Outdoor Learning Bibliography
- Anuik, J., Battiste, M., & George, P. (2010). Learning from promising programs and applications in nourishing the learning spirit. Canadian Journal of Native Education, 33(1), 63.
- Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
- Ballantyne, R., Anderson, D., & Packer, J. (2010). Exploring the impact of integrated fieldwork, reflective and metacognitive experiences on student environmental learning outcomes. Australian Journal of Environmental Education, 26, 47-64.
- Band, M., Curley, L., Kessel, A., Marin, A., Suzukovich, E. & Strack, G. (2016). Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land. In K. McCoy, E. Tuck, & M. McKenzie (Eds.), Land education: Rethinking pedagogies of place from Indigenous, postcolonial, and decolonizing perspectives (pp. 1-23). New York, NY: Routledge.
- Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. New York, NY: Routledge.
- Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19(12), 1207-1212.
- Berman, M. G., Kross, E., Krpan, K. M., Askren, M. K., Burson, A., Deldin, P. J., ... & Jonides, J. (2012). Interacting with nature improves cognition and affect for individuals with depression. Journal of Affective Disorders, 140(3), 300-305.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
- Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In Liamputtong, P. (Eds), Handbook of Research Methods in Health Social Sciences (843-860). Singapore: Springer.
- Breunig, M., Murtell, J., & Russell, C. (2015). Students’ experiences with/in integrated Environmental Studies Programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267-283.
- Brown, M. (2009). Reconceptualising outdoor adventure education: Activity in search of an appropriate theory. Australian Journal of Outdoor Education, 13(2), 3-13.
- Brown, M., & Beames, S. (2017). Adventure education: Redux. Journal of Adventure Education and Outdoor Learning, 17(4), 294-306.
- Brown, M., & Fraser, D. (2009). Re-evaluating risk and exploring educational alternatives. Journal of Adventure Education & Outdoor Learning, 9(1), 61-77.
- Burgess‐Allen, J., & Owen‐Smith, V. (2010). Using mind mapping techniques for rapid qualitative data analysis in public participation processes. Health Expectations, 13(4), 406-415.
- Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.
- Coffey, A. (2018). Doing ethnography. Thousand Oaks, CA: SAGE Publications Ltd.
- Cole, A. G. (2007). Expanding the field: Revisiting environmental education principles through multidisciplinary frameworks. The Journal of Environmental Education, 38(2), 35-45.
- Conlon, C. M., Wilson, C. E., Gaffney, P., & Stoker, M. (2018). Wilderness therapy intervention with adolescents: Exploring the process of change. Journal of Adventure Education and Outdoor Learning, 1-14.
- Coombes, E., Jones, A. P., & Hillsdon, M. (2010). The relationship of physical activity and overweight to objectively measured green space accessibility and use. Social Science & Medicine, 70(6), 816-822.
- Cresswell, J.W., & Poth, C.N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications, Inc.
- Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology. New York: Springer.
- Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The SAGE handbook of qualitative research (1-20). Thousand Oaks, CA: Sage Publications Inc.
- Dillon, J. & Dickie, I. (2012). Learning in the Natural Environment: Review of social and economic benefits and barriers. Natural England Commissioned Reports, Number 092.
- Dismore, H., & Bailey, R. (2005). “If only”: Outdoor and adventurous activities and generalised academic development. Journal of Adventure Education & Outdoor Learning, 5(1), 9-19.
- Donovan, E. (2016). Learning to embrace our stories: Using place-based education practices to inspire authentic writing. Middle School Journal, 47(4), 23-31.
- Dustin, D., Bricker, K., & Schwab, K. (2009). People and nature: Toward an ecological model of health promotion. Leisure Sciences, 32(1), 3–14.
- Dyment, J. (2005). Gaining ground: The power and potential of school ground greening in the Toronto District School Board. Toronto, Ontario: Evergreen.
- Endreny, A. H. (2010). Urban 5th graders conceptions during a place‐based inquiry unit on watersheds. Journal of Research in Science Teaching, 47(5), 501-517.
- 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.
- Fiskum, T. A., & Jacobsen, K. (2013). Outdoor education gives fewer demands for action regulation and an increased variability of affordances. Journal of Adventure Education & Outdoor Learning, 13(1), 76-99.
- Ford, P. (1986). Outdoor Education: Definition and Philosophy. Washington, DC: Office of Educational Research and Improvement.
- Fox, P., & Avramidis, E. (2003). An evaluation of an outdoor education programme for students with emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 8(4), 267-283.
- Fraser, J., Gupta, R., & Krasny, M. E. (2015). Practitioners’ perspectives on the purpose of environmental education. Environmental Education Research, 21(5), 777-800.
