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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 39, 2011 - Issue 1
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Articles

Teaching and learning outside the classroom: personal values, alternative pedagogies and standards

Sue Waite Faculty of Education, University of Plymouth, Plymouth, UKCorrespondence[email protected]
Pages 65-82 | Received 18 Jun 2008, Accepted 24 Jul 2009, Published online: 23 Sep 2010

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Anne Holm Jørring, Mads Bølling, Glen Nielsen, Matt P. Stevenson & Peter Bentsen. (2020) Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom. Education 3-13 48:4, pages 413-428.
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Karen Kerr. (2020) Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition. The Journal of Environmental Education 51:1, pages 29-43.
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Lehte Tuuling, Tiia Õun & Aino Ugaste. (2019) Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning 19:4, pages 358-370.
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Teresa J. Shume & Erica Blatt. (2019) A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning. Environmental Education Research 25:9, pages 1347-1367.
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Erik Mygind, Mads Bølling & Karen Seierøe Barfod. (2019) Primary teachers’ experiences with weekly education outside the classroom during a year. Education 3-13 47:5, pages 599-611.
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John M. Diaz, Laura A. Warner, Susan Webb & Debra Barry. (2019) Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication 18:3, pages 195-206.
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Andrew Edwards-Jones, Sue Waite & Rowena Passy. (2018) Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE). Education 3-13 46:1, pages 49-63.
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Beata Gola. (2017) Is formal environmental education friendly to nature? Environmental ethics in science textbooks for primary school pupils in Poland. Ethics and Education 12:3, pages 320-336.
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Frances Harris. (2017) The nature of learning at forest school: practitioners' perspectives. Education 3-13 45:2, pages 272-291.
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Sarah Sahrakhiz. (2017) Immediacy and distance in teacher talk—A comparative case study in German elementary- and outdoor school-teaching. Cogent Education 4:1.
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Joy Chalke. (2016) Building better beginnings: a case study of how a daily physical skills session is supporting overall learning and development for young boys. Early Child Development and Care 186:9, pages 1406-1414.
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Reetta Niemi, Kristiina Kumpulainen, Lasse Lipponen & Jaakko Hilppö. (2015) Pupils' perspectives on the lived pedagogy of the classroom. Education 3-13 43:6, pages 683-699.
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Reetta Niemi, Kristiina Kumpulainen & Lasse Lipponen. (2015) Pupils’ documentation enlightening teachers’ practical theory and pedagogical actions. Educational Action Research 23:4, pages 599-614.
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Emilia Fägerstam & Joakim Samuelsson. (2014) Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills. Education 3-13 42:4, pages 419-431.
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Sue Waite & Sarah Rees. (2014) Practising empathy: enacting alternative perspectives through imaginative play. Cambridge Journal of Education 44:1, pages 1-18.
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Farveh Ghafouri. (2014) Close encounters with nature in an urban kindergarten: a study of learners' inquiry and experience. Education 3-13 42:1, pages 54-76.
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Sue Waite. (2013) ‘Knowing your place in the world’: how place and culture support and obstruct educational aims. Cambridge Journal of Education 43:4, pages 413-433.
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Sue Waite, Sue Rogers & Julie Evans. (2013) Freedom, flow and fairness: exploring how children develop socially at school through outdoor play. Journal of Adventure Education and Outdoor Learning 13:3, pages 255-276.
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