Sustaining schoolyard pedagogy through community academic partnerships

References

• Anfara, V. A., & Mertz, N. T. (2015). Theoretical frameworks in qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Berg, B. L., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). Boston, MA: Pearson Education, Inc.
   Google Scholar
• Bowker, R., & Tearle, P. (2007). Gardening as a learning environment: A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83–100. doi:10.1007/s10984-007-9025-0
   Google Scholar
• Breunig, M. (2014). The transformative potential of learning through service while “doing” classroom-based research. The Canadian Journal for the Scholarship of Teaching and Learning, 5(1), 1–15. doi:10.5206/cjsotl-rcacea.2014.1.9
   Google Scholar
• Breunig, M., Murtell, J., & Russell, C. (2014). Students’ experiences with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267–284. doi:10.1080/14729679.2014.955354
   Web of Science ®Google Scholar
• Breunig, M., Russell, C., Murtell, J., & Howard, R. (2013). The impact of integrated environmental studies programs: Are students motivated to act pro- environmentally? Environmental Education Research, 19(4), 372–386.
   Google Scholar
• British Columbia Ministry of Education. (2007). Environmental learning and experience: An interdisciplinary guide for teachers. Retrieved February 1, 2017 from http://www.bced.gov.bc.ca/environment_ed/environ_learning_exper.pdf
   Google Scholar
• Carey, M. A., & Asbury, J. E. (2016). Focus group research. New York, NY: Routledge.
   Google Scholar
• Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452.
   Web of Science ®Google Scholar
• Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health and Place, 28, 1–13. doi:10.1016/j.healthplace.2014.03.001
   PubMed Web of Science ®Google Scholar
• Chiarotto, L. (2011). Natural curiosity. A resource for teachers: Building children’s understanding of the world through environmental inquiry. Toronto, ON: The Laboratory School at the Dr. Erick Jackman Institute of Child Studies.
   Google Scholar
• Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15(1), 18–36.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
   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
• Drahota, A., Mez, R. D., Brikho, B., Naaf, M., Estabillo, A. A., Gomez, E. D., … Aarons, G. A. (2016). Community- academic partnerships: A systematic review of the state of the literature and recommendations for future research. The Milbank Quarterly, 94(1), 163–214. doi:10.1111/1468-0009.12184
   PubMed Web of Science ®Google Scholar
• Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14, 28–45. doi:10.1080/09500790508668328
   Google Scholar
• Eckerle, S. C. F., Munger, T., Mitchell, M., Mackeigan, M., & Farrar, A. (2011). Building effective community-university partnerships: Are universities truly ready? Michigan Journal of Community Service-Learning, 17(2), 15–26.
   Google Scholar
• Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education & Outdoor Learning, 14(1), 56–81. doi:10.1080/14729679.2013.769887
   Google Scholar
• Feille, K. (2013). Getting outside: Three teachers’ stories of using the schoolyard as an integrated tool for elementary teaching. Electronic Journal of Science Education, 17(3).
   Google Scholar
• Fielding, M. (2012). Beyond student voice: Patterns of partnership and the demands of deep democracy. Revista De Educación, 359, 45–65.
   Google Scholar
• Fisher-Maltese, C., & Zimmerman, T. D. (2015). A garden-based approach to teaching life science produces shifts in students’ attitudes toward the environment. International Journal of Environmental and Science Education, 10(1), 51–66.
   Google Scholar
• Forest and Nature School in Canada. (2014). A head, heart, hands approach to outdoor learning. Retrieved from http://childnature.ca/wp-content/uploads/2016/05/FSC-Guide_web.pdf
   Google Scholar
• Furco, A. (2010). The community as a resource for learning: An analysis of academic service-learning in primary and secondary education. In H. Dumont, D. Istance, & F. Benavides (Eds.), Educational research and innovation the nature of learning: Using research to inspire practice (pp. 227–250). Paris, FR: Organisation for Economic Co-Operation and Development.
   Google Scholar
• Furco, A., Jones-White, D., Huesman, R., & Gorny, L. S. (2016). Modeling the influence of service-learning on academic and sociocultural gains: Findings from a multi- institutional study. In K. M. Soria & T. D. Mitchell (Eds.), Civic engagement and community service at research universities: Engaging undergraduate for social justice, social change, and responsible citizenship (pp. 143–164). New York, NY: Springer.
   Google Scholar
• Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10–34. doi:10.7721/chilyoutenvi.24.2.0010
   Google Scholar
• Green, A., & Kearney, J. (2011). Participatory action learning and action research for self-sustaining community development: Engaging Pacific Islanders in southeast Queensland. The Australasian Journal of University- Community Engagement, 6(1), 46–68.
   Google Scholar
• Harris, F. (2015). The nature of learning at forest school: Practitioners’ perspectives. International Journal of Primary, Elementary and Early Years Education 3-13, 272–291.
   Google Scholar
• Husserl, E. (1913/1931). Ideas: General introduction to pure phenomenology. (Boyce Gibson, W.R. Trans.) London: George Allen and Unwin.
