All activity for Bill Finnegan

Bill Finnegan created Picture books and written reflection increase ecoliteracy in first graders on January 24, 2020.
Bill Finnegan created The impact of subjectively more beautiful nature on prosocial tendencies on January 24, 2020.
Bill Finnegan created Engaging with nature: Nature affords well-being for families and young people in Finland on February 25, 2020.
Bill Finnegan created Subtle anthropomorphism can be effectively used to teach children about conservation ecology on January 24, 2020.
Bill Finnegan created Evaluating the efficacy of Environmental Studies Programs in Canada on January 24, 2020.
Bill Finnegan created Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa on November 13, 2019.
Bill Finnegan created Marketing messages reminding consumers of mortality may influence bottled water consumption on January 24, 2020.
Bill Finnegan created Analyzing the effects of environmental education materials on elementary students on January 24, 2020.
Bill Finnegan created Designing activating schoolyards: Seen from the girls' viewpoint on November 23, 2019.
Bill Finnegan created Eco-parenting can promote climate resiliency in children on January 24, 2020.
Bill Finnegan created Finnish educator perceptions of environmental responsibility across the curriculum on January 24, 2020.
Bill Finnegan created Ecospirituality: A scale to measure an individual's reverential respect for the environment on March 22, 2021.
Bill Finnegan created Sensory exploration of nature: Deriving physical, emotional, and social benefits from nature play on January 24, 2020.
Bill Finnegan created Investigating how 7th grade students understand the climate system on January 24, 2020.
Bill Finnegan created A multi-year investigation of the factors underlying decreasing interactions of children and adults with natural environments in Japan on February 25, 2020.
Bill Finnegan created Encouraging pro-environmental values and behaviors through urban farming on January 24, 2020.
Bill Finnegan created Impacts of Varied Types of Experiences on Long-Term Memory in the GLOBE Program on January 24, 2020.
Bill Finnegan created Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social, emotional, and behavioural difficulties (SEBD) on November 24, 2019.
Bill Finnegan created Compassion towards other humans positively correlates with pro-environmental tendencies and increases pro-environmental intentions on January 24, 2020.
Bill Finnegan created Transformational Learning in Chile Opens New Possibilities of Action on January 24, 2020.
Bill Finnegan created Childhood experience in forest recreation practices: Evidence from nine European countries on December 14, 2019.
Bill Finnegan created Developing Self-Efficacy in Pre-Service Teachers to Further Education for Sustainability on January 24, 2020.
Bill Finnegan created A social systems model for understanding group development in Outdoor Adventure Education on January 24, 2020.
Bill Finnegan created Connectedness with nature and the decline of pro-environmental behavior in adolescence: A comparison of Canada and China on November 10, 2019.
Bill Finnegan created The Impact of Professional Development Courses on Early Childhood Education for Sustainability Practitioner Knowledge, Understanding, and Confidence on January 24, 2020.
Bill Finnegan created Evaluating the Impact of Nature Preschools on Creative Thinking in Early Childhood on January 24, 2020.
Bill Finnegan created Green exercise: How are characteristics of urban green spaces associated with adolescents’ physical activity and health? on February 25, 2020.
Bill Finnegan created Childhood collecting in nature: Quality experience in important places on October 7, 2019.
Bill Finnegan created Determining environmental course selection motives and environmental literacy among teaching and non-teaching students on January 24, 2020.
Bill Finnegan created A measure of nature connectedness for children and adults: Validation, performance, and insights on October 15, 2019.
Bill Finnegan created A framework for measuring students' knowledge of pollination systems and pollinator conservation on January 24, 2020.
Bill Finnegan created Using the Evaluability Assessment Method to Determine Programming's Intended Outcomes on January 24, 2020.
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 Natural neighbourhood environments and the emotional health of urban New Zealand adolescents on November 13, 2019.
Bill Finnegan created Improving early childhood education through outdoor experiences on January 24, 2020.
Bill Finnegan created Teaching about freshwater resources should include social systems on January 24, 2020.
Bill Finnegan created Association of Education Outside the Classroom and pupils' psychosocial well-being: Results from a school year implementation on April 21, 2019.
Bill Finnegan created Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence on September 2, 2019.
Bill Finnegan created The Disconnection Between Educator Perceptions and Audience Expectations of Climate Change Education on October 3, 2019.
Bill Finnegan created A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change on June 23, 2019.
Bill Finnegan created Authentic Teacher Care Encourages Reflective Environmental Engagement Among Minoritized Youth on October 3, 2019.
Bill Finnegan created Developing Critical-thinking Skills Through an Environmental Science Curriculum on October 3, 2019.
Bill Finnegan created A coordinated research agenda for nature-based learning on March 22, 2021.
Bill Finnegan created Interaction between lifestyle and genetic susceptibility in myopia: The Generation R study on August 5, 2019.
Bill Finnegan created Hands-on Lessons from Green School Design to Foster Sustainability Thinking on October 3, 2019.
Bill Finnegan created Urban nature experiences reduce stress in the context of daily life based on salivary biomarkers on April 21, 2019.
Bill Finnegan created Outdoor adventures and adolescents' mental health: Daily screen time as a moderator of changes on July 19, 2019.
Bill Finnegan created Greenspace spatial characteristics and human health in an urban environment: An epidemiological study using landscape metrics in Sheffield, UK on September 16, 2019.
Bill Finnegan created Reducing inequities in early childhood mental health: How might the neighborhood built environment help close the gap? A systematic search and critical review on June 25, 2019.
Bill Finnegan created Using Virtual Animal Encounters to Foster Environmental Knowledge on October 3, 2019.