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

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.

'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.

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)

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.

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.

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.

Specificities of French community gardens as environmental stewardships

Participation in urban community gardens can enhance relationships toward nature and among people

Torres, A.C., Nadot, S., Prevot, A-C, (2017). Specificities of French community gardens as environmental stewardships. Ecology and Society, 22(3)

Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature

Tree play can deepen connection to nature and afford opportunity for risky play

Laaksoharju, T, Rappe, E., (2017). Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature. Urban Forestry & Urban Greening, 28, 150-159.

Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten

Developing and implementing a Nature Kindergarten provided new opportunities for students and teachers to deepen their connections with place

Elliot, E., Krusekopt, F., (2017). Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten. International Journal of Early Childhood

Mindful place-based education: Mapping the literature

Mindfulness can strengthen place-based education

Deringer, S.A., (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education

A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class

Outdoor learning experiences can address students’ basic psychological needs and promote self-regulated learning

Dettweiler, U., Lauterbach, G., Becker, C., Simon, P., (2017). A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in Psychology, 8

How to educate children for sustainable learning and for a sustainable world

Sustainable learning should be integrated into everyday practices with young children

Pramling Samuelsson, I., Park, E., (2017). How to educate children for sustainable learning and for a sustainable world. International Journal of Early Childhood, 49(3), 273–285.

School gardens in the city. Does environmental equity help close the achievement gap?

School gardens could serve as gateways to reducing the academic achievement gap

Ray, R., Fisher, D.R., Fisher-Maltese, C., (2016). School gardens in the city. Does environmental equity help close the achievement gap?. Du Bois Review: Social Science Research on Race, 13(2), 379-395.

Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors

The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoors

Hougham, R.J., Nutter, M., Graham, C., (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential Education

"It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize

An environmental and cultural heritage curriculum can promote social justice and contribute to the health and wellness of indigenous communities

Baines, C., Zarger, R.K., (2017). "It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize. Journal of Environmental Studies and Sciences, 7(3), 416-424.

Tree cover and species composition effects on academic performance of primary school students

Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools

Sivarajah, S., Smith, S.M., Thomas, S.C., (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2)

Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation

Youth-focused citizen science can build capacity for future conservation actions

Ballard, H.L., Dixon, C.G.H., Harris, E.M., (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208, 65-75.

Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity

Biodiverse edible schools link local urban nature and healthy food

Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., Nowikow, U., Schutze, B., Voigt, P., Volker, S., Kowarik, I., (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening

Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership

Experimental evidence provides some support for nature-based interventions in improving academic performance in language arts and science

Camasso, M.J., Jagannathan, R., (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 30-42.

Analyzing teacher narratives in early childhood garden-based education

A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs

Murakami, C.D., Su-Russell, C., Manfra, L., (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1), 18-29.

Place-based outdoor learning: More than a drag and drop approach

Place-based outdoor learning extends the success of the Forest School approach

Lloyd, A., Truong, S., Gray, T., (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21, 45-60.

First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools

Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning

MacEachren, Z., (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21, 89-102.

Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies

Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices

Christiansen, A., Hannan, S., Anderson, K., Coxon, L., Fargher, D., (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1), 61-75.

Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools

Students’ motivational experiences in garden-based learning predict science engagement, learning and achievement

Williams, D.R., Brule, H., Kelley, S.S., Skinner, E.A., (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8)

Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife

Urban children experience gains in knowledge and attitudes towards local wildlife while participating in a bird feeding and monitoring project

White, R.L., Eberstein, K., Scott, D.M., (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife. PLoS ONE, 13(3)

A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence

School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions

Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)

Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy

Inquiry-based learning in the outdoor classroom may promote children’s autonomy

MacDonald, K., Breunig, M., (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education

Sustaining schoolyard pedagogy through community academic partnerships

Schoolyard-focused community academic partnerships can be effective in enhancing students’ understanding of ecological principles and increasing their awareness of environmental issues

Breunig, M.C., (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3), 467-490,.

The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors

Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development

McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7), 980-996.