- Fromel, K., Kudlacek, M., Groffik, D., Svozil, Z., Simunek, A., & Garbaciak, W. (2017). Promoting healthy lifestyle and well-being in adolescents through outdoor physical activity. International Journal of Environmental Research and Public Health, 14(5), 533
- Fuegen, K., & Breitenbecher, K. H. (2017). Walking and being outdoors in nature increase positive affect and energy. Ecopsychology, 10(1), 14-25.
- Gallay, E., Marckini-Polk, L., Schroeder, B., & Flanagan, C. (2016). Place-based stewardship education: Nurturing aspirations to protect the rural commons. Peabody Journal of Education, 91(2), 155-175.
- Gilbertson, K., Bates, T., Ewert, A., & McLaughlin, T. (2006). Outdoor education: Methods and strategies. Champaign, IL: Human Kinetics.
- Godbey, G. (2009). Outdoor recreation, health, and wellness: Understanding and enhancing the relation. Washington, DC: Resources for the Future.
- Goralnik, L., & Nelson, M. P. (2017). Field philosophy: Environmental learning and moral development in Isle Royale National Park. Environmental Education Research, 23(5), 687-707.
- Goulet, L. (2001). Two teachers of aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1), 68.
- Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian national curriculum. Australian Journal of Outdoor Education, 16(1), 39-50.
- Greenwood, M., & Leeuw, S. D. (2007). Teachings from the land: Indigenous people, our health. Canadian Journal of Native Education, 30, 1.
- Gruenewald, D. (2003a). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), p. 3-12.
- Gruenewald, D. (2003b). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.
- Gruenewald, D. (2008). Place-based education: Grounding culturally responsive teaching in geographical diversity. In D. Gruenewald & G. Smith (Eds.), Place-based education in the global age (pp. 29-52). New York, NY: Taylor & Francis Group.
- Haig-Brown, C., & Hodson, J. (2009). Starting with the land: Toward Indigenous thought in Canadian education. In P. Woods & G. Woods (Eds.), Alternative Education for the 21st Century (pp. 167-187). New York, NY: Palgrave Macmillan.
- Hare, J. (2012). ‘They tell a story and there's meaning behind that story’: Indigenous knowledge and young indigenous children's literacy learning. Journal of Early Childhood Literacy, 12(4), 389-414.
- Harrison, S. (2011). “Up at the Shieling”: Place-based action research. Children, Youth and Environments, 21(1), 79-100.
- Hartig, T., Mitchell, R., De Vries, S., & Frumkin, H. (2014). Nature and health. Annual review of public health, 35, 207-228.
- Harun, M. T., & Salamuddin, N. (2013). Applying elements of outdoor education in teacher education innovation. Asian Social Science, 9(16), 15.
- Hendry, G. D. (1996). Constructivism and educational practice. Australian Journal of Education, 40(1), 19-45.
- Henry, E. R. (2014). A search for decolonizing place-based pedagogies: An exploration of unheard histories in Kitsilano Vancouver, BC. Canadian Journal of Environmental Education, 19, 18-30.
- Hesse – Biber, S.N. & Leavy, P. (2011). The practice of qualitative research. Thousand Oaks, CA: SAGE Publications, Inc.
- Holland, W. H., Powell, R. B., Thomsen, J. M., & Monz, C. A. (2018). A systematic review of the psychological, social, and educational outcomes associated with participation in wildland recreational activities. Journal of Outdoor Recreation, Education & Leadership, 10(3), 197–225.
- Humberstone, B., & Stan, I. (2012). Nature and well-being in outdoor learning: Authenticity or performativity. Journal of Adventure Education & Outdoor Learning, 12(3), 183-197.
- Kapyrka, J., & Dockstator, M. (2012). Indigenous knowledges and western knowledges in environmental education: Acknowledging the tensions for the benefits of a “two-worlds” approach. Canadian Journal of Environmental Education (CJEE), 17, 97-112.
- Kendall, N., & Thangaraj, M. (2013). Ethnography. In Trainor, A., & Graue, E. (Eds.), Reviewing qualitative research in the social sciences (82-107). New York, NY: Routledge.
- King, N. (2004). Using interviews in qualitative research. In Cassell, C. & Symon, G. (Eds.), Essential guide to qualitative methods in organizational research (11-22). Thousand Oaks, CA: SAGE Publications, Inc.
- Kintsch, W. (2009). Learning and Constructivism. In Tobias, S., & Duffy, T. (Eds.). Constructivist Instruction: Success or failure. New York, NY: Routledge.
- Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The SAGE handbook of management learning, education and development (pp. 42-68). Thousand Oaks, CA: SAGE.
- Korteweg, L., & Russell, C. (2012). Decolonizing+ indigenizing= Moving environmental education towards reconciliation. Canadian Journal of Environmental Education (CJEE), 17, 5-14.
