Teacher development through coteaching outdoor science and environmental education across the elementary-middle school transition

References

• Addis, J., Reid, F., McAlister, P., & Shine, J. (2007). Primary science: Beyond the borders. Education in Science, 222, 10–11.
   Google Scholar
• Ardoin, N. M., Bowers, A. W., Roth, N. W., & Holthuis, N. (2018). Environmental education and K-12 student outcomes: A review and analysis of research. The Journal of Environmental Education, 49(1), 1–17. doi:10.1080/00958964.2017.1366155
   Web of Science ®Google Scholar
• Bandura, A. (1994). Self–efficacy. In V.S. Ramachaudran (Ed.), Encyclopaedia of human behaviour (pp. 71–81). New York, NY: Academic Press.
   Google Scholar
• Charmaz, K. (2000). Grounded theory, objectivist and constructivist methods. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 509–535). London, UK: Sage Publications Limited.
   Google Scholar
• Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of Learning Sciences, 6(3), 271–315. doi:10.1207/s15327809jls0603_1
   Web of Science ®Google Scholar
• Council for Curriculum Examinations and Assessment [CCEA]. (2007). The Northern Ireland curriculum primary. Belfast, UK: CCEA.
   Google Scholar
• Dillon, J., & Dickie, I. (2012). Learning in the Natural Environment: Review of social and economic benefits and barriers. Natural England Commissioned Reports, Number 092.
   Google Scholar
• Dillon, J., Rickinson, M., Teamey, K., Morris, M., Young Choi, M., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107–111.
   Google Scholar
• Gallagher, C. (2009). Designing a Curriculum for the 21st Century: A Case Study of Northern Ireland’s Curriculum Review. Belfast, UK: Qualifications and Curriculum Authority.
   Google Scholar
• Hanna, G., (1992). Jumping deadfall: Overcoming barriers to implementing outdoor and environmental education. Paper Presented at The International Conference for the Association of Experiential Education, Alberta, Canada.
   Google Scholar
• Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230–1275.
   Web of Science ®Google Scholar
• Kerr, K. (2010). “It Certainly Taught Us How to Change Our Minds on Teaching Science”: Coteaching in Continuing Professional Development. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts research and practice (pp. 151–171). Dordrecht, Netherlands: Springer.
   Google Scholar
• Kerr, K. (2016). Science learning in the outdoors to support primary-secondary transition. School Science Review, 98(362), 27–32.
   Google Scholar
• Martin, S. (2009). Learning to teach science. In K. Tobin & W.-M. Roth (Eds.), World of science education: North America (pp. 567–586). Leiden, Netherlands: Sense Publishers.
   Google Scholar
• Murphy, C., & Beggs, J. (2010). A five-year systematic study of coteaching science in 120 primary schools: Coteaching in continuing professional development. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts research and practice (pp. 11–34). Dordrecht, Netherlands: Springer.
   Google Scholar
• Murphy, C., Bianchi, L., McCullagh, J., & Kerr, K. (2013). Scaling up higher order thinking skills and personal capabilities in primary science: Theory-into-policy-into-practice. Thinking Skills and Creativity, 10, 173–188. doi:10.1016/j.tsc.2013.06.005
   Web of Science ®Google Scholar
• Murphy, C., & Scantlebury, K. (2010). Introduction to coteaching: Coteaching in continuing professional development. In C. Murphy & K. Scantlebury (Eds.), Coteaching in international contexts research and practice (pp. 1–7). Dordrecht, Netherlands: Springer.
   Google Scholar
• Murphy, C., Scantlebury, K., & Milne, C. (2015). Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education. Asia-Pacific Journal of Teacher Education, 43(4), 281–295. doi:10.1080/1359866X.2015.1060291
   Web of Science ®Google Scholar
• Natural Connections Project. (2016). Transforming outdoor learning in schools: Lessons from the Natural Connections Project. Plymouth, UK: University of Plymouth.
   Google Scholar
• Nundy, S., Dillon, J., & Dowd, P. (2009). Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners. Education 3–13, 37(1), 61–73. doi:10.1080/03004270802291889
   Google Scholar
• Rickinson, M., Dillon, J., Teamey, K., Morris, M. Y., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. Preston Montford, Shrewsbury: Field Studies Council.
   Google Scholar
• Rickinson, M., Hunt, A., Rogers, J., & Dillon, J. (2012). School Leader and Teacher Insights into Learning Outside the Classroom in Natural Environments. Natural England Commissioned Reports, Number 097.
   Google Scholar
• Rodrigues, S., Marks, A., & Steel, P. (2003). Developing science and ICT pedagogical content knowledge: A model of continuing professional development. Innovations in Education and Teaching International, 40(4), 386–394. doi:10.1080/1470329032000128413
   Web of Science ®Google Scholar
• Roth, W.-M. (2007). Toward solidarity as the ground for changing science education. Cultural Studies of Science Education, 2(4), 721–783. doi:10.1007/s11422-007-9070-0
   Google Scholar
• Siry, C., & Martin, S. N. (2010). Coteaching in science education courses: Transforming teacher preparation through shared responsibility. In C. Murphy & K. Scantlebury (Eds.), Coteaching in International Contexts Research and Practice (pp. 57–78). Dordrecht, Netherlands: Springer.
   Google Scholar
• Stern, M. J., Powell, R. B., & Hill, D. (2014). Environmental education program evaluation in the new millennium: What do we measure and what have we learned? Environmental Education Research, 20(5), 581–611. doi:10.1080/13504622.2013.838749
   Web of Science ®Google Scholar
• The Education and Training Inspectorate. (2015). An evaluation of the implementation of The World around Us in primary schools. Belfast, UK: ETI.
   Google Scholar
• Tobin, K. & Roth, W.-M, (2006). Teaching to learn: Perspectives from the field. Rotterdam, Netherlands: SensePublishers.
   Google Scholar
• University of Southern California. (2013). Reach, the publication for education research, 8. Los Angeles, CA: University of Southern California, Rossier School of Education.
   Google Scholar
• van Aalderen-Smeets, S. I., & Walma van der Molen, J. H. (2015). Improving primary teachers’ attitudes toward science by attitude-focused professional development. Journal of Research in Science Teaching, 52(5), 710–734. doi:10.1002/tea.21218
   Web of Science ®Google Scholar
• Waite, S. (2011). Teaching and learning outside the classroom: personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65–82. doi:10.1080/03004270903206141
   Google Scholar
• Waite, S. (2013). Making a difference: learning on a grand scale. In S. Waite (Ed.), Children learning outside the classroom (pp. 201–212). London, UK: SAGE.
   Google Scholar
• Waite, S., Passy, R., Gilchrist, M., Hunt, A., & Blackwell, I. (2016). Natural Connections Demonstration Project, 2012-2016: Final Report. Natural England Commissioned Reports, Number 215.
   Google Scholar