Citations (87)
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Pamela Moffett. (2023) ‘There’s maths everywhere!’: a case study on outdoor learning in mathematics in Initial Teacher Education in Northern Ireland. Education 3-13 51:8, pages 1367-1381.
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Karen S. Barfod. (2023) ‘A good thing about this is probably that there’s been more freedom to try some things out’ - Danish teachers’ experience of teaching outdoors during the COVID-19 pandemic. Journal of Adventure Education and Outdoor Learning 23:4, pages 541-552.
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Raphaël Chalmeau & Marie-Pierre Julien. (2023) Why do French students like fieldwork?. Journal of Adventure Education and Outdoor Learning 23:4, pages 525-540.
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Kari Beate Remmen & Elisabeth Iversen. (2023) A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning 23:4, pages 433-451.
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Ziad F. Dabaja. (2023) Exploring an unfamiliar territory: a study on outdoor education in Lebanon. Journal of Adventure Education and Outdoor Learning 23:4, pages 379-393.
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Marc A. Harris. (2023) Growing among Trees: a 12-month process evaluation of school based outdoor learning interventions. Journal of Adventure Education and Outdoor Learning 23:3, pages 232-243.
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Gabriele Russo & Andrea Ceciliani. (2023) Exploring the involvement of Italian primary and secondary school teachers in related outdoor education and scouting activities: findings from a survey. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-14.
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Ilkka Ratinen, Erika Sarivaara & Pirjo Kuukkanen. (2023) Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor Learning 23:2, pages 146-157.
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Ian A. Neville, Lauren A. Petrass & Francis Ben. (2023) The impact of an outdoor learning experience on the development of English creative writing skills: an action research case study of year 7 and 8 secondary school students in Australia. Journal of Adventure Education and Outdoor Learning 23:2, pages 132-145.
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Jean-Philippe Ayotte-Beaudet, Pierre Chastenay, Marie-Claude Beaudry, Kassandra L’Heureux, Michael Giamellaro, Jonathan Smith, Estelle Desjarlais & Alain Paquette. (2023) Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships. Journal of Biological Education 57:2, pages 277-294.
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Silvia Cont, Avril Rowley, Zoe Knowles & Colm Bowe. (2023) The perceptions of trainee teachers towards Forest School, does connection to nature matter?. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-17.
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Jean-Philippe Ayotte-Beaudet, Félix Berrigan, Antoine Deschamps, Kassandra L’Heureux, Marie-Claude Beaudry & Sylvain Turcotte. (2023) K-11 teachers’ school-based outdoor education practices in the province of Québec, Canada: from local initiatives to a grassroots movement. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-14.
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Çağla Nikbay Arslantaş & Bünyamin Bavlı. (2022) School-based outdoor education: a neglected practice at secondary level. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-17.
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Serkan Say, Gökhan Güneş & Kaan Batı. (2022) Forest schools in Turkey in times of COVID-19. The Journal of Environmental Education 53:6, pages 340-354.
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Sarah R. Stapleton & Khahlela Reif. (2022) Teaching outside as third space: toward school science that acknowledges student ecological expertise. Environmental Education Research 28:9, pages 1373-1390.
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Christina Wolf, Patrick Kunz & Nicolas Robin. (2022) Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review. The Journal of Environmental Education 53:4, pages 199-220.
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Neus (Snowy) Evans & Renae Acton. (2022) Narratives of teaching in outdoor and environmental education: what can we learn from a case study of outdoor education pedagogy?. Journal of Adventure Education and Outdoor Learning 22:3, pages 214-227.
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Umran Betul Cebesoy & Dilek Karisan. (2022) Teaching the role of forests in mitigating the effects of climate change using outdoor educational workshop. Research in Science & Technological Education 40:3, pages 340-362.
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Eva Oberle, Megan Zeni, Fritha Munday & Mariana Brussoni. (2021) Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective. American Journal of Health Education 52:5, pages 251-265.
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Tone Stuler Myhre & Tove Anita Fiskum. (2021) Norwegian teenagers’ experiences of developing second language fluency in an outdoor context. Journal of Adventure Education and Outdoor Learning 21:3, pages 201-216.
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Kari Beate Remmen, Kirsti Marie Jegstad & Jan Höper. (2021) Preservice Teachers’ Reflections on Outdoor Science Activities Following an Outdoor Chemistry Unit. Journal of Science Teacher Education 32:4, pages 425-443.
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Anna Larsson & Maria Rönnlund. (2021) The spatial practice of the schoolyard. A comparison between Swedish and French teachers’ and principals’ perceptions of educational outdoor spaces. Journal of Adventure Education and Outdoor Learning 21:2, pages 139-150.
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Charlotte Aksland & Shu-Nu Chang Rundgren. (2020) 5th–10th-grade in-service teachers’ pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Education and Outdoor Learning 20:3, pages 274-283.
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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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Anttoni Kervinen, Anna Uitto & Kalle Juuti. (2020) How fieldwork-oriented biology teachers establish formal outdoor education practices. Journal of Biological Education 54:2, pages 115-128.
