All activity for Bill Finnegan

Bill Finnegan created The healing balm of nature: Understanding and supporting the naturalist intelligence in individuals diagnosed with ASD on June 11, 2020.
Bill Finnegan created Residential EE Programs Can Increase Trust Among Participants on July 21, 2018.
Bill Finnegan created Interactions and Outcomes in an Online Course for Environmental Educators on July 12, 2018.
Bill Finnegan created Making the Case for Place-Based Environmental Education on July 21, 2018.
Bill Finnegan created Direct learning about nature in 6-year-old children living in urban and rural environments and the level of their knowledge and skills on July 18, 2018.
Bill Finnegan created Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools on May 20, 2018.
Bill Finnegan created Addressing the Nature of Science through Teaching about Climate Change on July 12, 2018.
Bill Finnegan created Concern for Personal Qualify of Life is a Driver of Environmental Behavior on July 21, 2018.
Bill Finnegan created Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife on February 24, 2020.
Bill Finnegan created Positive development outcomes of green schoolyards in low-income neighborhoods can be maintained over time on June 29, 2018.
Bill Finnegan created Nature and health on July 6, 2018.
Bill Finnegan created Teachers Retain Knowledge Long-Term from Training on Lemur Conservation in Madagascar on July 21, 2018.
Bill Finnegan created Drawing-Based Evaluation of Ecosystem Knowledge Used as Alternative Assessment on July 12, 2018.
Bill Finnegan created How Water Conservation Education Reduced Residential Water Usage on July 21, 2018.
Bill Finnegan created Thinking with broken glass: Making pedagogical spaces of enchantment in the city on July 18, 2018.
Bill Finnegan created Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies on February 8, 2019.
Bill Finnegan created Self-Esteem and Connectedness to Nature on Youth Wilderness Expeditions on July 12, 2018.
Bill Finnegan created How Significant Life Experiences Impact Environmental Action on July 21, 2018.
Bill Finnegan created A forest-based environment as a site of literacy and meaning making for kindergarten children on June 26, 2018.
Bill Finnegan created Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments on July 6, 2018.
Bill Finnegan created Environmental Education and Commitments Can Improve Teenagers' Conservation Behavior on July 21, 2018.
Bill Finnegan created Understanding the Role of Eco-Attractions in Fostering Human–Nature Connections on July 12, 2018.
Bill Finnegan created Effects of park design on visitors' experiences, attitudes, and communications on July 21, 2018.
Bill Finnegan created The effects of preferred natural stimuli on humans' affective states, physiological stress and mental health, and their potential implications for well-being in captive animals on March 22, 2021.
Bill Finnegan created Conservation leadership: A developmental model on April 14, 2020.
Bill Finnegan created An Integrated Approach to Inquiry in the Science Classroom on July 12, 2018.
Bill Finnegan created Children's perceptions of nature and the impacts of interventions on July 21, 2018.
Bill Finnegan created Adventure education as aesthetic experience on June 23, 2018.
Bill Finnegan created Down by the Bay on February 24, 2020.
Bill Finnegan created What Drives Community Support for Successful Nature Centers? on July 21, 2018.
Bill Finnegan created Using Portraiture in the Classroom to Stimulate Kinship with Animals on July 12, 2018.
Bill Finnegan created Using Botanic Gardens to Promote Social Change on July 21, 2018.
Bill Finnegan created Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces on February 11, 2019.
Bill Finnegan created Sustaining schoolyard pedagogy through community academic partnerships on June 7, 2018.
Bill Finnegan created Culturally Responsive Teaching for Science Education on July 12, 2018.
Bill Finnegan created Making the Case for Place-Based Experiental Learning Near Protected Areas on July 21, 2018.
Bill Finnegan created Changes in latitude, changes in attitude: Analysis of the effects of reverse culture shock–a study of students returning from youth expeditions on November 21, 2017.
Bill Finnegan created Young children in urban areas: Links among neighborhood characteristics, weight status, outdoor play, and television-watching on February 24, 2020.
Bill Finnegan created School gardens: A qualitative study on implementation practices on March 19, 2018.
Bill Finnegan created Enhancing college students’ environmental sensibilities through online nature journaling on February 25, 2020.
Bill Finnegan created California Conservation Corps offers youth career development opportunities on February 25, 2020.
Bill Finnegan created A qualitative investigation of Californian youth interests in the outdoors on February 24, 2020.
Bill Finnegan created Camper self-concept promotes environmental awareness: A relationship mediated by social inclusion on November 13, 2018.
Bill Finnegan created Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences on February 22, 2020.
Bill Finnegan created Childhood obesity and proximity to urban parks and recreational resources: A longitudinal cohort study on January 30, 2018.
Bill Finnegan created Greenspace and children's physical activity: A GPS/GIS analysis of the PEACH project on February 24, 2020.
Bill Finnegan created An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event on July 5, 2018.
Bill Finnegan created Mapping the walk to school using accelerometry combined with a Global Positioning System on February 24, 2020.
Bill Finnegan created NEP (Children@School): An instrument for measuring environmental attitudes in middle childhood on April 26, 2018.
Bill Finnegan created Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness on February 25, 2020.