Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Standard

Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. / Jørring, Anna Holm; Bølling, Mads; Nielsen, Glen; Stevenson, Matt P; Bentsen, Peter.

I: Education 3-13, 09.05.2019.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Jørring, AH, Bølling, M, Nielsen, G, Stevenson, MP & Bentsen, P 2019, 'Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom', Education 3-13. https://doi.org/10.1080/03004279.2019.1614643

APA

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. https://doi.org/10.1080/03004279.2019.1614643

Vancouver

Jørring AH, Bølling M, Nielsen G, Stevenson MP, Bentsen P. Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. Education 3-13. 2019 maj 9. https://doi.org/10.1080/03004279.2019.1614643

Author

Jørring, Anna Holm ; Bølling, Mads ; Nielsen, Glen ; Stevenson, Matt P ; Bentsen, Peter. / Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. I: Education 3-13. 2019.

Bibtex

@article{3e0da7a4560b4879a443abc1d2ee6e97,
title = "Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom",
abstract = "We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.",
keywords = "The Faculty of Science, Mental health, Qualitative case study, Academic motivation, School-based outdoor learning, Udeskole",
author = "J{\o}rring, {Anna Holm} and Mads B{\o}lling and Glen Nielsen and Stevenson, {Matt P} and Peter Bentsen",
note = "CURIS 2019 NEXS 159",
year = "2019",
month = "5",
day = "9",
doi = "10.1080/03004279.2019.1614643",
language = "English",
journal = "Education 3-13",
issn = "0300-4279",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

AU - Jørring, Anna Holm

AU - Bølling, Mads

AU - Nielsen, Glen

AU - Stevenson, Matt P

AU - Bentsen, Peter

N1 - CURIS 2019 NEXS 159

PY - 2019/5/9

Y1 - 2019/5/9

N2 - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

AB - We investigated how pupils experience education outside the classroom (EOtC) as it relates to their social and academic well-being. A Danish 6th grade class were taught twice a week for nine months using EOtC. We sampled five academically low- and five high-achieving pupils from the class and conducted qualitative observations and interviews with those pupils. We found that EOtC can positively influence pupils’ social well-being regardless of academic level; however, the learning environment and required autonomy in EOtC may distract low-achieving pupils, particularly boys. Pupils’ academic level in the classroom was related to their academic well-being in EOtC and EOtC might strengthen academic exclusion. Therefore, we conclude that EOtC may not have an unambiguously positive influence on pupils’ social and academic well-being.

KW - The Faculty of Science

KW - Mental health

KW - Qualitative case study

KW - Academic motivation

KW - School-based outdoor learning

KW - Udeskole

U2 - 10.1080/03004279.2019.1614643

DO - 10.1080/03004279.2019.1614643

M3 - Journal article

JO - Education 3-13

JF - Education 3-13

SN - 0300-4279

ER -

ID: 217661716