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 217 - 228 of 2597
A landscape analysis reveals significant gaps in educational programming that addresses both gender equality and climate justice, despite growing global advocacy for such intersectional approaches
Kwauk, Christina T., & Wyss, Natalie. (2023). Gender equality and climate justice programming for youth in low- and middle-income countries: an analysis of gaps and opportunities. Environmental Education Research, 29(11), 1573-1596,. 10.1080/13504622.2022.2123894
Climate-change education and critical emotional awareness (CEA): Implications for teacher education
Ojala, Maria. (2023). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory, 55(10), 1109-1120,. 10.1080/00131857.2022.2081150
Encountering creative climate change pedagogies: Cartographic interruptions
Nxumalo, Fikile, & Montes, Pablo. (2023). Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education, 117(1), 42-57,. 10.1177/00345237231207493
A critical, environmental and intercultural education model based on Latin American indigenous worldviews is a hopeful alternative to the narrow, capitalist-oriented SDG for education
Garcia-Arias, Jorge, Corbetta, Silvina, & Baronnet, Bruno. (2023). Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394-1412,. 10.1080/01425692.2023.2234088
Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education
Beasley, Kimberley, Hesterman, Sandra, MacCallum, Judy, & Lee-Hammond, Libby. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21-35,.
Family relations during adventure in nature activities
Figueiredo, J. P., Franzoni, W. C. C., Tavares, L. M., & Marinho, A. (2023). Family relations during adventure in nature activities. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2023.2196637
Outdoor play as a mitigating factor in the association between screen time for young children and neurodevelopmental outcomes
Sugiyama, M., Tsuchiya, K. J., Okubo, Y., Rahman, M. S., Uchiyama, S., Harada, T., … Itoh, H. (2023). Outdoor play as a mitigating factor in the association between screen time for young children and neurodevelopmental outcomes. JAMA Pediatrics, 177(3), 8. http://dx.doi.org/10.1001/jamapediatrics.2022.5356
School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis
Holloway, T. P., Dalton, L., Hughes, R., Jayasinghe, S., Patterson, K. A. E., Murray, S., … Ahuja, K. D. K. (2023). School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients , 15(1190). https://doi.org/10.3390/nu15051190
School garden and instructional interventions foster children's interest in nature
Kong, C., & Chen, J. (2023). School garden and instructional interventions foster children’s interest in nature. People and Nature, 6. http://dx.doi.org/10.1002/pan3.10597
Effects of a school-based garden program on academic performance: A cluster randomized controlled trial
Davis, J. N., Nikah, K., Vandyousefi, S., Ghaddar, R., Jeans, M., Cooper, M. H., … Sharma, S. V. (2023). Effects of a school-based garden program on academic performance: A cluster randomized controlled trial. Journal of the Academy of Nutrition and Dietetics , 123(4), 6. https://doi.org/10.1016/j.jand.2022.08.125
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Pope, E., Marston, S. A., Thompson, M., & Larson, S. (2023). How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. Theory into Practice , 62(2), 12. https://doi.org/10.1080/00405841.2023.2202137
Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review
Pomfret, G., Sand, M., & May, C. (2023). Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review. Journal of Outdoor Recreation and Tourism, 42. https://doi.org/10.1016/j.jort.2023.100641