Glyn Thomas is the co-ordinator of the Bachelor of Recreation and Outdoor Environmental Studies program at the University of the Sunshine Coast, in Queensland, Australia. He is a co-editor of the Journal of Outdoor and Environmental Education. His research focuses on teaching and learning in outdoor environmental education.  Janet Dyment is the Director of the School of Education at Acadia University, in Nova Scotia Canada.  Her research and teaching focuses on teaching and learning in outdoor learning environments and has an interest in every day local sites as contexts for learning.  She sits on several editorial advisory boards and is an active reviewer for many journals.  Heather Prince is Professor of Outdoor and Environmental Education at the University of Cumbria, UK.  She teaches undergraduate and postgraduate courses in outdoor studies, and researches pedagogic practice.  She is Associate Editor of the Journal of Adventure Education and Outdoor Learning, Co-editor of the Routledge International Handbook of Outdoor Studies and Research Methods in Outdoor Studies, and is a Principal Fellow of the Higher Education Academy.

• Chapter 1. Preparing outdoor educators to be transformational teachers and leaders.- Part I: Theoretical foundations and philosophies.- Chapter 2. Philosophizing in outdoor environmental education: How might experience work?.- Chapter 3. Worldviews, environments and education.- Chapter 4. Human-nature relationships: Navigating a privileged white landscape.- Chapter 5. Developing a sense of place.- Chapter 6. Leadership theory: From effective to extraordinary.- Part II: Pedagogical approaches and issues.- Chapter 7. Beyond experiential learning cycles.- Chapter 8. Adventure and risk in outdoor environmental education.- Chapter 9. Place-responsiveness in outdoor environmental education.- Chapter 10. Wild pedagogies.- Chapter 11. Outdoor therapy: Benefits, mechanisms and useful principles for activating health, wellbeing, and healing in nature.- Chapter 12. Intentionality for outdoor educators.- Chapter 13. Digital technology in outdoor education.- Chapter 14.Journeying in outdoor andenvironmental education.- Chapter 15. Outdoor education and pedagogical content knowledge: More than class five rapids.- Part III: Outdoor environmental education as a social, cultural and environmental endeavour.- Chapter 16. Nature connection.- Chapter 17. Reading landscapes: Engaging with places.- Chapter 18. Embracing Country as teacher in outdoor and environmental education.- Chapter 19. Postcolonial possibilities for outdoor environmental education.- Chapter 20. Embracing local community through post-activity outdoor education.- Chapter 21. Social capital: A common purpose.- Part IV: Advocacy.- Chapter 22. Diversity and inclusion in OEE.- Chapter 23. Is outdoor and environmental education ‘making a difference’? Gender and binary heteronormative cisgenderism.- Chapter 24. Topographies of hope: Social justice, outdoor environmental education, and accomplice-ship.- Part V: Safety Management.-  Chapter 25. Fatality prevention in OEE.- Chapter 26. Place-based fatality preventionin action.- Chapter 27. Systems thinking approaches to safety in outdoor education.- Part VI: Professional Practice.- Chapter 28. On being a reflective practitioner.- Chapter 29. Outdoor environmental education research and reflective practice.- Chapter 30. Professionalism, professionalisation and professional currency in outdoor environmental education.- Chapter 31. Introducing ecologies of skill for outdoor leaders.- Chapter 32. Managing outdoor education fieldwork.

Glyn Thomas is the co-ordinator of the Bachelor of Recreation and Outdoor Environmental Studies program at the University of the Sunshine Coast, in Queensland, Australia. He is a co-editor of the Journal of Outdoor and Environmental Education. His research focuses on teaching and learning in outdoor environmental education.  Janet Dyment is the Director of the School of Education at Acadia University, in Nova Scotia Canada.  Her research and teaching focuses on teaching and learning in outdoor learning environments and has an interest in every day local sites as contexts for learning.  She sits on several editorial advisory boards and is an active reviewer for many journals.  Heather Prince is Professor of Outdoor and Environmental Education at the University of Cumbria, UK.  She teaches undergraduate and postgraduate courses in outdoor studies, and researches pedagogic practice.  She is Associate Editor of the Journal of Adventure Education and Outdoor Learning, Co-editor of the Routledge International Handbook of Outdoor Studies and Research Methods in Outdoor Studies, and is a Principal Fellow of the Higher Education Academy.

