This guide brings together three types of resources for educators who need information about foreign language camps. A directory describes 26 such camps in 17 states. A contact person is listed for each camp. The Ohio University Summer Language Camp is then described in detail. Subjects covered include staffing, fees, activities for each time of…

This report chronicles a workshop intended to speak to the needs of directors and instructors working in established wilderness rehabilitation programs for delinquent youth. Issues such as the formation of a professional association, the need for future conferences, and the development of reliable communication channels within the field are…

THIS EIGHTH REVISION OF THE DIRECTORY LISTS 320 STATE AND LOCAL TRAINING SCHOOLS, CAMPS, AND RECEPTION-DIAGNOSTIC CENTERS SERVING DELINQUENT CHILDREN COMMITTED BY COURT ORDER IN THE 50 STATES, THE U.S. DEPARTMENT OF JUSTICE, THE DISTRICT OF COLUMBIA, PUERTO RICO, AND THE VIRGIN ISLANDS. DATA INCLUDE RATED CAPACITIES, AVERAGE DAILY POPULATIONS,…

Intended to serve as a planning guide for teachers who become involved for the first time in the resident camping phase of an outdoor education program, this document answers the question of where to initiate the planning process and what sequential form the process should follow. Site familiarization is the first step to be taken, and information…

As a planning guide for administrators and public school teachers of elementary school children, this document was developed to assist in planning and implementing outdoor education activities. The document contains objectives, an introduction, contributions of outdoor education to the curruculum, suggested instructional laboratory environments,…

The Toledo Public Schools developed this curriculum guide for the resident camp experience as a part of a new program especially designed for educating disadvantaged children. Emphasis at the camp is placed on young people learning to live as a community group where 8 to 10 students plus a counselor live in cabins for 5 days. The student group…

The purpose of this paper is to trace the development of camping and outdoor education in the United States. The early beginnings of camping are described along with the development of organized camps and the influences of urbanization on camping. The basic idea of education through camping is presented for each of the various types of organized…

The study determined whether a residential outdoor education program in Rockford, Illinois provided a long lasting effect on those students who as 5th graders participated in a week long experience in 1963 or 1966. The hypotheses developed were: outdoor educational experiences provide a long lasting effect on those who have had the experience;…

Describes the activities a teacher used at summer camp to acquaint blind children with nature. Discusses the similarities and differences between blind children and children with sight. (RL)

Describes the school-related activities and the components of a week-long science camp program which aims to develop reading and science skills and to heighten each student's sensorial awareness. (GO)

A YCC project to improve and finish a complete outdoor education center is described. The program and objectives are outlined. Methods of evaluating the students experiences are listed. Testing showed that the students attitudes toward themselves, peers, and the environment became more positive. (AJ)

By interviewing parents and reviewing letters of complaint, Camp Hy-Lake (Tennessee) identified six conditions/outcomes parents expected of a good camp experience. By providing those conditions the camp improved its camper return rate from 60 to 80% in approximately two years and increased camper returns from two to three and a half years. (JHZ)

Describes the intent and content of environmental education camps in the Inland Northwest (Idaho and eastern portions of Oregon and Washington). Explains the major tenets of environmental education and relates how they were used in the survey. Results reveal a biological curricular emphasis and an absence of general program goals. (ML)

Describes the efforts of the Toronto Board of Education in providing both day and residential programs for students. Relates how the field facilities promote the goals of teaching about, for, and from the environment. Mention is also made of the board's encouragement and support of field tripping and summer programs. (ML)

Provides a historic overview of the development of outdoor education and conservation education in Japan. Outlines the current goals, program offerings, and facility designs of the national nature education resident centers. Also discusses user patterns and sets priorities for the future. (ML)