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 601 - 612 of 1542
Pimlott-Wilson, H., & Coates, J. (2019). Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings. The Geographical Journal, 185(3), 11. http://dx.doi.org/10.1111/geoj.12302
Olsson, D., Gericke, N., Boeve-dePauw, J., Berglund, T., & Chang, T. (2019). Green schools in Taiwan -- Effects on student sustainability consciousness. Global Environmental Change, 54, 11. http://dx.doi.org/10.1016/j.gloenvcha.2018.11.011
Mnich, C., Weyland, S., Jekauc, D., & Schipperijn, J. (2019). Psychosocial and physiological health outcomes of green exercise in children and adolescents -- A systematic review. International Journal of Environmental Research and Public Health, 16(21). http://dx.doi.org/10.3390/ijerph16214266
Robinson, C. (2019). Young children’s spirituality: A focus on engaging with nature . Australasian Journal of Early Childhood , 44(4 ), 12. http://dx.doi.org/10.1177/1836939119870907
Growing North Minneapolis: Connecting youth and community through garden-based experiential learning
Rogers, M., Livstrom, L., Roiger, B., & Smith, A. (2019). Growing North Minneapolis: Connecting youth and community through garden-based experiential learning . HortTechnology , 30(1). http://dx.doi.org/10.21273/HORTTECH04308-19
Beery, T., & Jørgensen, K.A. (2018). Children in nature: Sensory engagement and the experience of biodiversity. Environmental Education Research, 24(1), 13. http://dx.doi.org/10.1080/13504622.2016.1250149
Luchs, A., & Fikus, M. (2018). Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care, 188(3), 15. http://dx.doi.org/10.1080/03004430.2016.1213726
Richmond, D., Sibthorp, J., Gookin, J., Annorella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: Out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18(1), 17. http://dx.doi.org/10.1080/14729679.2017.1324313
Jansson, M., Martensson, F., & Gunnarsson, A. (2018). The meaning of participation in school ground greening: A study from project to everyday setting. Landscape Research, 43(1), 17. http://dx.doi.org/10.1080/01426397.2017.1306623
de Pauw, Boeve-, & Van Petegem, P. (2018). Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9), 18. http://dx.doi.org/10.1080/13504622.2017.1307327
Sullu, B. (2018). Geographies of children’s play in the context of neoliberal restructuring in Istanbul. Children’s Geographies, 16(2), 15. http://dx.doi.org/10.1080/14733285.2017.1341972
Jenkin, R., Frampton, I., White, M.P., & Pahl, S. (2018). The relationship between exposure to natural and urban environments and children’s self-regulation. Landscape Research, 43(1), 14. http://dx.doi.org/10.1080/01426397.2017.1316365