http://orcid.org/0000-0003-0950-3037
Citations (15)
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Read on this site (7)
Lisa Clarke & Susan Pike. (2023) The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography. Irish Educational Studies 42:4, pages 911-930.
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Kate Marsh & Ian Blackwell. (2023) ‘COVID couldn’t catch him there’: can outdoor learning benefit primary school-aged children after a global health crisis?. Education 3-13 0:0, pages 1-14.
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Heather E. Prince & Olivia Diggory. (2023) Recognition and reporting of outdoor learning in primary schools in England. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-13.
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Ozlem Oktay. (2022) Investigating preservice teachers’ perspectives on out-of-school learning. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-21.
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Nicole Miller, Saravana Kumar, Karma L Pearce & Katherine L Baldock. (2022) The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study. Journal of Adventure Education and Outdoor Learning 22:4, pages 342-354.
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Margaret Boyd & Graham W. Scott. (2022) An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13 50:5, pages 696-706.
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Heather E. Prince. (2019) Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice. Journal of Adventure Education and Outdoor Learning 19:4, pages 329-342.
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Articles from other publishers (8)
Desiree Falzon & Elisabeth Conrad. (2023) Designing primary school grounds for Nature-based learning: A review of the evidence. Journal of Outdoor and Environmental Education.
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Ruth Chadwick & Eilish McLoughlin. 2023. Fostering Scientific Citizenship in an Uncertain World. Fostering Scientific Citizenship in an Uncertain World
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Amjad Almusaed, Asaad Almssad & Karim Najar. (2022) An Innovative School Design Based on a Biophilic Approach Using the Appreciative Inquiry Model: Case Study Scandinavia. Advances in Civil Engineering 2022, pages 1-18.
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Luca Petrigna, Federico Roggio, Bruno Trovato, Marta Zanghì & Giuseppe Musumeci. (2022) Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. Sustainability 14:7, pages 3713.
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Luca Petrigna, Ewan Thomas, Jessica Brusa, Federica Rizzo, Antonino Scardina, Claudia Galassi, Daniela Lo Verde, Giovanni Caramazza & Marianna Bellafiore. (2022) Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review. Frontiers in Pediatrics 10.
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Kimmo Härmä, Sirpa Kärkkäinen & Eila Jeronen. (2021) The Dramatic Arc in the Development of Argumentation Skills of Upper Secondary School Students in Geography Education. Education Sciences 11:11, pages 734.
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Omar Israel González-Peña, María Olivia Peña-Ortiz & Gustavo Morán-Soto. (2021) Is It a Good Idea for Chemistry and Sustainability Classes to Include Industry Visits as Learning Outside the Classroom? An Initial Perspective. Sustainability 13:2, pages 752.
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Ryan Thomas Williams & Carla Daniella Scott. (2019) The Current State of Outdoor Learning in a U.K Secondary Setting: Exploring the Benefits, Drawbacks and Recommendations. ABC Journal of Advanced Research 8:2, pages 109-122.
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