The tour was the outcome of a suggestion from an adult education class in medieval history. Plans for 25 tour members included air fare, accommodations, coach, driver, and multilingual hostess for 35 days on the continent plus nine days in England. (AG)

Discusses activities that can be carried out on a field trip study of mushrooms; follow-up activities in the classroom are suggested. Mushrooms are selected as an introduction to mycology mainly because of their large size and prominent reproductive structures. (BR)

Outlines legal aspects and procedures for conducting a field trip. Stresses the need for administrative support, previewing the field trip site, involving the class in planning, obtaining supervisor help and parental permission, conducting a follow--up and evaluating the field trip. (KC)

The paper discusses the benefits of using carefully structured videotapes as an adjunct to field trips for deaf students (7 to 11 years old). One of the primary advantages ascribed is permitting the experience to be relived with language attached to it. (CL)

Examines the relationship between cognitive learning, field trips, and follow-up activities. The study included 111 fourth grade students in a pretest-posttest control group design. Results indicate that the related follow-up activity reinforced some of the concepts presented during the field trip. (JRH)

Presents advantages of using wetlands educationally and their relevance to local, national, and global environmental issues. Discusses field trips to mangrove forests and freshwater marshes. (Author/MKR)

Provides planning information for class field trips, including advice on teacher preparation, travel arrangements, rules for walking, parent notification, and preparation of the children. (HTH)

An introduction to the science of speleology is presented. Discussed is why people explore caves--for the physical challenge, the thrill of discovery, and the joy of viewing their beauty. Cave conservation, cave biology, caving safety, and caving equipment are topics of discussion. A reading list on caves is included. (KR)

Suggests a desktop-video-conferencing alternative to typical field trips. Describes a system that features easy-to-use menus and split screens. Asserts that desktop-video-conferencing will allow creative teachers to open up new opportunities for learning in the elementary classroom. (Author/JOW)