All activity for Bill Finnegan

Bill Finnegan created Intergenerational Learning About Flood Preparedness on October 3, 2019.
Bill Finnegan created Residential greenspace association with childhood behavioral outcomes on August 24, 2019.
Bill Finnegan created Impact of green space exposure on children's and adolescents' mental health: A systematic review on March 25, 2019.
Bill Finnegan created Teacher and student perceptions of an outdoor classroom on August 20, 2019.
Bill Finnegan created Using Open-Ended Questions in Exhibit Labels to Enhance Visitor Metacognition on October 3, 2019.
Bill Finnegan created Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences on July 21, 2019.
Bill Finnegan created Using Social Learning to Encourage Renewable Energy Use in Homes on October 3, 2019.
Bill Finnegan created Green teens: Investigating the role of emotional intelligence in adolescent environmentalism on September 19, 2019.
Bill Finnegan created The Environmental Commons in Urban Communities: The potential of place-based education on April 30, 2019.
Bill Finnegan created Families Learning With Staff at Mathematics Exhibits on October 3, 2019.
Bill Finnegan created Environmental risk factors can reduce axial length elongation and myopia incidence in 6- and 9-year-old children on August 25, 2019.
Bill Finnegan created Myopia: Is the nature-nurture debate finally over? on March 31, 2019.
Bill Finnegan created Relationships between vegetation in student environments and academic achievement across the continental U.S. on August 16, 2019.
Bill Finnegan created How Preschoolers Judge Anthropogenic Harm on October 3, 2019.
Bill Finnegan created The outdoor environment and children's health: A multilevel approach on June 1, 2019.
Bill Finnegan created Lasting Impacts of Urban Woodland Restoration on College Students on October 3, 2019.
Bill Finnegan created Experiences in nature and environmental attitudes and behaviors: Setting the ground for future research on September 19, 2019.
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.
Bill Finnegan created Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh on February 10, 2020.
Bill Finnegan created Gendered Differences in Education for Sustainable Development on October 3, 2019.
Bill Finnegan created Outcome expectancy: A key factor to understanding childhood exposure to nature and children's pro-environmental behavior on June 18, 2019.
Bill Finnegan created Designing a Playful and Collaborative Family Science Activity on October 3, 2019.
Bill Finnegan created Exploring the influence of neighborhood walkability on the frequency of use of greenspace on February 24, 2020.
Bill Finnegan created Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes on November 15, 2019.
Bill Finnegan created Site-Specific Outdoor Interaction Helps Enhance Students' Understanding of Landscape on January 10, 2019.
Bill Finnegan created Association between the activity space exposure to parks in childhood and adolescence and cognitive aging in later life on March 5, 2019.
Bill Finnegan created Recognizing connection to nature: Perspectives from the field on January 2, 2019.
Bill Finnegan created Preschool educators' interactions with children about sustainable development: Planned and incidental conversations on February 8, 2019.
Bill Finnegan created Climate Change Education Requires a Holistic Teaching Approach on March 21, 2019.
Bill Finnegan created Shared Understanding of EE Outcomes May Improve Non-Formal Programs on January 10, 2019.
Bill Finnegan created Determining the relationship between books in EE and pro-environmental behaviors on March 21, 2019.
Bill Finnegan created Steps to develop a successful teaching curriculum for complex environmental topics on March 21, 2019.
Bill Finnegan created Young children's spatial autonomy in their home environment and a forest setting on February 26, 2019.
Bill Finnegan created Exploring the Gendered Effects of a Campus Common Reading Program on January 10, 2019.
Bill Finnegan created What's in a dream? Natural elements, risk and loose parts in children's dream playspace drawings on February 24, 2020.
Bill Finnegan created The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study on December 16, 2018.
Bill Finnegan created Running Wild: Engaging and empowering future custodians of place through creative nature-based play on February 8, 2019.