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Forest Schools and Outdoor Learning in the Early Years
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Forest Schools and Outdoor Learning in the Early Years (2011)Forest Schools and Outdoor Learning in th…Developing a relationship with nature and place: the potential role of forest school (2021)Developing a relationship wit…What is different about Forest School? Creating a space for an alternative pedagogy in England (2018)What is different about Fores…Place-based outdoor learning: more than a drag and drop approach (2018)Place-based outdoor learning:…An Australian perspective of a forest school: shaping a sense of place to support learning (2015)An Australian perspective of …Alter-Childhoods: Biopolitics and Childhoods in Alternative Education Spaces (2014)Alter-Childhoods: Biopolitics…Learning with nature and learning from others: nature as setting and resource for early childhood education (2013)Learning with nature and lear…Frictions in Forest Pedagogies: Common Worlds in Settler Colonial Spaces (2013)Frictions in Forest Pedagogie…‘Knowing your place in the world’: how place and culture support and obstruct educational aims (2013)‘Knowing your place in the wo…Towards geographies of ‘alternative’ education: a case study of UK home schooling families (2012)Towards geographies of ‘alter…The role and place of outdoor education in the Australian National Curriculum (2012)The role and place of outdoor…The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators (2011)The Substance Beneath the Lab…Sources of evidence for conducting research in geography education (2010)Sources of evidence for condu…Experiential Learning : Experience as the Source of Learning and Development (1983)Experience and Education (1986)More than relations between self, others and nature: outdoor education and aesthetic experience (2012)Democracy and Education (2015)Flourishing in the forest: looking at Forest School through a self-determination theory lens (2018)The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School Children (2001)Melbourne Declaration on Educational Goals for Young Australians. (2008)Visible Learning (2008)Is outdoor education a discipline? Provocations and possibilities (2014)‘Touched by the Earth’: a place-based outdoor learning programme incorporating the Arts (2015)Outdoor learning: not new, just newly important (2018)Constructing and Reconstructing Childhood (2003)Teaching Community: A Pedagogy of Hope (2003)Diverse economies: performative practices for `other worlds' (2008)“Any Advice is Welcome Isn't it?”: Neoliberal Parenting Education, Local Mothering Cultures, and Social Class (2014)Limiting Spaces of Informal Learning among Street Children in Perú (2014)Rehearsal Spaces as Children’s Spaces? Considering the Place of Non-formal Music Education (2014)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Qualitative research and evaluation methods (1980)Forest School for wellbeing: an environment in which young people can ‘take what they need’ (2020)The Forest School impact on children: reviewing two decades of research (2021)Outline of a Theory of Practice (1977)The Ecology of Human Development (1979)Situated Learning (1991)Context, culture and critical thinking: Scottish secondary school teachers’ and pupils’ experiences of outdoor learning (2015)Reassembling the Social (2005)The Cultural Politics of Emotion (2014)Mothering as a Feminist Aesthetics of Existence (2018)Questions of agency: Capacity, subjectivity, spatiality and temporality (2018)Unravelling the rationalities of childhood cycling promotion (2022)Handbook of Qualitative Research (1994)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Communities of practice learning, meaning, and identity (1999)A forest‐based environment as a site of literacy and meaning making for kindergarten children (2018)Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning (2020)Friction: An Ethnography of Global Connection (2004)When Species Meet (2007)The Transit of Empire (2011)The importance of Forest School and the pathways to nature connection (2021)Gopher Tales: Re/Storying for Re/Worlding (2024)Forest School and Outdoor Learning in the Early Years (2013)The impact of non-cognitive skills on outcomes for young people. A literature review (2013)Comparing apples and pears?: a conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole (2015)The Reflective Practitioner: How Professionals Think in Action (1985)Communities of Practice (1998)
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  • 2013Learning with nature and learning from others: nature as setting and resource for early childhood education93 cited
  • 2014Alter-Childhoods: Biopolitics and Childhoods in Alternative Education Spaces85 cited
  • 2013‘Knowing your place in the world’: how place and culture support and obstruct educational aims83 cited
  • 2015An Australian perspective of a forest school: shaping a sense of place to support learning83 cited
  • 2012The role and place of outdoor education in the Australian National Curriculum81 cited
  • 2012Towards geographies of ‘alternative’ education: a case study of UK home schooling families78 cited
  • 2021Developing a relationship with nature and place: the potential role of forest school78 cited
  • 2013Frictions in Forest Pedagogies: Common Worlds in Settler Colonial Spaces69 cited
  • 2018What is different about Forest School? Creating a space for an alternative pedagogy in England69 cited
  • 2011The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators67 cited
  • 2018Place-based outdoor learning: more than a drag and drop approach57 cited
  • 2010Sources of evidence for conducting research in geography education6 cited

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