The Effectiveness of the National Wildlife Federation’s Schoolyard Habitat Program: Fourth-grade Students’ Standardized Science Test Scores and Science Grades

McFarland, Amy; Glover, Benjamin J.; Waliczek, Tina M.; Zajicek, Jayne M.

doi:10.21273/horttech.23.2.187

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Instead of taking away from instructional time, outdoor EE seems to contribute to sustaining science efficacy and performance, even at an age when interest in science tends to wane (Cheung, 2009). Although some teachers are not aware that outdoor EE is effective (Ernst, 2007), it can be as rigorous and effective as indoor instruction and has potential to improve test scores (Volk and Cheak, 2003;Danforth, 2005;State Education and Environment Roundtable (SEER), 2005;McFarland et al, 2013). Future research is needed that focuses on students with ECBD to compare their progress with that of their peers when students experience more frequent outdoor EE.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers characterized students' attention spans on each survey in a range from short (1) to long (5); and disruptive behaviors from frequent problems (1) to none (5). This method of rating student attention and behavior is common practice in elementary school classroomsespecially for required documentation for ECBD student records (Finn, 1993;Friend and Bursuck, 2002)-and has been used in numerous similar studies (Doucette, 2004;Kam et al, 2004;Kuo and Faber Taylor, 2004;McFarland et al, 2013;Amoly et al, 2014). We also asked teachers to report science achievement as traditional grades (e.g., A to F).…”

Section: Data Collectionmentioning

confidence: 99%

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Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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There are over 4 million students with reported emotional, cognitive, and behavioral disabilities (ECBD) in the United States. Teachers most frequently situate instruction inside, however, outdoor environmental education (EE) can improve academic and affective outcomes for many students, including students with ECBD. In North Carolina, U.S.A., an EE program utilizes outdoor science instruction for fifth-grade students. The program takes place over four to 10 full-school days across the year, and instruction occurs in both schoolyards and natural areas. The program aligns outdoor EE with state and national science education standards. Using a quasi-experimental design, the present study examined the impacts of the program on indicators of ECBD (e.g., student behavior, attention span), science efficacy, nature of science, and academic achievement for students with ECBD. We measured these factors using online surveys from both students identified with ECBD and their classroom teachers, as well as students with ECBD from matched control schools and their respective teachers. Students in both treatment (n = 99) and control (n = 62) classrooms took the survey two times over the school year. Quantitative data revealed teachers perceived students had significantly improved attention spans and decreased disruptive behaviors when learning outdoors. Students in the treatment group maintained measures of nature of science, science efficacy and science grades, keeping in line with their peers in the control group. We supplemented survey data with teacher interview data about their impressions of the outdoor program and the experiences of their students identified with ECBD. Teacher interview responses supported quantitative findings. These findings indicate that outdoor EE has the potential to be at least as effective a method for science instruction as classroom teaching, and in the case of addressing indicators of ECBD, outdoor EE may be a successful strategy for student learning.

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Section: Discussionmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

2018

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“…Another controversy reflects the idea NBL as not aligned with standardized learning outcomes of the nation or state (McFarland et al, 2013) [85] . Nevertheless, NBL is a mode or medium through which students can learn; it does not require the abandonment of learning objectives or standards.…”

Section: F Controversies Associated With Nblmentioning

confidence: 99%

Qualitative Investigation of K-6 Administrators’ Perceptions of Nature- Based Learning

DeGoede,

Penny,

Brackin

2023

IJSSHR

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Although nature-based learning (NBL) contributes to the development of students, its inclusion in elementary schools is inconsistent. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. A basic qualitative design was used to capture the insights of 10 elementary administrators through semistructured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that NBL is supportive of child development and builds experiential learning but is not widely used.

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“…The impact of NBL is partially dependent on the attitudes, skills and practices of teachers (Mcfarland et al, 2013). Understanding how teachers learn to value NBL, integrate it into their school day, and promote positive outcomes will facilitate effective teacher preparation and professional development programs.…”

Section: Priority Research Questionsmentioning

confidence: 99%

A Coordinated Research Agenda for Nature-Based Learning

Jordan¹,

Chawla²

2022

High-Quality Outdoor Learning

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Evidence is mounting that nature-based learning (NBL) enhances children’s educational and developmental outcomes, making this an opportune time to identify promising questions to carry research and practice in this field forward. We present the outcomes of a process to set a research agenda for NBL, undertaken by the Science of Nature-Based Learning Collaborative Research Network, with funding from the National Science Foundation. A literature review and several approaches to gathering input from researchers, practitioners and funders resulted in recommendations for research questions and methodological improvements to increase the relevance and rigor of research in this field. Some questions seek to understand how learning in nature affects what children learn, how they learn, and how it varies based on age, gender, socioeconomic status, ethnic background, special needs and individual differences. Outcomes of interest cover academic performance, practical skills, personal development, and environmental stewardship. Other questions seek to find causal explanations for observed outcomes. To create optimal conditions for NBL, the research agenda includes practical questions about how to prepare teachers to work successfully in nature and how to support their adoption of this approach. Not least, the research agenda asks whether learning in nature can address major societal issues by moderating the effect of socioeconomic disadvantage on children’s academic achievement, personal development and wellbeing, and how these benefits might be attained at reasonable costs. A deeper understanding of how, why and for whom different forms of nature contact enhance learning and development is needed to guide practice and policy decision-making.

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The Effectiveness of the National Wildlife Federation’s Schoolyard Habitat Program: Fourth-grade Students’ Standardized Science Test Scores and Science Grades

Cited by 3 publications

References 13 publications

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students With Emotional, Cognitive, and Behavioral Disabilities

Qualitative Investigation of K-6 Administrators’ Perceptions of Nature- Based Learning

A Coordinated Research Agenda for Nature-Based Learning

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