Recent research underscores the importance of the skills, beliefs and behaviors that support student achievement in the classroom and beyond. This set of intrapersonal and interpersonal assets (e.g. perseverance, grit, social skills, efficacy beliefs and mind-sets) are often referred to as noncognitive factors, as they are not measured directly by…

This study investigated 10th-grade students' views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students' views and participant observations were conducted…

High school sophomores participating in the second year of Project Adventure, an educational program expanded to include community service, experiential learning, and a rigorous physical education program, showed improvements in physical abililty and self-concept consistent with improvements shown by students in the program's first year.…

Project Adventure, an innovative educational program combining experiential learning in academics with a rigorous physical education curriculum at the high school level, was successful in its first year (1971-72). Project staff attempted to: develop and teach the physical education component; involve students and faculty in experiential dimensions…

As part of Project Adventure, a specific unit within a 12-week Colonial History course taught at a Massachusetts high school was designed to: involve students with each other, their community, and local history; add a significant social and experiential dimension to the course; use a unique system of student evaluation and grading; and be…