Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists

Life stories show relationships between environmental identity and generativity among environmental activitists and nonactivists

Alisat, S., Norris, J. E., Pratt, M. W., Matsuba, M. K., McAdams, D. P., (2014). Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists. Identity: An International Journal of Theory and Research, 14(13), 177-194.

A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom

Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities

Dhanapal, S., Lim, C. C. Y., (2013). A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2), 1 - 23.

The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study

Third grade students significantly improve reading comprehension and retention when reading with a dog in an animal-assisted reading program

le Roux, M. C., Swartz, L., Swart, E., (2014). The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study. Child & Youth Care Forum, 43(6), 655 - 673.

Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation

Students' knowledge outcomes did not differ with a live animal present versus use of a film, but motivation to learn was enhanced with a live animal

Hummel, E., Randler, C., (2012). Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation. Journal of Science Education and Technology, 21(1), 95 - 105.

Green schoolyards as havens from stress and resources for resilience in childhood and adolescence

Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages

Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1-13.

Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context

Outdoor learning improves long-term memory of course content and increases positive student attitudes

Fägerstam, E., Blom, J., (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56 - 75.

The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation

Citizen science program for middle school students has positive effects with potential for STEM career motivation

Hiller, S. E., Kitsantas, A., (2014). The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation. School Science and Mathematics, 114(6), 302 - 311.

"Sowing and growing" life skills through garden-based learning to reengage disengaged youth

Garden-based intervention program promotes positive learning and behavioral outcomes for students disengaged from school

Truong, S., Gray, T., Ward, K., (2016). "Sowing and growing" life skills through garden-based learning to reengage disengaged youth. LEARNing Landscapes, 10(1), 361-385.

Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness

Wilderness attitudes of students with and without scholarship support are enhanced through National Outdoor Leadership School courses

Gress, S., Hall, T., (2017). Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness. Journal of Experiential Education

Education for sustainable development in early childhood education: A review of the research literature

A research review of early childhood education for sustainability illustrates teachers’ differing definitions and changes in practice over time

Hedefalk, M., Almqvist, J., Ostman, L., (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.

Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health

More equitable access to urban green space may help alleviate health gaps between socio-economic groups

Jennings, V, Larson, L., Yun, J., (2016). Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health. International Journal of Environmental Research and Public Health, 13(2)

School-based experiential outdoor education - A neglected necessity

Outdoor education improves students’ engagement in and motivation for learning

James, J.K., Williams, T., (2017). School-based experiential outdoor education - A neglected necessity. Journal of Experiential Education, 40(1), 58-71.

Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans

Edible schoolyard garden in New Orleans promotes students' food security, environmental knowledge, and emotional and social well-being

Fakharzadeh, S., (2015). Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans. Children, Youth and Environments, 25(3), 175-187.

Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms

Natural outdoor classrooms promote preschoolers’ creativity in the areas of problem-solving and ingenuity

Kiewra, C., Veselack, E., (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1)

Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world

Children’s understanding of the natural world develops through direct, positive experiences with nature, supported by adult guidance

McClain, C., Vandermaas-Peeler, M., (2016). Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world. International Journal of Early Childhood Environmental Education, 4(1)

Shifting gears: Engaging nurse practitioners in prescribing time outdoors

Nurse practitioners can serve as catalysts in promoting healthier lifestyles through Park Prescription initiatives

Wessel, L.A., (2017). Shifting gears: Engaging nurse practitioners in prescribing time outdoors. The Journal for Nurse Practitioners, 13(1), 89-96.

Early childhood environmental education in tropical and coastal areas: A meta-analysis

Informal learning activities can help young children learn about the natural world

Sawitri, D.R., (2017). Early childhood environmental education in tropical and coastal areas: A meta-analysis. IOP Conference Series: Earth and Environmental Science, 55

Saving Squawk? Animal and human entanglement at the edge of the lagoon

Encounters with wild animals provoke a sense of responsibility among 9th graders

Gannon, S., (2015). Saving Squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research

Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element

A Mud Day project is successful in bringing outdoor learning indoors

Baker, F.S., (2017). Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element. Childhood Education, 93(1), 73-79.

Geotheorizing mountain-child relations within anthropogenic inheritances

Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world

Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5), 558-569.

Love and social justice in learning for sustainability

Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world

Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and Education

"We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden

School-garden program promotes positive attitudes toward the environment

Fisher-Maltese, C., (2016). "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1), 54-69.

Companion animals and child/adolescent development: A systematic review of the evidence

Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development

Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)

Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets

Children and families experience dietary benefits of school gardens

Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. Demetra

Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes

Active teaching methods, environmental education policy, and the presence and use of natural green elements impact eco-schools’ environmental education outcomes

Boeve-de Pauw, J., 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), 1250-1267.

Education for sustainable development, nature, and vernacular learning

Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet

Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1), 9-27.

Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors

Sustainable school design promotes students’ pro-environmental attitudes and behaviors

Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.

No-self, natural sustainability and education for sustainable development

Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world

Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5), 550-561.

The meaning of participation in school ground greening: A study from project to everyday setting

Children’s participation in school ground greening planning influences functionality; participation in management phases results in student engagement and satisfaction

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), 163-179.

