An Empirically Derived Framework for Building Strong Outdoor Education Partnerships
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| Title: | An Empirically Derived Framework for Building Strong Outdoor Education Partnerships |
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| Language: | English |
| Authors: | Lisa Meerts-Brandsma (ORCID |
| Source: | Educational Policy. 2026 40(3):381-409. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Outdoor Education, Partnerships in Education, School Community Relationship, School Community Programs, Educational Demand, Educational Policy, Policy Formation, STEM Education, Educational Opportunities, Educational Objectives |
| DOI: | 10.1177/08959048251340876 |
| ISSN: | 0895-9048 1552-3896 |
| Abstract: | Schools are increasingly partnering with outdoor education providers to address growing educational demands for hands-on STEM learning and social and emotional skill development. Using the Eisenhardt case study method, we developed an empirically based framework designed to guide school staff, outdoor education providers, and policymakers in building strong outdoor education partnerships. The framework addresses key factors, including the need for distinctive educational experiences, mutual goal satisfaction, a partnership steward, operational and logistical fit, and the trust of parents and caregivers. Implications for educational leadership and policy development are discussed, including how policy can strengthen these types of collaborations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501584 |
| Database: | ERIC |
| Abstract: | Schools are increasingly partnering with outdoor education providers to address growing educational demands for hands-on STEM learning and social and emotional skill development. Using the Eisenhardt case study method, we developed an empirically based framework designed to guide school staff, outdoor education providers, and policymakers in building strong outdoor education partnerships. The framework addresses key factors, including the need for distinctive educational experiences, mutual goal satisfaction, a partnership steward, operational and logistical fit, and the trust of parents and caregivers. Implications for educational leadership and policy development are discussed, including how policy can strengthen these types of collaborations. |
|---|---|
| ISSN: | 0895-9048 1552-3896 |
| DOI: | 10.1177/08959048251340876 |
