Citations (38)
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Read on this site (15)
Jwalin Patel & Carlotta Ehrenzeller. (2023) Nature as a peace educator: Toward inner peace through learning and being in natural environments. The Journal of Environmental Education 54:5, pages 294-305.
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L. Blackham, A. Cocks & L. Taylor Bunce. (2023) ‘Our Forest School isn’t just the trees.’ Forest Schools: micro-communities for social and emotional development. Journal of Adventure Education and Outdoor Learning 23:2, pages 158-169.
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Frances Harris. (2023) Practitioners’ perspectives on children’s engagement in forest school. Education 3-13 0:0, pages 1-10.
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Angela Garden & Graham Downes. (2023) A systematic review of forest schools literature in England. Education 3-13 51:2, pages 320-336.
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Angela Garden & Graham Downes. (2023) New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13 0:0, pages 1-12.
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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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Michael Francis Norwood, Ali Lakhani & Elizabeth Kendall. (2022) ‘Almost pooped on — dislike!’: student and teacher reactions to nature-based learning and resulting practical advice for implementing in secondary schools. Journal of Adventure Education and Outdoor Learning 22:4, pages 298-312.
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Ziad F. Dabaja. (2022) Reviewing two decades of research on the Forest School impact on children: The sequel. Education 3-13 50:6, pages 737-750.
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Ziad F. Dabaja. (2022) The Forest School impact on children: reviewing two decades of research. Education 3-13 50:5, pages 640-653.
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Angela Garden. (2022) The case for space in the co-construction of risk in UK forest schools. Education 3-13 0:0, pages 1-12.
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Frances Harris. (2021) Developing a relationship with nature and place: the potential role of forest school. Environmental Education Research 27:8, pages 1214-1228.
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Lucy S E Tiplady & Harriet Menter. (2021) Forest School for wellbeing: an environment in which young people can ‘take what they need’. Journal of Adventure Education and Outdoor Learning 21:2, pages 99-114.
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Nicola Kemp. (2020) Views from the staffroom: forest school in English primary schools. Journal of Adventure Education and Outdoor Learning 20:4, pages 369-380.
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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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Nevin J. Harper. (2017) Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective. Child & Youth Services 38:4, pages 318-334.
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Articles from other publishers (23)
Dave Cudworth & Mark Tymms. (2023) Motivating the learner: developing autonomy, competence and relatedness through forest school practice. Journal of Outdoor and Environmental Education.
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Chris Speldewinde & Coral Campbell. (2022) ‘Bush kinders’: developing early years learners technology and engineering understandings. International Journal of Technology and Design Education 33:3, pages 775-792.
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Kalender ARIKAN. (2023) Ortaöğretim Biyoloji Öğretim Programında Orman Kavramı. Düzce Üniversitesi Orman Fakültesi Ormancılık Dergisi.
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Vahide YİĞİT GENÇTEN & Filiz AYDEMİR. (2023) 2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ SOSYAL-DUYGUSAL, DİL VE ÖZ BAKIM KAZANIMLARININ DOĞA TEMELLİ ÖĞRENME AÇISINDAN İNCELENMESİAn Investigation of the Social-Emotional, Language and Self-Care Outcomes of the MEB 2013 Pre-School Education Program in terms of Nature-Based Learning. Trakya Eğitim Dergisi 13:1, pages 652-668.
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Natasha Williams, Greg Oates, Vinh To & Bronwyn Reynolds. 2023. Education and the UN Sustainable Development Goals. Education and the UN Sustainable Development Goals
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Esther García-González & Michela Schenetti. (2022) Education in nature and learning science in early childhood: a fertile and sustainable symbiosis. Journal of Outdoor and Environmental Education 25:3, pages 363-377.
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Amparo Carretón Sanchis, Ignacio García Ferrandis & Javier García Gómez. (2022) The perception of the environment through drawing in early childhood education. The case of the wetland of the Albufera in Valencia (Spain). Journal of Outdoor and Environmental Education 25:3, pages 265-287.
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Frances Harris. (2022) Forest school. CABI Reviews.
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Chris Speldewinde. (2022) STEM Teaching and Learning in Bush Kinders. Canadian Journal of Science, Mathematics and Technology Education 22:2, pages 444-461.
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Damaris Teixeira Paz, Elisa Ferrari Justulin Zacarias & Maria Inês Gasparetto Higuchi. (2022) Connection with Nature in children’s reference adults. Ambiente & Sociedade 25.
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Damaris Teixeira Paz, Elisa Ferrari Justulin Zacarias & Maria Inês Gasparetto Higuchi. (2022) A Conexão com a Natureza em adultos de referência para crianças. Ambiente & Sociedade 25.
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Christopher Speldewinde, Anna Kilderry & Coral Campbell. (2021) Ethnography and Bush Kinder Research: A Review of the Literature. Australasian Journal of Early Childhood 46:3, pages 263-275.
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Chris Speldewinde, Anna Kilderry & Coral Campbell. (2021) ‘All the things children can see’: understanding children’s noticing in bush kinders. Journal of Outdoor and Environmental Education 24:2, pages 151-167.
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Edgar Alan Burns & Bahar Manouchehri. (2021) Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran. Interdisciplinary Journal of Environmental and Science Education 17:3 - In Progress, pages e2244.
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Dave Cudworth. (2020) Promoting an emotional connection to nature and other animals via forest school: disrupting the spaces of neoliberal performativity. International Journal of Sociology and Social Policy 41:3/4, pages 506-521.
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Samantha Friedman & Scott A. Morrison. (2021) “I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School. Frontiers in Education 6.
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Dave Cudworth & Ryan Lumber. (2021) The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education 24:1, pages 71-85.
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Siow-Kian Tan & Siow-Hooi Tan. (2020) Clan/geographical association heritage as a place-based approach for nurturing the sense of place for locals at a World Heritage Site. Journal of Hospitality and Tourism Management 45, pages 592-603.
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Elizabeth Y. S. Boileau & Ziad F. Dabaja. (2020) Forest School practice in Canada: a survey study. Journal of Outdoor and Environmental Education 23:3, pages 225-240.
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Marie Claire Murphy. (2020) Bronfenbrenner’s bio-ecological model: a theoretical framework to explore the forest school approach?. Journal of Outdoor and Environmental Education 23:2, pages 191-205.
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Kgosietsile Velempini & Bruce Martin. (2019) Place-based education as a framework for tourism education in secondary schools: A case study from the Okavango Delta in Southern Africa. Journal of Hospitality, Leisure, Sport & Tourism Education 25, pages 100197.
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Michael Francis Norwood, Ali Lakhani, Simone Fullagar, Annick Maujean, Martin Downes, Jason Byrne, Anna Stewart, Bonnie Barber & Elizabeth Kendall. (2019) A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change. Landscape and Urban Planning 189, pages 71-79.
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Emilia Trapasso, Zoe Knowles, Lynne Boddy, Lisa Newson, Jo Sayers & Clare Austin. (2018) Exploring Gender Differences within Forest Schools as a Physical Activity Intervention. Children 5:10, pages 138.
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