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Journal of Adventure Education and Outdoor Learning Volume 17, 2017 - Issue 3
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Original Articles

From nature deficit to outdoor exploration: curriculum for sustainability in Vermont’s public schools

Jonathan SilvermanSaint Michael’s College, Education Department, Colchester, Vermont, USAView further author information
&
Nicole CorneauSaint Michael’s College, Education Department, Colchester, Vermont, USACorrespondence[email protected]
View further author information
Pages 258-273 | Published online: 13 Jan 2017

Citations (15)

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Read on this site (4)

Catherine Jordan, Mollika Sajady & Andrea Faber Taylor. (2023) Nature-based instruction for science learning: insights and interpretive considerations for research and practice. Environmental Education Research 29:2, pages 248-260.
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A. Quinto Romani & R. L. Lund. (2022) Availability of nature and access to nature in school: evidence from a Danish longitudinal school study. Journal of Adventure Education and Outdoor Learning 22:3, pages 250-264.
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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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Gahyoung Kim & Hyunju Lee. (2021) A case study of community-based socioscientific issue program: focusing on the abandoned animal issue. Journal of Biological Education 55:4, pages 380-394.
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Articles from other publishers (11)

FİLİZ AYDEMİR & Vahide YİĞİT GENÇTEN. (2023) The Connection Between Forest School and Preschool Programs: A Comparison Study. Journal of Qualitative Research in Education:36, pages 243-260.
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Vahide YİĞİT GENÇTEN, Filiz AYDEMİR & Mehmet GULTEKİN. (2022) NATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATIONNATURE-BASED LEARNING AND DIGITAL COMPETENCIES IN EARLY YEARS EDUCATION. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 12:4, pages 2160-2176.
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Audrey-Anne Beauchamp, Yannick Lacoste, Célia Kingsbury & Tegwen Gadais. (2022) When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec. Frontiers in Psychology 13.
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Adriano Bressane, Rogério Galante Negri, Irineu de Brito Junior, Liliam César de Castro Medeiros, Isabela Lopes Lima Araújo, Mirela Beatriz Silva, Amanda Louisi dos Santos Galvão & Graziele Coraline Scofano da Rosa. (2022) Association between Contact with Nature and Anxiety, Stress and Depression Symptoms: A Primary Survey in Brazil. Sustainability 14:17, pages 10506.
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Karen Cripps. 2022. Children in Sustainable and Responsible Tourism. Children in Sustainable and Responsible Tourism 41 54 .
Coral Campbell & Chris Speldewinde. 2021. Science in Early Childhood. Science in Early Childhood 202 218 .
. 2021. Science in Early Childhood. Science in Early Childhood 187 218 .
Jacob Højgaard Christensen & Karen Wistoft. (2019) Investigating the effectiveness of subject-integrated school garden teaching. Journal of Outdoor and Environmental Education 22:3, pages 237-251.
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Thị Hồng Nhung Nguyễn. (2019) Parental involvement in outdoor learning: crossing curriculum priorities. Curriculum Perspectives 39:1, pages 103-107.
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Bryan S. R. Grimwood, Michelle Gordon & Zachary Stevens. (2017) Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education. Journal of Experiential Education 41:2, pages 204-219.
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María San Pedro Veledo, Inés López Manrique, Inés Fombella Coto, Yolanda del Cura González, Beatriz Sánchez Martínez & Ana Álvarez González. (2018) Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training. Sustainability 10:6, pages 1786.
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