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 1801 - 1812 of 2742
The influence of the family, the school, and the group on the environmental attitudes of European students
Duarte, R., Escario, J-J., & Sanagustin, M-V. (2017). The influence of the family, the school, and the group on the environmental attitudes of European students. Environmental Education Research, 23(1), 20. http://dx.doi.org/10.1080/13504622.2015.1074660
Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia
Bucher, K. (2017). Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia. Teaching and Teacher Education, 63, 10. http://dx.doi.org/10.1016/j.tate.2016.12.003
The importance of urban gardens in supporting children's biophilia
Hand, K.L., Freeman, C., Seddon, P.J., Recio, M.R., Stein, A., & van Heezik, Y. (2017). The importance of urban gardens in supporting children’s biophilia. Proceedings of the National Academy of Science, 114(2), 6. http://dx.doi.org/10.1073/pnas.1609588114
Environmental action and student environmental leaders: Exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility
Ernst, J., Blood, N., & Beery, T. (2017). Environmental action and student environmental leaders: Exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility. Environmental Education Research, 23(2), 27. http://dx.doi.org/10.1080/13504622.2015.1068278
Green urban landscapes and school-level academic performance
Hodson, C.B., & Sander, H.A. (2017). Green urban landscapes and school-level academic performance. Landscape and Urban Planning, 160, 12. http://dx.doi.org/10.1016/j.landurbplan.2016.11.011
Preschoolers' perceptions of neighborhood environment, safety, and help-seeking
Katz, C., McLeigh, J.D., & El, B. (2017). Preschoolers’ perceptions of neighborhood environment, safety, and help-seeking. Children and Youth Services Review, 73, 8. http://dx.doi.org/10.1016/j.childyouth.2016.12.016
Children's experiences of their everyday walks through a complex urban landscape of belonging
Bourke, J. (2017). Children’s experiences of their everyday walks through a complex urban landscape of belonging. Children’s Geographies, 15(1), 14. http://dx.doi.org/10.1080/14733285.2016.1192582
Skills for sustainable development: Transforming vocational education and training beyond 2015
McGrath, Simon, & Powell, Lesley. (2016). Skills for sustainable development: Transforming vocational education and training beyond 2015. International Journal of Educational Development, 50, 12-19.
Teachers Took More Frequent Field Trips When Green Spaces Were Close By
Wolsink, Maarten. (2016). Environmental education excursions and proximity to urban green space – densification in a ‘compact city’. Environmental Education Research, 22, 1049-1071.
Context Matters for Students' Perspectives on Sustainable Development
Berglund, Teresa, & Gericke, Niklas. (2016). Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development. Environmental Education Research, 22, 1115-1138.
International approaches to renewable energy education – A faculty professional development case study with recommended practices for STEM educators
Walz, Kenneth, Slowinski, Mary, & Alfano, Kathleen. (2016). International Approaches to Renewable Energy Education; A Faculty Professional Development Case Study with Recommended Practices for STEM Educators. American Journal of Engineering Education, 7, 97-.
Improving Teacher Candidates' Confidence in Using Classroom Technology
Willis, Jana, Weiser, Brenda, & Smith, Donna. (2016). Increasing teacher confidence in teaching and technology use through vicarious experiences within an environmental education context. Applied Environmental Education & Communication, 15, 199-213.