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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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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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Robbie Nicol & Pauline Sangster. (2019) You are never alone: understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness. Environmental Education Research 25:9, pages 1368-1385.
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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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Samsudin Arifin Dabamona & Carl Cater. (2019) Understanding students’ learning experience on a cultural school trip: findings from Eastern Indonesia. Journal of Teaching in Travel & Tourism 19:3, pages 216-233.
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Ümran Betül Cebesoy. (2019) Pre-service teachers’ opinions about a two-day climate change education workshop. International Research in Geographical and Environmental Education 28:3, pages 211-227.
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L. Hawxwell, M. O'Shaughnessy, C. Russell & D. Shortt. (2019) ‘Do you need a kayak to learn outside?’: a literature review into learning outside the classroom. Education 3-13 47:3, pages 322-332.
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Jan-Erik Romar, Ida Enqvist, Janne Kulmala, Jouni Kallio & Tuija Tammelin. (2019) Physical activity and sedentary behaviour during outdoor learning and traditional indoor school days among Finnish primary school students. Journal of Adventure Education and Outdoor Learning 19:1, pages 28-42.
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Camilla R. Otte, Mads Bølling, Peter Elsborg, Glen Nielsen & Peter Bentsen. (2019) Teaching maths outside the classroom: does it make a difference?. Educational Research 61:1, pages 38-52.
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Hany Zaky. (2019) Infield education: Enhancing adult learners’ affective domain for transformative learning endorsement. Cogent Education 6:1.
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Eva Borsos, Maria Patocskai & Edita Boric. (2018) Teaching in nature? Naturally!. Journal of Biological Education 52:4, pages 429-439.
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Karen S. Barfod. (2018) Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom. Journal of Adventure Education and Outdoor Learning 18:3, pages 201-213.
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Ellen Almers, Per Askerlund & Sofia Kjellström. (2018) Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education 49:3, pages 242-259.
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Sarah MacQuarrie. (2018) Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision. Education 3-13 46:3, pages 345-361.
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Kirsti Marie Jegstad, Sigrid Marie Gjøtterud & Astrid Tonette Sinnes. (2018) Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme. Journal of Adventure Education and Outdoor Learning 18:2, pages 99-114.
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Jennie F. Lane, Armağan Ateşkan & Öykü Dulun. (2018) Turkish teachers’ use of the outdoors as a teaching resource: Perceived facilitators and obstacles. Applied Environmental Education & Communication 17:1, pages 14-28.
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Mary C. Breunig. (2017) Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir 41:3, pages 467-490.
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Kristín Norðdahl & Ingólfur Ásgeir Jóhannesson. (2016) ‘Let's go outside’: Icelandic teachers' views of using the outdoors. Education 3-13 44:4, pages 391-406.
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Rikke Hartmeyer & Erik Mygind. (2016) A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. Journal of Adventure Education and Outdoor Learning 16:1, pages 78-89.
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Abdulkerim DEMİR, İdris KINASAKAL & Selahattin KAYMAKCI. (2023) 1980-2021 Yılları Arasında Yapılan Okul Dışı Eğitim Konulu Araştırmalara Yönelik Bibliyometrik AnalizBibliometric Analysis of Research on Out-of-School Education between 1980-2021. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1411-1436.
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James C. Lech, Matthew T.J. Halma, Adejoke O. Obajuluwa, Malcolm Baker & Michael R. Hamblin. (2023) Fiat Lux: Light and Pedagogy for the 21st Century. Annals of Neurosciences 30:2, pages 133-142.
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Frances A. Hamilton & Kimberly A. Hile. (2022) On your mark, get set, explore! Promoting outdoor exploration for early learners across settings. Journal of Outdoor and Environmental Education 26:1, pages 49-69.
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Ian A. Neville, Lauren A. Petrass & Francis Ben. (2022) Cross disciplinary teaching: A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities. Journal of Outdoor and Environmental Education 26:1, pages 1-21.
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Ana María Marqués Ibáñez. (2023) Art education through the sustainable design of learning spaces. International Journal of Education Through Art 19:1, pages 113-133.
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Jan Ellinger, Filip Mess, Joachim Bachner, Jakob von Au & Christoph Mall. (2023) Changes in social interaction, social relatedness, and friendships in Education Outside the Classroom: A social network analysis. Frontiers in Psychology 14.
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Hakan Bayırlı, Sevgi Coşkun Keskin & Yusuf Keskin. (2022) Out-of-school health education for adolescents: Exploring the impact of a hospital visit. Health Education Journal 82:1, pages 17-27.
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Antoine Deschamps, Roger Scrutton & Jean-Philippe Ayotte-Beaudet. (2022) School-based outdoor education and teacher subjective well-being: An exploratory study. Frontiers in Education 7.
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Spirit D. Brooks, Steven M. Braun & Dan Prince. (2022) Critical Consciousness in High School Outdoor Experiential Environmental Education. Journal of Experiential Education 45:4, pages 392-412.
