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Citations (19)
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Jane Spiteri. (2023) Environmental learning across generations: spontaneous encounters and interactions between young children, mothers and teachers. Children's Geographies 21:5, pages 993-1009.
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Jana Grekul, Jenna Robinson & Wendy Aujla. (2023) Adapting Criminology Field Placements during a Global Pandemic: Communication, Flexibility, and Contingency Plans in Experiential Learning. Journal of Criminal Justice Education 0:0, pages 1-20.
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Andrea del Carmen Corres Gallardo & Isabel Ruiz-Mallén. (2023) Digital technologies and the COVID-19 pandemic: Opportunities and challenges for environmental educators in Barcelona. The Journal of Environmental Education 54:1, pages 8-19.
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Virginie Servant-Miklos. (2022) Environmental education and socio-ecological resilience in the COVID-19 pandemic: lessons from educational action research. Environmental Education Research 28:1, pages 18-39.
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Cae Rodrigues & Greg Lowan-Trudeau. (2021) Global politics of the COVID-19 pandemic, and other current issues of environmental justice. The Journal of Environmental Education 52:5, pages 293-302.
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Teresa K. Lloro. (2021) An intersectional feminist food studies praxis: Activism and care in the COVID-19 context. The Journal of Environmental Education 52:5, pages 303-313.
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Greg William Misiaszek. (2021) Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues. The Journal of Environmental Education 52:5, pages 358-369.
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E. V. Casas$suffix/text()$suffix/text(), M. M. Pormon, J. J. Manus & R. P. Lejano. (2021) Relationality and resilience: Environmental education in a time of pandemic and climate crisis. The Journal of Environmental Education 52:5, pages 314-324.
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Articles from other publishers (11)
Jarosław Działek, Marta Smagacz‐Poziemska, Katarzyna Krzemińska & Jakub Pawlak. (2023) Pandemic disorientations and reorientations as legacies: Scoping review of COVID‐19 impacts on European cities. Geographical Research 62:1, pages 58-75.
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Ekaterina Novikova & Jennifer Gallo-Fox. (2024) Maintaining family engagement during the initial months of COVID-19 in an early childhood nature program. Journal of Outdoor and Environmental Education.
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Yunjin Wang, Cheryl Desha, Savindi Caldera & Tanja Beer. (2024) Roles of Urban Green Spaces for Children in High-Density Metropolitan Areas during Pandemics: A Systematic Literature Review. Sustainability 16:3, pages 988.
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Jade Elizabeth French, Melanie Lovatt & Valerie Wright. (2023) Understanding Nuance and Ambivalence in Intergenerational Relationships Through Fiction. The Gerontologist 63:10, pages 1619-1627.
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Phuong Thanh To & David Grierson. (2023) A study on children's multi-sensorial experiences of nature: design approaches and preferences for primary school architecture case studies in Glasgow, Scotland, UK. Archnet-IJAR: International Journal of Architectural Research.
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Dylan Adams & Tonia Gray. (2023) An exploration of how the disruption of mainstream schooling during the COVID-19 crisis provided opportunities that we can learn from so that we may improve our future relationship with the more-than-human world. SN Social Sciences 3:1.
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Dominik Rubáš, Tomáš Matějček & Roman Kroufek. (2022) The impact of reduced time spent outdoors during the Covid-19 lockdown on the health and well-being of young people in Czechia. AUC GEOGRAPHICA 57:2, pages 109-121.
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Ina Säumel & Simone Jessica Sanft. (2022) Crisis mediated new discoveries, claims and encounters: Changing use and perception of residential greenery in multistory housing in Berlin, Germany. Urban Forestry & Urban Greening 74, pages 127622.
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Ilargi Zaballa, Maria Merino & José Domingo Villarroel. (2022) Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period. Children 9:6, pages 862.
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Megan Butler. (2022) Interdisciplinary experiential learning during COVID-19: lessons learned and reflections for the future. Journal of Environmental Studies and Sciences 12:2, pages 369-377.
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Ryan J. Keith, Lisa M. Given, John M. Martin & Dieter F. Hochuli. (2022) Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children's conservation behaviours. Current Research in Ecological and Social Psychology 3, pages 100066.
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