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 1213 - 1224 of 2481
Nature contact at school: The impact of an outdoor classroom on children's well-being
Largo-Wight, E., Guardino, C., Wludyka, P.S., Hall, K.W., Wight, J.T., & Merten, J.W. (2018). Nature contact at school: The impact of an outdoor classroom on children’s well-being. International Journal of Environmental Health Research, 28(6), 14. http://dx.doi.org/10.1080/09603123.2018.1502415
Combining Acceptance and Commitment Therapy with Adventure Therapy to promote psychological wellbeing of children at-risk
Tracey, D., Gray, T., Truong, S., & Ward, K. (2018). Combining Acceptance and Commitment Therapy with Adventure Therapy to promote psychological wellbeing of children at-risk. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2018.01565
Awe in nature heals: Evidence from military veterans, at-risk youth, and college students
Anderson, C. L., Monroy, M., & Keltner, D. (2018). Awe in nature heals: Evidence from military veterans, at-risk youth, and college students. Emotion. http://dx.doi.org/10.1037/emo0000442
A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children
Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., & Bristow, K. (2018). A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18. http://dx.doi.org/10.1186/s12889-018-5661-9
Camper self-concept promotes environmental awareness: A relationship mediated by social inclusion
Cousineau, L.S., Mock, S.E., & Glover, T.D. (2018). Camper self-concept promotes environmental awareness: A relationship mediated by social inclusion. Journal of Youth Development, 12(1-2). http://dx.doi.org/10.5195/jyd.2018.526
The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors
McCree, M., Cutting, R., & Sherwin, D. (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7), 17. http://dx.doi.org/10.1080/03004430.2018.1446430
Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors
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. http://dx.doi.org/10.1177/1053825917751203
A systematic review of the psychological, social, and educational outcomes associated with participation in wildland recreational activities
Holland, W.H., Powell, R.B., Thomsen, J.M., & Monz, C.A. (2018). A systematic review of the psychological, social, and educational outcomes associated with participation in wildland recreational activities. Journal of Outdoor Recreation, Education, and Leadership, 10(3), 29. http://dx.doi.org/10.18666/JOREL-2018-V10-I3-8382
First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools
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, 14. http://dx.doi.org/10.1007/s42322-017-0003-4
Young children's spatial autonomy in their home environment and a forest setting
Green, C.J. (2018). Young children’s spatial autonomy in their home environment and a forest setting. Journal of Pedagogy, 9(1), 21. http://dx.doi.org/10.2478/jped-2018-0004
What difference do role models make? Investigating outcomes at a residential environmental education center
Stern, M.J., Frensley, B.T., Powell, R.B., & Ardoin, N.M. (2018). What difference do role models make? Investigating outcomes at a residential environmental education center. Children’s Geographies, 24(6), 13. http://dx.doi.org/10.1080/13504622.2017.1313391
Growing a garden-based approach to art education
Inwood, H., & Sharpe, J. (2018). Growing a garden-based approach to art education. Art Education, 71(4), 7. http://dx.doi.org/10.1080/00043125.2018.1465318