eeRESEARCH

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.

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Displaying 49 - 60 of 298

Assessing the effects of identity on environmental behaviors in educators

Hunter, Roberta Howard, & Jordan, Rebecca C. (2020). “I have a little, little, little footprint on the world” and “I’m not political”: feelings of low self-efficacy and the effect of identity on environmental behaviour in educators. Environmental Education Research, 26, 666-683.

Initial findings of a professional development partnership in environmental and sustainability education

Inwood, Hilary J., & Kennedy, Alysse. (2020). Exploring how University and School Board Partnerships can integrate Professional Development in Environmental and Sustainability Education. Canadian Journal of Environmental Education (CJEE), 23, 68-84.

Place-based education and indigenous knowledges in Canadian teacher education programs

McVittie, Janet, Webber, Geoffrey, Hellsten, Laurie-Ann Michelle, & Miller, Dianne. (2020). Pathways, philosophies, and pedagogies: Conversations with teacher educators about the role of place-based learning. Canadian Journal of Environmental Education (CJEE), 23, 33-49.

Teachers' passion for geography influences their pedagogy

Till, Emma. (2020). Fused identities: an exploration of primary teachers’ geographical identities. International Research in Geographical & Environmental Education, 29, 74-88.

Coteaching model increases teachers' confidence in implementing outdoor learning programs

Kerr, Karen. (2020). Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition. The Journal of Environmental Education, 51, 29-43.

Short field trips positively effect student beliefs about the environment

Moseley, Christine, Summerford, Haily, Paschke, Melissa, Parks, Caroline, & Utley, Juliana. (2020). Road to collaboration: Experiential learning theory as a framework for environmental education program development. Applied Environmental Education & Communication, 19, 238-258.

Causal diagrams enriched with spatial scales can strengthen student understanding of relationships in geography education

Cox, Marjolein, Elen, Jan, & Steegen, An. (2020). Fostering students geographic systems thinking by enriching causal diagrams with scale. Results of an intervention study. International Research in Geographical & Environmental Education, 29, 112-128.

What school organization can do for education for sustainable development

Verhelst, Dries, Vanhoof, Jan, de Pauw, Jelle Boeve-, & Van Petegem, Peter. (2020). Building a conceptual framework for an ESD-effective school organization. The Journal of Environmental Education, 51, 400-415.

Professional development workshop improved educators' confidence with GIS technology

Oda, Katsuhiko, Herman, Thomas, & Hasan, Angela. (2020). Properties and impacts of TPACK-based GIS professional development for in-service teachers. International Research in Geographical & Environmental Education, 29, 40-54.

Environmental educators need a comprehensive understanding of eco-anxiety's multiple forms and manifestations to effectively support learners while maintaining critical awareness of its psychological and sociopolitical dimensions

Pihkala, Panu. (2020). Eco-Anxiety and Environmental Education. Sustainability, 12(23), 10149+. 10.3390/su122310149

Student autonomy in outdoor environmental education programs should be determined by the purpose and goals of the program

Cincera, Jan, Simonova, Petra, Kroufek, Roman, & Johnson, Bruce. (2020). Empowerment in outdoor environmental education: who shapes the programs?. Environmental Education Research, 26, 1690-1706.

Informal climate change programs can positively impact students' climate change perspectives

Littrell, Megan K., Tayne, Kelsey, Okochi, Christine, Leckey, Erin, Gold, Anne U., & Lynds, Susan. (2020). Student perspectives on climate change through place-based filmmaking. Environmental Education Research, 26, 594-610.