Research Library: Advanced Search
Search Results: Displaying 1 - 22 of 22.
Use the filters below to search for research articles and summaries. If you use multiple filters, the search results will be refined/narrowed based on the overlap between the filters. For example, selecting Education: Formal education setting AND Age: Middle childhood (6-12 yrs) will only show results that reflect both filters. However, within a single filter if you select multiple options it will expand your search - searching on Education: Formal education setting AND Age: Middle childhood (6-12 yrs) OR Adolescence (13-18 yrs) will return the overlap between formal settings and the date range of 6-18.
Connection to nature is associated with social-emotional learning of children
Children with a strong connection to nature have higher social emotional learning skills than those with a weaker connection to nature
Citation:
. (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4. doi:https://doi.org/10.1016/j.cresp.2022.100083
Source
Developing sense of place through a place-based Indigenous education for sustainable development curriculum
A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place
Citation:
. (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 692-714. doi:https://doi.org/10.1080/13504622.2022.2098933
Source
The teacher’s role for engagement in foraging and gardening activities in kindergarten
Early childhood educators nurture young children’s enthusiasm for learning in nature
Citation:
. (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research. doi:https://doi.org/10.1080/13504622.2023.2181271
Source
“We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors
Teachers’ opportunities for mentorship are essential to risky outdoor play and learning in schools
Citation:
. (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education. doi:https://doi.org/10.1007/s42322-023-00140-6
Source
“We should have held this in a circle”: White ignorance and answerability in outdoor education
Barriers to addressing settler colonialism in outdoor education programs include lack of understanding, fear, and adherence to white ignorance
Citation:
. (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2), 114-131. doi:https://doi.org/10.1080/00958964.2023.2169897
Source
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project
Education outside the classroom can have a positive effect on biological stress regulation
Citation:
. (2022). Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project. British Journal of Educational Psychology , 93(1), 152-173. doi:https://doi.org/10.1111/bjep.12528
Source
The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach
The forest school approach reflects theoretical understanding of young learners’ development of independence
Citation:
. (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach . Education 3-13, 51(4), 685-694. doi:https://doi.org/10.1080/03004279.2021.2000468
Source
Affordances of small animals for young children: A path to environmental values of care
Affordances of small animals may promote sustainability goals for young children
Citation:
. (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.
Source
Enhancing nature connection and positive affect in children through mindful engagement with natural environments
Nature-focused mindfulness activities can promote children’s nature connection and affective wellbeing
Citation:
. (2021). Enhancing nature connection and positive affect in children through mindful engagement with natural environments. International Journal of Environmental Research and Public Health, 18. doi:https://doi.org/10.3390/ijerph18094785
Source
Diversity in outdoor education: Discrepancies in SEL across a school overnight program
Implicit bias may influence assessment results of SEL in a multicultural group of students
Citation:
. (2021). Diversity in outdoor education: Discrepancies in SEL across a school overnight program. Journal of Experiential Education. doi:http://dx.doi.org/10.1177/10538259211040185
Source
Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA
Schools can help mitigate environmental injustices suffered by low-income, high minority communities by increasing greenness on their property
Citation:
. (2021). Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA. Urban Forestry & Urban Greening, 67. doi:https://doi.org/10.1016/j.ufug.2021.127434
Source
'That's given me a bit more hope' - adolescent girls' experiences of Forest School
Forest School improves mental health and well-being according to adolescent girls with mental health risk factors
Citation:
. (2020). 'That's given me a bit more hope' - adolescent girls' experiences of Forest School. Children's Geographies. doi:https://doi.org/10.1080/14733285.2020.1811955
Source
Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature
Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature
Citation:
. (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11. doi:http://dx.doi.org/10.3389/fpsyg.2020.567882
Source
“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood
Sustainability education at nature-based preschools in the United States is limited
Citation:
. (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.
Source
Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program
Parents believe that the benefits of a forest school program are greater than any risks involved
Citation:
. (2020). Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program. Journal of Innovation in Polytechnic Education.
Source
Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives
Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability
Citation:
. (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4). doi:http://dx.doi.org/10.5647/jsoee.28.4_21
Source
Teacher and student perceptions of an outdoor classroom
Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom
Citation:
. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113-126. doi:http://dx.doi.org/10.1007/s42322-019-00033-7
Source
School gardens in the United States: Current barriers to integration and sustainability
Time and staff concerns are primary barriers to school gardening success
Citation:
. (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public Health. doi:http://dx.doi.org/10.2105/AJPH.2018.304674
Source
Using action research to enhance learning on end-use energy demand: lessons from reflective practice
Participatory Action Research on Energy Consumption Gives Students Valuable Skills
Citation:
. (2017). Using action research to enhance learning on end-use energy demand: lessons from reflective practice. Environmental Education Research, 23(6), 812 - 831. presented at the 2017/07/03/. Retrieved from http://dx.doi.org/10.1080/13504622.2016.1144177
Source
How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA
Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes
Citation:
. (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1), 29-48. doi:https://doi.org/10.1080/17549175.2015.1111925
Source
Predicting teacher likelihood to use school gardens: A case study
How to encourage elementary teachers to use school gardens as a teaching complement
Citation:
. (2016). Predicting teacher likelihood to use school gardens: A case study. Applied Environmental Education & Communication, 15(2), 138 - 149. presented at the 2016/04/02/. Retrieved from http://dx.doi.org/10.1080/1533015X.2016.1164096
Source
Environmental Attitudes, Knowledge, and Alternative Conceptions of Primary School Children in Greece
School children demonstrate positive environmental attitude despite previous misconceptions
Citation:
. (2014). Environmental Attitudes, Knowledge, and Alternative Conceptions of Primary School Children in Greece. Applied Environmental Education & Communication, 13(1), 15 - 27. presented at the 2014/01/02/. Retrieved from https://doi.org/10.1080/1533015X.2014.915184
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