All activity for Bill Finnegan

Bill Finnegan created Young families and children in gentrifying neighbourhoods: How gentrification reshapes use and perception of green play spaces on December 17, 2020.
Bill Finnegan created Physical activity and sedentary time during childcare outdoor play sessions: A systematic review and meta-analysis on September 19, 2021.
Bill Finnegan created Game-based learning can provide students with knowledge and shift attitudes on environmental subjects on May 4, 2022.
Bill Finnegan created Nature in your face - Disruptive climate change communication and eco-visualization as part of a garden-based learning approach involving primary school children and teachers in co-creating the future on January 15, 2021.
Bill Finnegan created Natural environments near schools: Potential benefits for socio-emotional and behavioral development in early childhood on June 6, 2021.
Bill Finnegan created The association between green space and adolescents' mental well-being: A systematic review on March 8, 2021.
Bill Finnegan created Youth combine knowledge, politics, and emotion when discussing climate change on May 4, 2022.
Bill Finnegan created What is the relationship between risky outdoor play and health in children? A systematic review on August 8, 2021.
Bill Finnegan created Domains of spirituality and their associations with positive mental health: A study of adolescents in Canada, England and Scotland on December 11, 2021.
Bill Finnegan created Place-making practices for park improvements to support environmental justice in a low-income African American neighborhood on November 13, 2020.
Bill Finnegan created Children in nature: Exploring the relationship between childhood outdoor experience and environmental stewardship on December 31, 2020.
Bill Finnegan created Early childhood environmental education: A systematic review of the research literature on September 24, 2021.
Bill Finnegan created Positive correlation between environmental knowledge and attitudes found in Korean middle school students on May 4, 2022.
Bill Finnegan created “To them, we're just kids from the hood”: Citizen-based policing of youth of color, “white space,” and environmental gentrification on January 16, 2021.
Bill Finnegan created The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: A controlled study on September 24, 2021.
Bill Finnegan created Measuring green space effects on attention and stress in children and youth: A scoping review on March 27, 2021.
Bill Finnegan created Roles of the Assessment of Sustainability Knowledge (ASK) and Sustainability Attitudes Scales (SAS) to understand sustainability for the future on May 4, 2022.
Bill Finnegan created The power of nature: Developing prosocial behavior toward nature and peers through nature-based activities on August 8, 2021.
Bill Finnegan created Feeling at home in nature: A mixed method study of the impact of visitor activities and preferences in a prison visiting room garden on June 22, 2020.
Bill Finnegan created The potential correlation between nature engagement in middle childhood years and college undergraduates' nature engagement, proenvironmental attitudes, and stress on November 14, 2020.
Bill Finnegan created Early childhood educators’ perceptions of nurturing spirituality in secular settings on December 14, 2021.
Bill Finnegan created Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children on November 22, 2020.
Bill Finnegan created New school-based environmental education curriculum increased environmental knowledge and attitudes on May 4, 2022.
Bill Finnegan created Residential self-selection in the greenness-wellbeing connection: A family composition perspective on February 5, 2021.
Bill Finnegan created Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA on September 25, 2021.
Bill Finnegan created Preschoolers' drawing show positive relationships with nature with differences based on gender and age on May 4, 2022.
Bill Finnegan created Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA) on August 8, 2021.
Bill Finnegan created Landscapes of becoming social: A systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children on December 1, 2020.
Bill Finnegan created Making women's shelters more conducive to family life: Professionals' exploration of the benefits of nature on November 14, 2020.
Bill Finnegan created Pedagogies of outdoor spaces: An early childhood educator professional learning journey on December 21, 2021.
Bill Finnegan created Connection to nature is predicted by family values, social norms and personal experiences of nature on May 14, 2022.
Bill Finnegan created Overlapping factors in personal interpretation influence visitors' outcomes on May 4, 2022.
Bill Finnegan created Green space and health equity: A systematic review on the potential of green space to reduce health disparities on March 13, 2021.
Bill Finnegan created Forest therapy can prevent and treat depression: Evidence from meta-analyses on October 14, 2021.
Bill Finnegan created Environmental education should consider non-human centered approaches to teaching for better understanding of animal welfare issues on May 4, 2022.
Bill Finnegan created Transit to parks: An environmental justice study of transit access to large parks in the U.S. West on April 11, 2021.
Bill Finnegan created Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children on March 21, 2022.
Bill Finnegan created Association of neighborhood parks with child health in the United States on November 14, 2020.
Bill Finnegan created Cultivating social capital in diverse, low-income neighborhoods: The value of parks for parents with young children on February 15, 2022.
Bill Finnegan created Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying on May 14, 2022.
Bill Finnegan created What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence on July 27, 2021.
Bill Finnegan created Educators' positive emotional behaviors positively influence EE learning outcomes on November 20, 2021.
Bill Finnegan created Three areas of improvement for relating environmental education research and policy on May 4, 2022.
Bill Finnegan created Effects of trees, gardens, and nature trails on heat index and child health: Design and methods of the Green Schoolyards Project on August 20, 2021.
Bill Finnegan created Teaching deep ecology and animal rights ethics can improve environmental education on November 20, 2021.
Bill Finnegan created Storylines can be beneficial for student learning in EE and science education on May 4, 2022.
Bill Finnegan created Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study on June 26, 2021.
Bill Finnegan created Student autonomy in outdoor environmental education programs should be determined by the purpose and goals of the program on November 20, 2021.
Bill Finnegan created Teaching choices in early childhood facilitate sustainable learning in students on May 4, 2022.
Bill Finnegan created Increased exposure to nature reduces elementary students’ anxiety on August 3, 2021.