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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Bascope, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11. http://dx.doi.org/10.3390/su11030719
Giusti, M. (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12). https://dx.doi.org/10.1371/journal.pone.0225951
Yang, B-Y., Zeng, Z-W., Markevych, I., Bloom, M.S., Heinrich, J., Knibbs, L.D., … Yu, H-Y. (2019). Association between greenness surrounding schools and kindergartens and attention-deficit/hyperactivity disorder in children in China. JAMA Network Open, 2(12). http://dx.doi.org/10.1001/jamanetworkopen.2019.17862
Harper, N.J., Mott, A.J., & Obee, P. (2019). Client perspectives on wilderness therapy as a component of adolescent residential treatment for problematic substance use and mental health issues. Children and Youth Services Review, 105. http://dx.doi.org/10.1016/j.childyouth.2019.104450
Byrd-Williams, C.E., Dooley, E.E., Thi, C.A., Browning, C., & Hoelscher, D.M. (2019). Physical activity, screen time, and outdoor learning environment practices and policy implementation: A cross sectional study of Texas child care centers. BMC Public Health, 19. http://doi.org/10.1186/s12889-019-6588-5
Benita, F., Bansal, G., & Tunçer, B. (2019). Public spaces and happiness: Evidence from a large-scale field experiment. Health & Place, 56, 10. http://dx.doi.org/10.1016/j.healthplace.2019.01.014
Parsons, K.J., & Traunter, J. (2019). Muddy knees and muddy needs: Parents perceptions of outdoor learning. Children’s Geographies. http://dx.doi.org/10.1080/14733285.2019.1694637
Hinds, J., & O’Malley, S. (2019). Assessing nature connection and wellbeing during an experiential environmental program. Children, Youth and Environments, 29(2), 16. http://dx.doi.org/10.7721/chilyoutenvi.29.2.0092
Dunne, Hickman. (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3), 13. http://dx.doi.org/10.1111/geoj.12288
Perez, M.A., & Longboat, S. (2019). Our shared relationship with land and water: Perspectives from the Mayangna and the Anishinaabe. Ecopsychology, 11(3), 8. http://dx.doi.org/10.1089/eco.2019.0001
Frey, S.N., & Parent, V. (2019). A residential camp’s impact on youths’ leadership skills and natural resource knowledge. Journal of Youth Development, 14(4), 17. http://dx.doi.org/10.5195/jyd.2019.792
Cheesbrough, A.E., Garvin, T., & Nykiforuk, C.I.J. (2019). Everyday wild: Urban natural areas, health, and well-being. Health & Place, 56, 10. http://dx.doi.org/10.1016/j.healthplace.2019.01.005