com/2012/11/32_clayton_ch32-2.pdf
Wals, A. E. J., Geerling-Eijff, F., Hubeek, F., van der Kroon, S., & Vader, J. (2008). All Mixed Up? Instrumental and Emancipatory Learning Toward a More Sustainable World: Considerations for EE Policymakers. Applied Environmental Education & Communication, 7(907218144), 55–65. doi:10.1080/15330150802473027