• Chapter 1. Preparing outdoor educators to be transformational teachers and leaders.- Part I: Theoretical foundations and philosophies.- Chapter 2. Philosophizing in outdoor environmental education: How might experience work?.- Chapter 3. Worldviews, environments and education.- Chapter 4. Human-nature relationships: Navigating a privileged white landscape.- Chapter 5. Developing a sense of place.- Chapter 6. Leadership theory: From effective to extraordinary.- Part II: Pedagogical approaches and issues.- Chapter 7. Beyond experiential learning cycles.- Chapter 8. Adventure and risk in outdoor environmental education.- Chapter 9. Place-responsiveness in outdoor environmental education.- Chapter 10. Wild pedagogies.- Chapter 11. Outdoor therapy: Benefits, mechanisms and useful principles for activating health, wellbeing, and healing in nature.- Chapter 12. Intentionality for outdoor educators.- Chapter 13. Digital technology in outdoor education.- Chapter 14.Journeying in outdoor andenvironmental education.- Chapter 15. Outdoor education and pedagogical content knowledge: More than class five rapids.- Part III: Outdoor environmental education as a social, cultural and environmental endeavour.- Chapter 16. Nature connection.- Chapter 17. Reading landscapes: Engaging with places.- Chapter 18. Embracing Country as teacher in outdoor and environmental education.- Chapter 19. Postcolonial possibilities for outdoor environmental education.- Chapter 20. Embracing local community through post-activity outdoor education.- Chapter 21. Social capital: A common purpose.- Part IV: Advocacy.- Chapter 22. Diversity and inclusion in OEE.- Chapter 23. Is outdoor and environmental education ‘making a difference’? Gender and binary heteronormative cisgenderism.- Chapter 24. Topographies of hope: Social justice, outdoor environmental education, and accomplice-ship.- Part V: Safety Management.-  Chapter 25. Fatality prevention in OEE.- Chapter 26. Place-based fatality preventionin action.- Chapter 27. Systems thinking approaches to safety in outdoor education.- Part VI: Professional Practice.- Chapter 28. On being a reflective practitioner.- Chapter 29. Outdoor environmental education research and reflective practice.- Chapter 30. Professionalism, professionalisation and professional currency in outdoor environmental education.- Chapter 31. Introducing ecologies of skill for outdoor leaders.- Chapter 32. Managing outdoor education fieldwork.

Glyn Thomas is the co-ordinator of the Bachelor of Recreation and Outdoor Environmental Studies program at the University of the Sunshine Coast, in Queensland, Australia. He is a co-editor of the Journal of Outdoor and Environmental Education. His research focuses on teaching and learning in outdoor environmental education.  Janet Dyment is the Director of the School of Education at Acadia University, in Nova Scotia Canada.  Her research and teaching focuses on teaching and learning in outdoor learning environments and has an interest in every day local sites as contexts for learning.  She sits on several editorial advisory boards and is an active reviewer for many journals.  Heather Prince is Professor of Outdoor and Environmental Education at the University of Cumbria, UK.  She teaches undergraduate and postgraduate courses in outdoor studies, and researches pedagogic practice.  She is Associate Editor of the Journal of Adventure Education and Outdoor Learning, Co-editor of the Routledge International Handbook of Outdoor Studies and Research Methods in Outdoor Studies, and is a Principal Fellow of the Higher Education Academy.

• Chapter 1. Preparing outdoor educators to be transformational teachers and leaders.- Part I: Theoretical foundations and philosophies.- Chapter 2. Philosophizing in outdoor environmental education: How might experience work?.- Chapter 3. Worldviews, environments and education.- Chapter 4. Human-nature relationships: Navigating a privileged white landscape.- Chapter 5. Developing a sense of place.- Chapter 6. Leadership theory: From effective to extraordinary.- Part II: Pedagogical approaches and issues.- Chapter 7. Beyond experiential learning cycles.- Chapter 8. Adventure and risk in outdoor environmental education.- Chapter 9. Place-responsiveness in outdoor environmental education.- Chapter 10. Wild pedagogies.- Chapter 11. Outdoor therapy: Benefits, mechanisms and useful principles for activating health, wellbeing, and healing in nature.- Chapter 12. Intentionality for outdoor educators.- Chapter 13. Digital technology in outdoor education.- Chapter 14.Journeying in outdoor andenvironmental education.- Chapter 15. Outdoor education and pedagogical content knowledge: More than class five rapids.- Part III: Outdoor environmental education as a social, cultural and environmental endeavour.- Chapter 16. Nature connection.- Chapter 17. Reading landscapes: Engaging with places.- Chapter 18. Embracing Country as teacher in outdoor and environmental education.- Chapter 19. Postcolonial possibilities for outdoor environmental education.- Chapter 20. Embracing local community through post-activity outdoor education.- Chapter 21. Social capital: A common purpose.- Part IV: Advocacy.- Chapter 22. Diversity and inclusion in OEE.- Chapter 23. Is outdoor and environmental education ‘making a difference’? Gender and binary heteronormative cisgenderism.- Chapter 24. Topographies of hope: Social justice, outdoor environmental education, and accomplice-ship.- Part V: Safety Management.-  Chapter 25. Fatality prevention in OEE.- Chapter 26. Place-based fatality preventionin action.- Chapter 27. Systems thinking approaches to safety in outdoor education.- Part VI: Professional Practice.- Chapter 28. On being a reflective practitioner.- Chapter 29. Outdoor environmental education research and reflective practice.- Chapter 30. Professionalism, professionalisation and professional currency in outdoor environmental education.- Chapter 31. Introducing ecologies of skill for outdoor leaders.- Chapter 32. Managing outdoor education fieldwork.