- Kotob, F., Styger, L. EJ. & Richardson, L. P. (2016). Exploring mind mapping techniques to analyse complex case study data. Australian Academy of Business and Economics Review, 2 (3), 244-262.
- Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
- Lassiter, L. E. (2000). Authoritative texts, collaborative ethnography, and Native American studies. American Indian Quarterly, 24(4), 601-614.
- Lassiter, L. E. (2005). The Chicago guide to collaborative ethnography. Chicago, IL: University of Chicago Press.
- Lieberman, G. A., & Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. San Diego, CA: State Education and Environment Roundtable.
- Litoselliti, L. (2003). Using focus groups in research. New York: NY: Continuum.
- Lowan, G. (2009). Exploring place from an Aboriginal perspective: Considerations for outdoor and environmental education. Canadian Journal of Environmental Education (CJEE), 14, 42-58.
- Loynes, C. (2018). Theorising of outdoor education. In Jeffs, T., & Ord, J. (Eds.). Rethinking outdoor, experiential and informal education: Beyond the confines. New York, NY: Routledge.
- Mannion, G., Mattu, L., & Wilson, M. (2015). Teaching, learning, and play in the outdoors: a survey of school and pre-school provision in Scotland. Scottish Natural Heritage Commissioned Report No. 779.
- Mason, J. (2018). Qualitative researching. Thousand Oaks, CA: SAGE Publications Ltd.
- Maynard, T., Waters, J., & Clement, J. (2013a). Child-initiated learning, the outdoor environment and the ‘underachieving’ child. Early Years, 33(3), 212-225.
- Maynard, T., Waters, J., & Clement, J. (2013b). Moving outdoors: Further explorations of ‘child-initiated’ learning in the outdoor environment. Education 3-13, 41(3), 282-299.
- McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3-16.
- Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, 1997(74), 5-12.
- Miller, D., & Twum, S. (2017). The experiences of selected teachers in implementing place-based education. in education, 23(1), 92-108.
- Monroe, M. C., Andrews, E., & Biedenweg, K. (2008). A framework for environmental education strategies. Applied Environmental Education & Communication, 6(3-4), 205-216.
- Morgan, D. L. (1997). Focus groups as qualitative research. Thousand Oaks, CA: Sage Publications.
- Mygind, E. (2007). A comparison between children's physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education & Outdoor Learning, 7(2), 161-176.
- Nielsen, T. S., & Hansen, K. B. (2007). Do green areas affect health? Results from a Danish survey on the use of green areas and health indicators. Health & Place, 13(4), 839-850.
- OFSTED. (2008). Learning outside the classroom: How far should you go? London: Office for Standards in Education, Children's Services and Skills.
- Ord, J., & Leather, M. (2018). Experiential education: The importance of John Dewey. In Jeffs, T., & Ord, J. (Eds.). Rethinking Outdoor, Experiential and Informal Education: Beyond the Confines. New York, NY: Routledge.
- Passmore, H. A., & Howell, A. J. (2014). Nature involvement increases hedonic and eudaimonic well-being: A two-week experimental study. Ecopsychology, 6(3), 148-154.
- Potter, T. G., & Dyment, J. E. (2016). Is outdoor education a discipline? Insights, gaps and future directions. Journal of Adventure Education and Outdoor Learning, 16(2), 146-159.
- Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-251.
- Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35(4), 17-32.
- Pretty, J., Angus, C., Bain, M., Barton, J., Gladwell, V., Hine, R., & Sellens, M. (2009). Nature, childhood, health and life pathways. Colchester, UK: Interdisciplinary Centre for Environment and Society, University of Essex.
- Quay, J., Dickinson, S., & Nettleton, B. (2002). Students caring for each other: Outdoor education and learning through peer relationships. Journal of Outdoor and Environmental Education, 7(1), 45-53.
- Quibell, T., Charlton, J., & Law, J. (2017). Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils. British Educational Research Journal, 43(3), 572-587.
- Reeves, S., Kuper, A., & Hodges, B. D. (2008). Qualitative research methodologies: Ethnography. British Medical Journal, 337(7668), 512-514.
- Richards, L, & Morse, J.M. (2013). Readme first for a user’s guide to qualitative methods. Thousand Oaks, CA: SAGE Publications Inc.
- Richmond, D., Sibthorp, J., Gookin, J., Annarella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18(1), 36-52.
- Ritchie, S. D., Wabano, M. J., Corbiere, R. G., Restoule, B. M., Russell, K. C., & Young, N. L. (2015). Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth. Journal of Adventure Education and Outdoor Learning, 15(4), 350-370.
- Rohnke, K. (1991). Bottomless baggie. Dubuque, Iowa: Kendall/Hunt Publishing Company.
- Ruiz-Gallardo, J. R., Verde, A., & Valdés, A. (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4), 252-270.