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Jan Höper, Kirsti Marie Jegstad & Kari Beate Remmen. (2022) Student teachers’ problem-based investigations of chemical phenomena in the nearby outdoor environment. Chemistry Education Research and Practice 23:2, pages 361-372.
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Katia Hueso-Kortekaas & Emilio Iranzo-García. (2022) Salinas and “Saltscape” as a Geological Heritage with a Strong Potential for Tourism and Geoeducation. Geosciences 12:3, pages 141.
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Nicole C. Miller, Saravana Kumar, Karma L. Pearce & Katherine L. Baldock. (2022) Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study. International Journal of Environmental Research and Public Health 19:6, pages 3179.
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Kirsti Marie Jegstad, Jan Höper & Kari Beate Remmen. (2022) Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry. Journal of Chemical Education 99:2, pages 629-638.
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Lidón Monferrer, Gil Lorenzo-Valentín & María Santágueda-Villanueva. (2022) Mathematical and Experimental Science Education from the School Garden: A Review of the Literature and Recommendations for Practice. Education Sciences 12:1, pages 47.
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Adriana Helver & Melina Porto. 2022. From Critical Literacy to Critical Pedagogy in English Language Teaching. From Critical Literacy to Critical Pedagogy in English Language Teaching
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Kelly Feille. (2019) A Framework for the Development of Schoolyard Pedagogy. Research in Science Education 51:6, pages 1687-1704.
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Fatemeh Fallah Tafti & Hamid Mirjany Arjanan. (2021) A Comparative Study of the Configuration and Functions of Outdoor and Semi-Outdoor Space in Schools from the Traditional to the Contemporary Period Based on Evaluating the Role of the Governing Educational System. Sustainability 13:22, pages 12782.
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Ramón Chacón-Cuberos, Jorge Expósito-López, José Javier Romero-Díaz de la Guardia & Eva María Olmedo-Moreno. (2021) Skills for Future Work (H2030): Multigroup Analysis in Professional and Baccalaureate Training. Research on Social Work Practice 31:7, pages 758-769.
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Asvina Sunassee, Chandradeo Bokhoree & Andrew Patrizio. (2021) Students’ Empathy for the Environment through Eco-Art Place-Based Education: A Review. Ecologies 2:2, pages 214-247.
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Jeff Mann, Tonia Gray, Son Truong, Pasi Sahlberg, Peter Bentsen, Rowena Passy, Susanna Ho, Kumara Ward & Rachel Cowper. (2021) A Systematic Review Protocol to Identify the Key Benefits and Efficacy of Nature-Based Learning in Outdoor Educational Settings. International Journal of Environmental Research and Public Health 18:3, pages 1199.
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Nathan Hall, Brent Bradford, José da Costa & Daniel B. Robinson. (2020) Physical Education Teachers’ Embracement of Alternative Environment Activities. Journal of Teaching in Physical Education 39:4, pages 508-517.
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Pınar Fettahlıoğlu & Mustafa Aydoğdu. (2018) Developing Environmentally Responsible Behaviours Through the Implementation of Argumentation- and Problem-Based Learning Models. Research in Science Education 50:3, pages 987-1025.
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Jean-Philippe Ayotte-Beaudet & Patrice Potvin. (2020) Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Interdisciplinary Journal of Environmental and Science Education 16:2.
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Aerin Semus & Ryan Essery. 2020. Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success. Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success
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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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Didem İşlek. (2019) Okul öncesi Öğretmen Adaylarının Müzelerin Eğitim Ortamı Olarak Kullanılmasına İlişkin Öz-Yeterlik İnançlarının ve Görüşlerinin İncelenmesi. İlköğretim Online, pages 1434-1447.
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Webber & Hardwell. (2019) ‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers' Perceptions of Outdoor Adventure within Primary Education in England.. Sports 7:4, pages 92.
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Mads Bølling, Janni Niclasen, Peter Bentsen & Glen Nielsen. (2019) Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation. Journal of School Health 89:3, pages 210-218.
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Mads Bølling, Gertrud Ursula Pfister, Erik Mygind & Glen Nielsen. (2019) Education outside the classroom and pupils’ social relations? A one-year quasi-experiment. International Journal of Educational Research 94, pages 29-41.
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Yun-Ciao Wang & Shang-Chia Chiou. (2018) An Analysis of the Sustainable Development of Environmental Education Provided by Museums. Sustainability 10:11, pages 4054.
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Karen Barfod & Peter Bentsen. (2018) Don’t ask how outdoor education can be integrated into the school curriculum; ask how the school curriculum can be taught outside the classroom. Curriculum Perspectives 38:2, pages 151-156.
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Jeff Mann. (2018) Is school working for teenage boys? Outdoor learning and real-life skills could be the keys to re-engagement. Curriculum Perspectives 38:2, pages 169-174.
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Kate MacDonald & Mary Breunig. (2018) Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education 21:2, pages 133-151.
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