Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Glenn Penny
Abstract
Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. 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. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in curricula and design. Nicholson’s loose parts theory and the domains of child development guided this study as the conceptual framework. A basic qualitative design was used to capture the insights of 10 purposefully sampled 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. This study has implications for positive social change by offering information on structures and strategies to incorporate NBL at the individual, family, organizational, and policy levels. Education stakeholders can use this knowledge to make informed decisions about NBL components, future policy, and planning within and across schools and districts.
Recommended Citation
DeGoede, Amanda Marie Shelley, "Elementary Administrators' Perspectives and Experiences of Supporting Students Through Nature-Based Learning" (2023). Walden Dissertations and Doctoral Studies. 12096.
https://scholarworks.waldenu.edu/dissertations/12096
