Research

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Author Keyword Title Type [ Year(Asc)]
2018
Sharma-Brymer, V., Brymer, E., Gray, T., & Davids, K.. (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21, 103-115. doi:http://dx.doi.org/10.1007/s42322-017-0004-3
Kleppe, R. (2018). Affordances of 1- to 3-year-olds' risky play in Early Childhood Education and Care. Journal of Early Childhood Research. doi:http://dx.doi.org/10.1177/1476718X18762237
Murakami, C. D., Su-Russell, C., & Manfra, L.. (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1), 18-29. doi:http://dx.doi.org/10.1080/00958964.2017.1357523
Dadvand, P., Pujol, J., Macia, D., Martínez-Vilavella, G., Blanco-Hinojo, L., Mortamais, M., et al.. (2018). The association between lifelong greenspace exposure and 3-dimensional brain magnetic resonance imaging in Barcelona schoolchildren. Environmental Health Perspectives. doi:http://dx.doi.org/10.1289/EHP1876
MacDonald, K., & Breunig, M.. (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education. doi:http://dx.doi.org/10.1007/s42322-018-0011-z
Fischer, L. K., Brinkmeyer, D., Karle, S. J., Cremer, K., Huttner, E., Seebauer, M., et al.. (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening. doi:http://dx.doi.org/10.1016/j.ufug.2018.02.015
Hougham, R. J., Nutter, M., & Graham, C.. (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential Education. doi:http://dx.doi.org/10.1177/1053825917751203
Wells, N. M., Meyers, B. M., Todd, L. E., Henderson, C. R., Barale, K., Gaolach, B., et al.. (2018). The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive Medicine. doi:http://dx.doi.org/10.1016/j.ypmed.2018.03.022
Evans, G. W., Otto, S., & Kaiser, F. G.. (2018). Childhood origins of young adult environmental behavior. Psychological Science. doi:http://dx.doi.org/10.1177/0956797617741894
Barfield, P. A., & Driessnack, M.. (2018). Children with ADHD draw-and-tell about what makes their life really good. Journal for Specialists in Pediatric Nursing. doi:http://dx.doi.org/10.1111/jspn.12210
Christodoulou, A., & Korfiatis, K.. (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication. doi:http://dx.doi.org/10.1080/1533015X.2017.1419104
King, P., & Sills-Jones, P.. (2018). Children's use of public spaces and the role of the adult -- A comparison of play ranging in the UK and the leikkipuisto (Play Parks) in Finland. International Journal of Play. doi:http://dx.doi.org/10.1080/21594937.2018.1437378
Sullivan, T. K., & Syvertsen, A. K.. (2018). Conservation leadership: A developmental model. Journal of Adolescent Research. doi:http://dx.doi.org/10.1177/0743558417752638
Adams, S., Savahl, S., Florence, M., & Jacks, K.. (2018). Considering the natural environment in the creation of child-friendly cities: Implications for children's subjective well-being. Child Indicators Research. doi:http://dx.doi.org/10.1007/s12187-018-9531-x
Aalbers, C. B. E. M., & Sehested, K.. (2018). Critical upscaling. How citizens' initiatives can contribute to a transition in governance and quality of urban greenspace. Urban Forestry & Urban Greening, 29, 261-275. doi:http://dx.doi.org/10.1016/j.ufug.2017.12.005
Leather, M. (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5), 5-18. doi:http://dx.doi.org/10.1007/s42322-017-0006-1
Luchs, A., & Fikus, M.. (2018). Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care, 188(3), 281-295. doi:http://dx.doi.org/10.1080/03004430.2016.1213726
Kuo, M., Browning, M. H. E. M., & Penner, M. L.. (2018). Do lessons in nature boost subsequent classroom engagement: Refueling students in flight. Frontiers in Psychology. doi:http://dx.doi.org/10.3389/fpsyg.2017.02253
Muhirwa, F., Maniragaba, A., & Kaplin, B. A.. (2018). Dung beetle distribution, abundance, and diversity along an elevation gradient in Nyungwe National Park, Rwanda: A preliminary survey. Journal of Entomology and Zoology Studies, 6(2), 2637-2640. Retrieved from http://www.entomoljournal.com/archives/?year=2018&vol=6&issue=2&part=AD&ArticleId=3463
Alcock, S., & Ritchie, J.. (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 77-88. doi:http://dx.doi.org/10.1007/s42322-017-0009-y
Razani, N., Morshed, S., Kohn, M. A., Wells, N. M., Thompson, D., Alqassari, M., et al.. (2018). Effect of park prescriptions with and without group visits to parks on stress reduction in low-income parents: SHINE randomized trial. PLOS ONE. doi:http://dx.doi.org/10.1371/journal.pone.0192921
Rishbeth, C., Ganji, F., & Vodicka, G.. (2018). Ethnographic understandings of ethnically diverse neighbourhoods to inform urban design practice. Local Environment, 23(1), 36-53. doi:http://dx.doi.org/10.1080/13549839.2017.1385000
MacEachren, Z. (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21, 89-102. doi:http://dx.doi.org/10.1007/s42322-017-0003-4
Giusti, M., Svane, U., Raymond, C. M., & Beery, T. H.. (2018). A framework to assess where and how children connect to nature. Frontiers in Psychology. doi:http://dx.doi.org/10.3389/fpsyg.2017.02283
Arvidsen, J. (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's Geographies. doi:http://dx.doi.org/10.1080/14733285.2018.1425371

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