A Systematic Review of Forest Schools Literature in England

Autor/inn/en	Garden, Angela; Downes, Graham
Titel	A Systematic Review of Forest Schools Literature in England
Quelle	In: Education 3-13, 51 (2023) 2, S.320-336 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garden, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1971275
Schlagwörter	Forestry; Institutional Characteristics; Research Reports; Concept Mapping; Early Childhood Education; Special Education; Special Needs Students; Students with Disabilities; Foreign Countries; Well Being; Risk; Child Development; Environment; Self Esteem; Interpersonal Relationship; Outcomes of Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Forstwissenschaft; Waldwirtschaft; Research report; Forschungsbericht; Concept Map; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Well-being; Wellness; Wohlbefinden; Risiko; Kindesentwicklung; Umwelt; Self-esteem; Selbstaufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg
Abstract	This paper draws on the breadth of Forest School research literature spanning the past ten years in order to categorise theorisations across the papers. As Forest Schools in the UK are still a fairly recent development research is still limited in quantity and can lack theorisation at a broader level of abstraction. The systematic literature review draws largely on the framework produced by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) ([2019b]. What is a Systematic Review? Accessed: 13 August 2020. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67). The paper highlights a set of overarching themes for Forest School research as well as providing a conceptual map representing three distinct contexts: early years, special education needs and disability, and formal education. In addition, a set of more abstract themes emerged from work associated with the Forest School space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01