|
Title |
| 1 |
A new
model for risk taking |
| 2 |
Redefining
outdoor education |
| 3 |
The
effect of field based instruction on student understanding of ecological
concepts |
| 4 |
Environmental
knowledge, awareness, and concern among 11th grade students |
| 5 |
The
effects of issue investigation & action training on 8th grade students’
env. behav. |
| 6 |
Impact
of educ., age, newspapers, & television on env. knowledge, concerns,
& behav. |
| 7 |
Analysis
& synthesis of research on responsible env. behavior: A meta-analysis |
| 8 |
Factors
associated w/ the relationship between formal, informal, & nonformal
science learning |
| 9 |
The
effects of an environmental studies course on the defensibility of environmental
attitudes |
| 10 |
Testing the
adventure model: Empirical support for a model of risk recreation participation |
| 11 |
The
ladder of environmental learning |
| 12 |
A
Blind Spot in Motor Learning |
| 13 |
The
arousal-performance relationship revisited |
| 14 |
Self-concepts,
self esteem, and educational experiences: The frog pond revisited |
| 15 |
How
delinquents succeed through adventure education |
| 16 |
Risk
recreation and persons with disabilities |
| 17 |
Trends in
Outdoor Leaders |
| 18 |
Fear: Uses and abuses
in outdoor adventure activities: Ewert |
| 19 |
Self-efficacy:
Toward a unifying theory of behavioral change |
| 20 |
Self
concepts before and after survival training |
| 21 |
Wilderness
as healing place |
| 22 |
Mind Gap |
| 23 |
Emmons
- Perceptions of the Environment While Exploring Outdoors |