eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries.
This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.
Displaying 2149 - 2160 of 2482
Observing young children’s creative thinking: Engagement, involvement and persistence
Robson, S., & Rowe, Victoria. (2012). Observing young children’s creative thinking: Engagement, involvement and persistence. International Journal of Early Years Education, 20(4), 16. http://dx.doi.org/10.1080/09669760.2012.743098
Adventure education and resilience enhancement
Beightol, J., Jevertson, J., Carter, S., Gray, S., & Gass, M. (2012). Adventure education and resilience enhancement. Journal of Experiential Education, 35(2), 19. http://dx.doi.org/10.1177/105382591203500203
Moulding urban children towards environmental stewardship: the Table Mountain National Park experience
Ferreira, S. (2012). Moulding urban children towards environmental stewardship: the Table Mountain National Park experience. Environmental Education Research, 18(2), 20. http://dx.doi.org/10.1080/13504622.2011.622838
Animal-assisted literacy: A supportive environment for constrained and unconstrained learning
Friesen, L., & Delisle, E. (2012). Animal-assisted literacy: A supportive environment for constrained and unconstrained learning. Childhood Education, 88(2), 6. http://dx.doi.org/10.1080/00094056.2012.662124
The nature of udeskole: Outdoor learning theory and practice in Danish schools
Bensten, P., & Jensen, F. S. (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3), 21. http://dx.doi.org/10.1080/14729679.2012.699806
The impact of environmental education on sense of place among urban youth
Kudryavtsev, A., Krasny, M., & Stedman, R. (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4), 15. http://dx.doi.org/10.1890/ES11-00318.1
Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework
Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 33. http://dx.doi.org/10.1080/09500693.2011.599046
Quantitative methods of measuring reformative components in urban public parks
Nordh, H. (2012). Quantitative methods of measuring reformative components in urban public parks. Journal of Landscape Architecture, 7(1), 8. http://dx.doi.org/10.1080/18626033.2012.693780
Encouraging play in the natural environment: A child-focused case study of forest school
Ridgers, N., Knowles, Z., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of forest school. Children’s Geographies, 10(1), 17. http://dx.doi.org/10.1080/14733285.2011.638176
“Parks are dangerous and the sidewalk is closer”: Children's use of neighborhood space in Milwaukee, Wisconsin
Platt, L. (2012). “Parks are dangerous and the sidewalk is closer”: Children’s use of neighborhood space in Milwaukee, Wisconsin. Children, Youth and Environments, 22(2), 20. http://dx.doi.org/10.7721/chilyoutenvi.22.2.0194
What can global positioning systems tell us about the contribution of different types of urban greenspace to children’s physical activity?
Lachowycz, K., Jones, A. P., Page, A. S., Wheeler, B. W., & Cooper, A. R. (2012). What can global positioning systems tell us about the contribution of different types of urban greenspace to children’s physical activity?. Health & Place, 18, 9. http://dx.doi.org/10.1016/j.landurbplan.2012.10.012
The architecture of children’s relationships with nature: A phenomenographic investigation seen through drawings and written narratives of elementary students
Kalvaitis, D., & Monhardt, R. (2012). The architecture of children’s relationships with nature: A phenomenographic investigation seen through drawings and written narratives of elementary students. Environmental Education Research, 18(2), 19. http://dx.doi.org/10.1080/13504622.2011.598227