TEACHOUT
COMPLETED PROJECT
Physical Activity, Learning and Social Relations in Danish Udeskole
The overall aim of the TEACHOUT project is to generate knowledge about the strengths and weaknesses of practicing udeskole compared to mainstream education under the framework of the new school reform.
Udeskole is a broad term referring to curriculum-based teaching outside of school in natural as well as cultural settings on a regular basis.
The TEACHOUT intervention describes as a specific and regular use of education outside the classroom (EOtC) (i.e. udeskole).
Regular use of EOtC is defined as one day weekly or fortnightly. A day is defined by a schoolday, e.g. lasting from 8:00 to 15:00 hours.
Download full description of The TEACHOUT intervention TIDieR checklist.
List of publications associated with TEACHOUT project (some in Danish).
Barfod, K.S. & Stelter, R. (2019). God udeskoleundervisning - en caseanalyse fra lærerens perspektiv. Nordisk Tidskrift för Allmän Didaktik, Vol. 5, No. 1, december 2019, 19-35.
Barfod, K., Ejbye-Ernst, N., Mygind, L. & Bentsen, P. (2016). Increased provision of udeskole in Danish schools: an updated national population survey. Urban Forestry & Urban Greening, 20(1), 277-281.
Barfod, K. S., & Daugbjerg, P. (2018). Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom. Frontiers in Education, 3.
Barfod, K. S. (2017). Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom. Journal of Adventure Education and Outdoor Learning, 1–13.
Bølling, M., Pfister, G. U., Mygind, E., & Nielsen, G. (2019). Education outside the classroom and pupils’ social relations? A one-year quasi-experiment. International Journal of Educational Research, 94, 29-41.
Bølling, M., Niclasen, J., Bentsen, P., & Nielsen, G. (2019). Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation. Journal of school health, 89 (3), 210-218.
Bølling, M. (2019). Kan udeskole fremme elevers trivsel? En effektevaluering af en 1-årig intervention. Tidsskrift for Professionsstudier, 28, 108-113.
Bølling, M., Niclasen, J., Bentsen, P., & Nielsen, G. (2019). Association of Education Outside the Classroom and Pupils’ Psychosocial Well-being: Results from a School Year Implementation. Journal of School Health.
Bølling, M., Otte, C. R.1, Elsborg, P., Nielsen, G., & Bentsen, P. (2018). The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. International Journal of Educational Research, 89, 2235.
Jørring, A.H., Bølling, M., Nielsen, G., Stevenson, M.P., & Bentsen, P. (2019). Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. Education 3-13, 0(0), 1–16.
Mygind, E., Bølling, M., & Barfod, K. (2018). Primary teachers’ experiences with weekly education outside the classroom during a year. Education 3-13, International Journal of Primary, Elementary and Early Years Education.
Mygind, L.; Stevenson, M.P.; Liebst, L.S.; Konvalinka, I.; Bentsen, P. (2018) Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments: A Quasi-Experimental Pilot Study with Children. Int. J. Environ. Res. Public Health, 15, 1098.
Nielsen, G., Mygind, E., Bølling, M., Otte, C.R., Schneller, M.B., Ejbye-Ernst, N., Schipperijn, J., & Bentsen, P. (2016). A quasi-experimental cross-disciplinary evaluation of the impacts of Education Outside the Classroom on pupils’ physical activity, well-being and learning: the TEACHOUT study protocol. BMC Public Health, 16, 1117.
Otte, C. R., Bølling, M., Stevenson, M. P., Ejbye-Ernst, N., Nielsen, G., & Bentsen, P. (2019). Education outside the classroom increases children's reading performance: Results from a one-year quasi-experimental study. International Journal of Educational Research, 94, 42-51.
Otte, C. R., Bølling, M., Elsborg, P., Nielsen, G., & Bentsen, P. (2019). Teaching maths outside the classroom: does it make a difference? Educational Research, 61 (1), 38-52.
Schneller, M.B., Bentsen, P., Nielsen, G., Brønd, J.C., Ried-Larsen, M., Mygind, E., & Schipperijn, J. (2017). Measuring Children's Physical Activity: Compliance Using Skin-taped Accelerometers. Medicine & Science in Sports & Exercise, 49(6), 1261-1269.
Schneller, M.B., Duncan, S., Schipperijn, J., Nielsen, G., & Mygind, E., & Bentsen, P. (2017). Are children participating in a quasi-experimental education outside the classroom intervention more physically active? BMC Public Health, 17(1), 523.
Schneller, M.B., Schipperijn, J., Nielsen, G., & Bentsen, P. (2017). Children’s physical activity during a segmented school week: results from a quasi-experimental education outside the classroom intervention. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 80.
- Department of Nutrition, Exercise and Sports, University of Copenhagen
- Department of Geosciences and Natural Resource Management, University of Copenhagen
- Steno Health Promotion Center, Steno Diabetes Center A/S
- VIA University College
PhD projects
Mikkel Bo Schneller defended the 16 June 2017 his PhD thesis: Effects of education outside the classroom on objectively measured physical activity. Results from the TEACHOUT study.
The aims was to generate an understanding of the potential impact of udeskole on physical activity among pupils in primary and lower secondary school. The question is whether udeskole has specific benefits for boys and girls, children with an immigrant background, children who are not participating in sports and children with special needs, e.g. overweight problems or hyperactivity syndrome (ADHD).
The entire thesis excl. articles.
The scientific publications will appear on the Danish website when they are published.
Camilla Roed Otte defended the 8 June 2018 her PhD thesis: Perspektiver på udeskole i relation til læsning, matematikfærdigheder og motivation for læring. (Danish)
The aims was to gain knowledge about potential impact of udeskole on the pupils’ learning processes and outcomes. This subproject also focus on the particular effects on different subgroups of children such as gender, children with learning difficulties and children with classroom behaviour problems.
The entire thesis excl. articles (Danish).
The scientific publications will appear on the Danish website when they are published.
Mads Bølling defended the 12 September 2018 his PhD thesis: Udeskole og børns trivsel. Et kvasi-eksperimentelt interventionsstudie af sammenhængen mellem ét års regelmæssig eksponering for udeskole og børns psykologiske trivsel, skolemotivation og sociale relationer. (Danish)
The aims was to generate an understanding of the potential impact of udeskole on social relations, inclusion, attitude to school and well-being among children in primary and lower secondary school with a specific focus on benefits for boys and girls, children from an immigrant background and children with special needs, e.g. overweight problems and learning difficulties.
Video from Mads Bøllings presentation (Danish): Del 1 Del 2
The entire thesis excl. articles. (Danish)
The scientific publications will appear on the Danish website when they are published.
Karen Barfod defended the 30 October 2018 her PhD thesis: At undervise i udeskole. Perspektiver på didaktik og lærerens arbejde. (Danish)
The aims was to generate an understanding of how udeskole is understood by teachers in primary and lower secondary school.
The entire thesis excl. articles. (Danish)
The scientific publications will appear on the Danish website when they are published.
Financed by
Contact
Teaching associate professor Erik Mygind
Forest and Landscape College, University of Copenhagen
Definition of the term 'Udeskole'
Udeskole is a broad term referring to curriculum-based teaching outside of school in natural as well as cultural settings on a regular basis.