- Schunk, D. H. (2012). Learning theories: An educational perspective. Boston, MA: Pearson Education, Inc.
- 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).
- Scully, A. (2012). Decolonization, reinhabitation and reconciliation: Aboriginal and place-based education. Canadian Journal of Environmental Education (CJEE), 17, 148-158.
- Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25.
- Skoutajan, S. (2012). Defending place-based education. Green Teacher, (97), 34.
- Smith, G. A., & Sobel, D. (2010). Place-and community-based education in schools. New York, NY: Routledge.
- Sobel, D. (2007). Climate change meets ecophobia. Connect Magazine, 21(2), 14-21.
- Sobel, D. (2013). Place-based education: Connecting classrooms and communities. Great Barrington, MA: The Orion Society.
- Somerville, M., & Green, M. (2011). A pedagogy of “organized chaos”: Ecological learning in primary schools. Children, Youth and Environments, 21(1), 14-34.
- Son, J. S., Mackenzie, S. H., Eitel, K., & Luvaas, E. (2017). Engaging youth in physical activity and STEM subjects through outdoor adventure education. Journal of Outdoor and Environmental Education, 20(2), 32-44.
- Strife, S. (2010). Reflecting on environmental education: Where is our place in the green movement? The Journal of Environmental Education, 41(3), 179-191.
- Theobald, P. & Siskar, J. (2008). Place: Where diversity and community can converge. In D. Gruenewald & G. Smith (Eds), Place-based education in the global age (pp. 29-52). New York, NY: Taylor & Francis Group.
- Thompson Coon, J., Boddy, K., Stein, K., Whear, R., Barton, J., & Depledge, M. H. (2011). Does participating in physical activity in outdoor natural environments have a greater effect on physical and mental wellbeing than physical activity indoors? A systematic review. Environmental Science &Technology, 45(5), 1761-1772.
- Torquati, J., & Ernst, J. A. (2013). Beyond the walls: Conceptualizing natural environments as “third educators”. Journal of Early Childhood Teacher Education, 34(2), 191-208.
- Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392.
- van den Berg, M., Wendel-Vos, W., van Poppel, M., Kemper, H., van Mechelen, W., & Maas, J. (2015). Health benefits of green spaces in the living environment: A systematic review of epidemiological studies. Urban Forestry & Urban Greening, 14(4), 806-816.
- Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage Publications, Inc.
- Vries, S. ClaBen, T., Eigenheer-Hug, SM., Korpela, K., Maas, J., Mitchell, R., & Schantz, P. (2011). Contributions of natural environments to physical activity. In K. Nilsson (Eds.), Forests, Trees and Human Health (pp. 127-168). New York, NY: Springer
- Waddington, D. (2004). Participant observation. In Cassell, C. & Symon, G. (Eds.), Essential guide to qualitative methods in organizational research (154-164). Thousand Oaks, CA: SAGE Publications, Inc.
- Waite, S. (2007). ‘Memories are made of this’: Some reflections on outdoor learning and recall. Education 3–13, 35(4), 333-347.
- Wals, A. E., Geerling-Eijff, F., Hubeek, F., van der Kroon, S., & Vader, J. (2008). All mixed up? Instrumental and emancipatory learning toward a more sustainable world: Considerations for EE policymakers. Applied Environmental Education and Communication, 7(3), 55-65.
- Walter, P. (2013). Greening the net generation: Outdoor adult learning in the digital age. Adult Learning, 24(4), 151-158.
- Wheeldon J., & Ahlberg M. (2019) Mind Maps in Qualitative Research. In Liamputtong, P. (Eds), Handbook of Research Methods in Health Social Sciences (843-860). Singapore: Springer.
- White, R. (2012). A sociocultural investigation of the efficacy of outdoor education to improve learner engagement. Emotional and Behavioural Difficulties, 17(1), 13-23.
- Whitehouse, H., Lui, F. W., Sellwood, J., Barrett, M. J., & Chigeza, P. (2016). Sea country: Navigating Indigenous and colonial ontologies in Australian environmental education. In K. McCoy, E. Tuck, & M. McKenzie (Eds.), Land education: Rethinking pedagogies of place from Indigenous, postcolonial, and decolonizing perspectives (pp. 1-23). New York, NY: Routledge.
- Yamauchi, L. A., & Purcell, A. K. (2009). Community involvement in a place-based program for Hawaiian high school students. Journal of Education for Students Placed at Risk, 14(2), 170-188.
- Zelenski, J., & Nisbet, E. K. (2014). Happiness and feeling connected: The distinct role of nature relatedness. Environment and Behavior, 46(1), 3–23.
- Zimmerman, H. T., & Weible, J. L. (2017). Learning in and about rural places: Connections and tensions between students’ everyday experiences and environmental quality issues in their community. Cultural Studies of Science Education, 12(1), 7-31.