'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability

Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning

Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2), 151-167.

Down by the Bay

The resources of a nature center help second-graders learn more in-depth information about their local environment

Allison, E., Tunks, K., Hardman, K., (2017). Down by the Bay. Science and Children, 54(7), 29-33.

Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina

School gardens are used for multidisciplinary academic instruction more than contribution to school nutrition programs

Taylor, C., Symon, E.B., Dabbs, A., Way, E., Thompson, O.M., (2017). Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina. HortTechnology, 27(2), 228-234.

'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school

Children’s deep emotional connection with nature generates a strongly protective disposition

Rios, C., Menezes, I., (2017). 'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10), 1402-1413.

Going back and beyond: Children's learning through places

Fostering students’ connections for places beyond their own locality and for both rural and urban environments may enhance their environmental learning

Diaz-Diaz, C., (2017). Going back and beyond: Children's learning through places. Environmental Education Research, 23(10), 1440-1447.

Between indigenous and non-indigenous: Urban/nature/child pedagogies

Integrating indigenous perspectives and environmental education broadens place-based pedagogies

Somerville, M., Hickey, S., (2017). Between indigenous and non-indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10), 1427-1439.

Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces

Inuit-articulated interests and priorities contribute to place-based education for Indigenous children

Rowan, M.C., (2017). Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces. Global Studies of Childhood, 7(2), 131-147.

Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions

Regular classes in outdoor settings can promote students’ learning, health, social development, and concern for the environment

Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., Mess, F., (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14

A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters

Children’s questions, concerns and ways of extending thought and empathy to plants and animals demonstrate their ability to see the human and non-human worlds as entangled, complex and overlapping

Argent, A., Vintimilla, C.D., Lee, C., Wapenaar, K., (2017). A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters. Journal of Childhoods and Pedagogies, 1(2), 1-20.

From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools

Vermont elementary school educators find ways to effectively integrate environmental education into their practice

Silverman, J., Corneau, N., (2017). From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools. Journal of Adventure Education and Outdoor Learning, 17(3), 258-273.

Earth at rest: Aesthetic experience and students' grounding in science education

Aesthetic experiences integrated into science education can heighten children’s cognition and their engagement with the natural world

Østergaard, E., (2017). Earth at rest: Aesthetic experience and students' grounding in science education. Science and Education

Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes

Participating in outdoor education classes on a regular basis has a positive effect on children’s stress responses

Dettweiler, U., Becker, C., Auestad, B.H., Simon, P., Kirsch, P., (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(5)

Sowing seeds for healthier diets: Children's perspectives on school gardening

Including children in the planning and evaluation of school gardening and other health promotion programs may improve their effectiveness

Nury, E., Sarti, A., Dijkstra, C., Seidell, J., Dedding, C., (2017). Sowing seeds for healthier diets: Children's perspectives on school gardening. International Journal of Environmental Research and Public Health, 14

Stories for living on a damaged planet: Environmental education in a preschool classroom

Children’s encounters with dead and dying bees foster more complex and deeper relationships with more-than-human others

Nxumalo, F., (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2), 148-159.

Tanzanian and Canadian children's valued school experiences: A cross case comparison

Time for outdoor play at school is highly valued by young children in different cultural and geographical contexts

Streelasky, J., (2017). Tanzanian and Canadian children's valued school experiences: A cross case comparison. International Journal of Early Years, 25(3), 274-291.

Impact of school gardens in Nepal: A cluster randomised controlled trial

School garden program in Nepal raised awareness and knowledge of and preferences for fruit and vegetables but did not result in increased consumption of fruit and vegetables

Schreinemachers, P., Bhattarai, D.R., Subedi, G.D., Acharya, T.P., Chen, H-p., Yang, R-y., Kashichhawa, N.K., Dhungana, U., Luther, G.C., Mecozzi, M., (2017). Impact of school gardens in Nepal: A cluster randomised controlled trial. Journal of Development Effectiveness, 9(3), 329-343.

Sustainability by default: Co-creating care and relationality through early childhood education

Early childhood education for sustainability can benefit from earlier pedagogical traditions focusing on connectivity, care, and crossing boundaries

Wals, A.E.J., (2017). Sustainability by default: Co-creating care and relationality through early childhood education. International Journal of Early Childhood, 49, 155-164.

The role of outdoor education in child development in Italian nursery schools

Outdoor activities may be more effective in promoting early child development than indoor activities

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867-882.

Thrown together: Incorporating place and sustainability into early literacy education

Literacy learning can be broadened to integrate issues of sustainability

Schmidt, C., (2017). Thrown together: Incorporating place and sustainability into early literacy education. International Journal of Early Childhood, 49(2), 165-179.

The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools

School grounds can be used for the dual purpose of enhancing student learning and increasing the biodiversity of organisms

Clayburn, J., Koptur, S., O'Brien, G., Whelan, K.R.T., (2017). The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools. Southeastern Naturalist, 16(10), 26-46.

Does access to green space impact the mental well-being of children: A systematic review

Access to nature can promote the mental well-being of children

McCormick, R., (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal of Pediatric Nursing, 37, 3-7.