   Google Scholar
• The Institute for Education Leadership. (2012). Intentional, play-based learning in Full-Day Kindergarten (FDK), (17). Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/issue1
   Google Scholar
• The International Institute for Sustainable Development (IISD) and Manitoba Education. (2012). Guide for sustainable schools in Manitoba. Retrieved from www.edu.gov.mb.ca/k12/esd/pdfs/sustainable_guide.pdf
   Google Scholar
• Jacobi-Vessels, J. L. (2013). Discovering nature: The benefits of teaching outside of the classroom. Dimensions of Early Childhood, 41(3), 4–10.
   Google Scholar
• Kegler, M. C., Blumenthal, D. S., Akintobi, T. H., Rodgers, K., Erwin, K., Thomspon, W., & Hopkins, E. (2016). Lessons learned from three models that use small grants for building academic-community partnerships for research. Journal of Health Care for the Poor and Underserved, 27(2), 527–548. doi:10.1353/hpu.2016.0076
   PubMed Web of Science ®Google Scholar
• Kolb, D. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Kreber, C. (2013). Authenticity in and through teaching in higher education: The transformative potential of the scholarship of teaching. New York, NY: Routledge.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press.
   Google Scholar
• Lewin, P. M. (2010). Problems and mysteries. [Review of the book Transformative phenomenology. Changing ourselves, lifeworlds, and professional practice, by D.A. Rheorick & V. M. Bentz]. Human Studies, 33, 333–338. doi:10.1007/s10746-010-9143-z
   Web of Science ®Google Scholar
• Maynard, T., Waters, J., & Clement, J. (2013). Moving outdoors: Further explorations of “child-initiated” learning in the outdoor environment. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 41(3), 282–289. doi:10.1080/03004279.2011.578750
   Google Scholar
• McLean, G. N. (2011). Writing theory, conceptual, and position articles for publication. In T. S. Rocco & T. Hatcher (Eds.), The handbook of scholarly writing and publishing (pp. 209–221). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Morgan, D. (2001). Focus group interviewing. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 141–160). Thousand Oaks, CA: Sage.
   Google Scholar
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Murray, B. S. (2013). Service-learning in baccalaureate nursing education: A literature review. Journal of Nursing Education, 52, 621–626. doi:10.3928/01484834-20131014-08
   PubMed Web of Science ®Google Scholar
• Nova Scotia Environmental Network. (2012). Sustainability education in Nova Scotia for everyone. Retrieved February 1, 2017 from http://www.hpclearinghouse.ca/wp content/uploads/2012/06/What-makes-SENSE-HPC-article.pdf
   Google Scholar
• Ontario Ministry of Education. (2013). Inquiry-based learning. Capacity Building Series, 32. Retrieved from www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf It is 8 pages long
   Google Scholar
• Ozer, E. J. (2006). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education and Behaviour, 34(6), 846–863. doi:10.1177/1090198106289002
   PubMed Web of Science ®Google Scholar
• Payne, P. G. (2016). The politics of environmental education: Critical inquiry and education for sustainable development. The Journal of Environmental Education, 47(2), 69–76. doi:10.1080/00958964.2015.1127200
   Web of Science ®Google Scholar
• Porter, M., & Monard, K. (2001). Ayni in the global village: Building relationships of reciprocity through international service learning. Michigan Journal of Community Service Learning, 8(1), 5–17.
   Google Scholar
• Rehorick, D. A., & Bentz, V. M. (2008). Transformative phenomenology: Changing ourselves, lifeworlds and professional practice. Lanham, MD: Rowan & Littlefield Publishers.
   Google Scholar
• Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. New York, NY: Routledge.
   Google Scholar
• Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1), 47–53.
   Google Scholar
• Sharpe, E., & Breunig, M. (2009). Strategies for sustaining alternative environmental pedagogy: A case study of three integrated curriculum programs. Environmental Education Research, 15(3), 299–313. doi:10.1080/13504620902807543
   Web of Science ®Google Scholar
• Smithson, J. (2000). Using and analyzing focus groups: Limitations and possibilities. International Journal of Social Research Methodology, 3(2), 103–119. doi:10.1080/136455700405172
   Google Scholar
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York, NY: State University of New York Press.
   Google Scholar
• Voss, H. C., Mathews, L. R., Fossen, T., Scott, G., & Schaefer, M. (2015). Community-academic partnerships: Developing a service-learning framework. Journal of Professional Nursing, 31(5), 395–401. doi:10.1016/j.profnurs.2015.03.008
   PubMed Web of Science ®Google Scholar
• Wattchow, B., Jeanes, R., Alfrey, L., Brown, T., Cutter-Mackenzie, A., & O’Connor, J. (Eds.). (2014). The socioecological educator: A 21st century renewal of physical, health, environment, and outdoor education. New York, NY: Springer.
   Google Scholar
• Williams, D., & Brown, J. (2012). Learning gardens and sustainability education: Bringing life to schools and schools to life. New York, NY: Routledge.
   Google Scholar
• Williams, D., & Dixon, P. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211–235. doi:10.3102/0034654313475824
   Web of Science ®Google Scholar
• Williamson, J. T. (2014). Re-engaging students with nature: Using local settings as a context for learning. Unpublished Master’s thesis, University of Toronto. Retrieved from https://tspace.library.utoronto.ca/handle/1807/68487
   Google Scholar
• Wirth, S., & Rosenow, N. (2012). Supporting whole-child learning in nature-filled outdoor classrooms. Young Children, 67(1), 42–48.
   Google Scholar