Supervision
- Authors: Petrass, Lauren
- Date: 2014
- Type: Text , Book chapter
- Relation: Drowning: Prevention, Rescue, Treatment Chapter 27 p. 175-179
- Full Text: false
- Reviewed:
- Description: In 1989, it was noted that lapses in parental supervision was the most frequently cited contributory factor in child drownings [1]. Whilst findings from drowning studies completed in the 1980s are now somewhat dated, more recently it has been recognised that further research investigating variations in parental supervision and differences in exposure to water and swimming pools is required [2]. Whilst supervision is ubiquitously mentioned as a contributing factor in child drowning literature, few researchers have attempted to formally define the term [3, 4]. For studies that have provided a definition, all are based on the hierarchical model of supervision that incorporates three dimensions:Attention: visual and auditoryProximity: touching, within reach, beyond reachContinuity: constant, intermittent, absent [5]Based on this model, a combination of all dimensions is required to define supervisory behaviours, with supervision increasing as one or more of the three supervision dimensions increase. Although there is no standardised operational definition of supervision in aquatic settings or other contexts, the hierarchical model appears to provide a sound framework for measuring supervision.
Cross disciplinary teaching : a pedagogical model to support teachers in the development and implementation of outdoor learning opportunities
- Authors: Neville, Ian , Petrass, Lauren , Ben, Francis
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Outdoor and Environmental Education Vol. 26, no. 1 (2023), p. 1-21
- Full Text:
- Reviewed:
- Description: There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to the focus on evidenced-based outcomes, high-stakes standardised testing programs, and a lack of teacher knowledge, confidence and expertise in teaching and learning outdoors. Accordingly, this study presents an evidenced based model to support teaching practice. The model will assist teachers in the development and implementation of outdoor learning opportunities and offers applied examples that address curriculum outcomes. A comprehensive literature review methodology was implemented to identify peer-reviewed literature on teaching and learning outdoors and outdoor pedagogies. A thematic synthesis and constant comparative technique enabled development of themes, from which three themes emerged: the environment; the learner; and the educator, which inform the proposed model offered by the authors. The three interrelated components (the environment, the learner and the educator) require consideration for students to gain maximum benefit from outdoor learning experiences. The model, coupled with the applied examples, supports teachers to plan and facilitate immersive outdoor experiences that promote learning. © 2022, The Author(s).