Online Trainings for Non-formal Educators: A Case Study of Boy Scouts of America Leaders

Davis, William J.; Rush, Alexandra; Tevington, Patricia; Urban, Jennifer Brown; Linver, Miriam R.

doi:10.1080/08923647.2020.1819745

Cited by 5 publications

(22 citation statements)

References 27 publications

(53 reference statements)

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“…Expecting non-formal educators to become special educators is unrealistic. However, the frequency of Scouts BSA leaders' interactions with exceptional adolescents, as well as their feelings of unpreparedness and the limitations in some of their preparation (see Davis et al, 2021), make training revision and development important priorities.…”

Section: Discussionmentioning

confidence: 99%

“…Training initiatives for non-formal educators also warrant additional attention by researchers. Although recent scholarship has explored different facets of Scouts BSA training in particular (e.g., Davis et al, 2021), these studies have not explored how adolescence is conceptualized and acted upon within training settings.…”

Section: Discussionmentioning

confidence: 99%

“…Although not frequently discussed in the literature, Davis et al (2021) found non-formal educators like BSA adult volunteers hold various responsibilities requiring an array of knowledge and skills in their work with youth. One example highlighting such knowledge and skills is Culp et al's (2007) study of volunteer competencies in 4-H programs.…”

Section: Abstract Lay Theories Adolescent Development Non-formal Educ...mentioning

confidence: 99%

“…Adult volunteers play crucial roles as NFE programs enact specific programming and/or contribute to core outcomes, such as BSA’s emphasis on character development (e.g., Champine, 2016; Wang et al, 2015, 2017). Although not frequently discussed in the literature, Davis et al (2021) found non-formal educators like BSA adult volunteers hold various responsibilities requiring an array of knowledge and skills in their work with youth. One example highlighting such knowledge and skills is Culp et al’s (2007) study of volunteer competencies in 4-H programs.…”

mentioning

confidence: 99%

“…Although knowledge and skills related to ages and stages of development have been identified as significant elements of both formal (e.g., Osher et al, 2020) and non-formal education (e.g., Culp et al, 2007), differences in training may help to make non-formal educators’ beliefs and assumptions more significant to their work. Recent scholarship on NFE programs like the BSA has highlighted significant challenges, both in the work of volunteer non-formal educators and the BSA’s efforts to train or prepare them for their responsibilities (Davis et al, 2021). According to Davis et al (2021), leaders in the Scouts BSA division, which serves youth aged 11 to 17, discussed their teaching, learning, and behavioral management challenges working with youth, particularly youth with identified or suspected social-emotional and/or learning challenges or disabilities.…”

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confidence: 99%

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“That’s Just a Part of Growing Up”: A Study of Non-formal Educators’ Lay Theories of Adolescence

Davis

Cox

Tevington

et al. 2021

Journal of Adolescent Research

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This instrumental case study explored non-formal educators’ lay theories of adolescence using the case of the Boy Scouts of America’s Scouts BSA program, a co-ed program serving youth between the ages of 11 and 17. We conducted an iterative analysis of 110 structured interviews with Scouts BSA adult volunteer leaders who served as scoutmasters or assistant scoutmasters. Results indicated that participants discussed adolescence in terms of youth characteristics as well as processes youth underwent during their adolescent years. These adults sometimes viewed adolescence as idiosyncratic, identifying differences in learning, behavior, and family situations among youth, particularly those whom they had identified as exhibiting specific challenges like autism. The results also illustrated relationships between the program and lay theories of adolescence. Namely, core Scouts BSA programmatic structures and expectations such as operating the patrol/troop method hierarchies, building leadership skills, camping or outdoor activities, and including all youth in activities influence participants’ own views of adolescence, including their views of adolescence as a time to cultivate maturity and independence. The study concludes with a brief discussion of results and limitations of the study, including recommendations for training and additional research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Abstract Lay Theories Adolescent Development Non-formal Educ...mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

“That’s Just a Part of Growing Up”: A Study of Non-formal Educators’ Lay Theories of Adolescence

Davis

Cox

Tevington

et al. 2021

Journal of Adolescent Research

Self Cite

View full text Add to dashboard Cite

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“Been there, done that but also not quite:” Discoveries and limitations in an evaluative, short-term, and multi-sited ethnography of the boy scouts of America

et al. 2023

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This paper reflects on the possibilities and limits of a team-based, multi-site, evaluative ethnography. In this study, a team of qualitative researchers deployed participant observation methods to assess the level of standardization and local adaptation in the training curriculum for adult leaders in the Boy Scouts of America. While the umbrella organization remained consistent over the course of the 12-months project, researchers completed intense intervals of observation in 13 different settings across the United States over the course of a year. We reflect on the benefits and challenges that fast-paced, evaluative ethnographic approaches offer for applied settings as well as insight into the complexities of team-based field work with regards to positionality, legitimacy, and relationships between researchers.

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“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

Davis

Esposito²,

Urban

et al. 2022

Journal of Adult and Continuing Education

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The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators’ use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study’s findings.

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Online Trainings for Non-formal Educators: A Case Study of Boy Scouts of America Leaders

Cited by 5 publications

References 27 publications

“That’s Just a Part of Growing Up”: A Study of Non-formal Educators’ Lay Theories of Adolescence

“That’s Just a Part of Growing Up”: A Study of Non-formal Educators’ Lay Theories of Adolescence

“Been there, done that but also not quite:” Discoveries and limitations in an evaluative, short-term, and multi-sited ethnography of the boy scouts of America

“Oh, I thought we’d be different”: A multifocal, interdisciplinary examination of the fidelity/adaptation challenge

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