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The purpose of this guide is to provide school district administrators and teachers with guidance and direction in the planning and conduct of resident programs of outdoor education. Methods for planning and financing the program, selecting the site and personnel, determining the role of the classroom teacher, and identifying resources are described. Activities to be used in the program are listed along with suggested evaluative techniques. Additional material presented includes the New York State Education Law, the New York State Sanitary Code, evaluation forms, and a list of resident outdoor education centers in New York State. (PS)

School camping began in the United States in the 1940's and underwent expansion on a grand scale during the 1950's; in 1967, it reached more than one-half million students in over 1000 school districts. The philosophy of early school camps was almost totally activity-centered, with little emphasis on formal curricular subject matter, such as science and math, except where needed to solve problems at hand; however, modern philosophy of school camps emphasizes those activities not normally undertaken in the classroom as well as school subject organization wherein different subject matter areas are dealt with specifically. Since many school districts do not own their own camp sites, a potential method of acquisition of facilities is rental from some other organization or governmental agency. The major justification schools have for offering school camp programs is that these programs offer the potential for experiences unavailable in the classroom. (DA)

A 3-year school-community outdoor education program in the elementary school district in Crystal Lake, Illinois, was funded in 1967 under Title III of the Elementary and Secondary Education Act. Success of the project was such that the board of education agreed to fund the program locally and enlarge its scope. As reported, the keynotes were innovative and exemplary educational practices, notably in organization and administration. Such practices included the following: the project (1) was carried on by 2 agencies of the local government--the school district and the Crystal Lake Park District; (2) was a multi-district program and a school-community effort; (3) was professionally planned and directed and has produced several professional publications; (4) was accompanied by in-service education activities such as workshops, institutes, and conferences; (5) was university-related (Northern Illinois University); and (6) has experienced steady growth, having approximately 9,000 child-days of participation in 1967-68 and 14,000 in 1969-70. (JB)

The new knowledge in outdoor education is synthesized in this monograph, and 8 principles felt essential to the successful program are enumerated. A historical section includes early terminology and objectives in the field, and discusses the first attempts at organizing the proponents of outdoor education. Administrative problems are examined in relation to personnel, facilities, and finance. The final section of the document is concerned with education for teachers in the field of outdoor education. The bibliography includes 20 dissertations and theses, mostly written during the 1960's, in its 35 entries. (BD)

As a Title III project of the Elementary and Secondary Education Act, the Clarksville-Montgomery County Schools (specifically St. Bethlehem School) developed this resource guide for outdoor education in grades 1-6. The concept stated by L. B. Sharp--"That which can best be taught in the out-of-doors should be taught there"--provided the focus for the guide. Activities are presented for science, social studies, language arts, mathematics, art, music, and health and physical education for all 6 grades. The activities listed are those which the staff felt could be test taught out-of-doors and yet remain within the existing curricular organization of the school. (DK)

Since historical perspectives, philosophical positions, and a statement of research priorities are presently lacking in the field of outdoor education, this paper was designed as a guide for researchers. The 4 subject headings used for discussion of research needs and priorities are history and philosophy, curriculum and learning, administration, and teacher education. An action program is suggested for increasing the amount of research in the field, as well as for channeling the research into areas of priority concern. (LS)

Factors to be considered in the planning and development of a resident outdoor education program are presented in this paper. It is noted that basic educational planning must come first and every other aspect of planning should then refer to the educational plan. Various aspects of planning are described including planning the educational program; personnel assignment, selection, and training; site selection; financing the program; interpreting the program to the community; administrative structure, insurance, and other concerns; and evaluation. A checklist of desirable facility criteria for outdoor education resident centers is included. (PS)

This study was designed to determine scientifically the characteristics which are desirable in a site to be used for eco-educational purposes. An opinionnaire was devised and sent out to leaders in outdoor education. Findings indicated no essential characteristics for such an eco-educational site. (Author/MA)

Fifty-one selected readings on outdoor education from the "Journal of Outdoor Education," a publication of Northern Illinois University, are presented in this book. The articles deal with environmental education and such areas of outdoor education as its philosophy, history, administration, curriculum, and teaching. Some of the articles pertain to outdoor education programs in Germany, England, Scotland, New Zealand, Denmark, and Japan. Five articles present perspectives on outdoor education from the viewpoints of a curriculum specialist, a state education department consultant, a recreation educator, a resource geographer, and a classroom teacher. (NQ)

An attempt is made in the study presented to draw a profile of the typical "new leader" in outdoor/conservation education as reflected in programs funded under Titles I and III of the Elementary and Secondary Education Act of 1965. By means of a questionnaire personal data, academic data, and professional data were collected. These data included such items as sex, age, marital status, family background, spouse's occupation, characteristics of town or city where reared, childhood hobbies, organization membership, degrees held, college major, previous teaching experience, extra-curricular leadership, professional association membership, and philosophical position. From the data gathered a profile is drawn of the "typical" director. A copy of the questionnaire utilized in the study is contained in the appendices. (SW)

Nature projects that can be carried out in winter are described. (DB)

Agriculture should occupy an important place in the curriculum of the schools. Children should be provided experiences that enable development of an understanding and appreciation of agriculture. (DM)

Types of research studies needed in the field of outdoor education are summarized: historical, philosophical, content, evaluative, teacher education, and administrative. Emphasis of past research is also reviewed. (BL)