All activity for Bill Finnegan

Bill Finnegan created How environmental club participation may develop ecocentric mindsets on January 24, 2020.
Bill Finnegan created Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities on August 26, 2019.
Bill Finnegan created Children's direct and indirect experiences with nature and their connectedness to nature on February 24, 2020.
Bill Finnegan created Nature-based preschools enhance resiliency among students on January 24, 2020.
Bill Finnegan created Exploring the benefits of place attachment on January 24, 2020.
Bill Finnegan created Community greenness and neurobehavioral health in children and adolescents on December 3, 2019.
Bill Finnegan created Encouraging critical thinking in the context of sustainable development on January 24, 2020.
Bill Finnegan created Setting nature connectedness goals in early childhood education curricula on January 24, 2020.
Bill Finnegan created Is school adjustment related to environmental empathy and connectedness to nature? on October 18, 2019.
Bill Finnegan created Positive digital messaging may promote more support of conservation organizations on January 24, 2020.
Bill Finnegan created The Potential Role of Computer-Based Problem-Solving Programs in Sustainability Education on January 24, 2020.
Bill Finnegan created Nature and mental health: An ecosystem service perspective on March 22, 2021.
Bill Finnegan created Evaluating Governing Documents for Environmental Education Centers in Spain on January 24, 2020.
Bill Finnegan created Testing the International Ocean Literacy Survey (IOLS) on January 24, 2020.
Bill Finnegan created Activating empathy increases environmental concern on January 24, 2020.
Bill Finnegan created Residential exposure to green space and early childhood neurodevelopment on December 3, 2019.
Bill Finnegan created Community gardening program may reduce food insecurity and improve health on January 24, 2020.
Bill Finnegan created The Impact of Conditioned Empathy on Environmental Moral Reasoning on January 24, 2020.
Bill Finnegan created Is nature relatedness a basic human psychological need? A critical examination of the extant literature on March 22, 2021.
Bill Finnegan created Incorporating environmental activism into environmental education on January 24, 2020.
Bill Finnegan created Editorial: Academic environmental organizations may fill critical need for environmental education at universities on January 24, 2020.
Bill Finnegan created Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten on September 8, 2019.
Bill Finnegan created Linking positive empathy to prosocial behaviors, social connection, and well-being on January 24, 2020.
Bill Finnegan created Music Festivals as Venues for Peer Environmental Education on January 24, 2020.
Bill Finnegan created Naturalized versus traditional school grounds: Which elements do students prefer and why on February 25, 2020.
Bill Finnegan created Evaluating education for sustainability and program efficacy in Australia on January 24, 2020.
Bill Finnegan created Improving educators' understanding of sustainability in New Zealand on January 24, 2020.
Bill Finnegan created The relationship between nature connectedness and eudaimonic well-being: A meta-analysis on October 23, 2019.
Bill Finnegan created Using theoretical frameworks to predict recycling behavior among students in Thailand on January 24, 2020.
Bill Finnegan created Outdoor education as a path to skills building, nature connectedness, and pro-environmental actions on January 24, 2020.
Bill Finnegan created Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience on September 16, 2019.
Bill Finnegan created Implementing Ecological Mindedness in K-12 Curricula Could Help Overcome Barriers on January 24, 2020.
Bill Finnegan created Assessing professional development techniques for environmental educators in Brazil on January 24, 2020.
Bill Finnegan created Neighborhood green spaces, facilities and population density as predictors of activity participation among 8-year-olds: A cross-sectional GIS study based on the Norwegian mother and child cohort study on February 25, 2020.
Bill Finnegan created Interpreting Taiwanese Undergraduate Students' Environmental Perspectives on January 24, 2020.
Bill Finnegan created Differences in Conceptual Understanding of Sustainable Development based on Teacher Subject Area and Experience Level on January 24, 2020.
Bill Finnegan created Biosphere reserve for all: Potentials for involving underrepresented age groups in the development of a biosphere reserve through intergenerational practice on May 6, 2019.
Bill Finnegan created Culturally Responsive Environmental Education and Immigrant Children on October 3, 2019.
Bill Finnegan created The associations of air pollution, traffic noise and green space with overweight throughout childhood: The PIAMA birth cohort study on August 25, 2019.
Bill Finnegan created Connection to the land as a youth-identified social determinant of Indigenous Peoples' health on April 3, 2019.
Bill Finnegan created "Fun, novel, safe, and inclusive": Children's design recommendations for playgrounds for all abilities on July 7, 2019.
Bill Finnegan created The Effect of School Design on Students' Environmental Attitudes on October 3, 2019.
Bill Finnegan created Children's environmental moral judgments: Variations according to type of victim and exposure to nature on June 18, 2019.
Bill Finnegan created Countering Misinformation About Climate Change on Social Media on October 3, 2019.
Bill Finnegan created A dose of nature: Two three-level meta-analyses of the beneficial effects of exposure to nature on children's self-regulation on January 6, 2020.
Bill Finnegan created Exploring an indigenous community's perceptions of land-based environmental science education on March 21, 2019.
Bill Finnegan created Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design on February 10, 2020.
Bill Finnegan created Tensions in Promoting Equity Through the Ambitious Science Teaching Approach on October 3, 2019.
Bill Finnegan created Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities on August 26, 2019.
Bill Finnegan created Sparking interest: A design framework for mobile technologies to promote children's interest in nature on April 7, 2019.