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  1. Participatory methodologies in research with children: creative and innovative approaches

    Contributor(s):: Pereira, V. R., Coimbra, V. C. C., Cardoso, C. S., Oliveira, N. A., Vieira, A. C. G., Nobre, M. O., Nino, M. E. L.

  2. Development of a Dog-Assisted Activity Program in an Elementary Classroom

    Full-text: Available

    | Contributor(s):: Cinzia Correale, Lara Crescimbene, Marta Borgi, Francesca Cirulli

    Here we describe a pilot Dog-Assisted Activity program that was designed to improve wellbeing and social integration in a multi-cultural elementary classroom in which some episodes of bullying had been reported. We developed a 5-encounters protocol with the aim of introducing pet dogs into the...

  3. Well-being and Human-Animal Interactions in Schools: The Case of "Dog Daycare Co-Op"

    Full-text: Available

    | Contributor(s):: Laura Elizabeth Pinto, Donna Foulkes

    This paper draws on Martha Nussbaum’s account of the nature of human well-being to explore the role of animals in formal education settings. Nussbaum equates well-being with human flourishing, and argues that people live well when engaged in essential functions that are particular...

  4. Dispelling the myths of animal-assisted care

  5. Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip

    | Contributor(s):: Louis S. Nadelson, J. Richard Jordan

    Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this...

  6. Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context

    | Contributor(s):: Emilia Fagerstam, Jonas Blom

    This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in...

  7. High school teachers' experience of the educational potential of outdoor teaching and learning

    | Contributor(s):: Emilia Fägerstam

    This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects. The purpose of this study...

  8. Garden-Based Learning: An Experience With "At Risk" Secondary Education Students

    | Contributor(s):: José-Reyes Ruiz Gallardo, Alonso Verde, Arturo Valdés

    The reengagement of disenchanted secondary students is one of the priorities of the educational system. Over a six-year period (2003–2004 to 2008–2009), 63 disruptive and low-performance secondary school students were integrated into a two-year garden-based learning program, which...

  9. Service and Emotional Support Animals on Campus: The Relevance and Controversy

    | Contributor(s):: Melinda Phillips

  10. The Buffer Effect of Therapy Dog Exposure on Stress Reactivity in Undergraduate Students

    | Contributor(s):: Fiocco, A. J.

  11. An Exploration of the Benefits of Animal-Assisted Activities in Undergraduate Students in Singapore

    Full-text: Available

    | Contributor(s):: Jolene Muckle, Nicola Lasikiewicz

    The rise in psychological problems, attrition and suicide rates of university students has been linked to the stressful challenges faced during university life. To buffer this, Animal-Assisted Activities (AAA) may assist in improving psychological and physiological well-being in students,...

  12. ANIMAL-ASSISTED ACTIVITIES: Effects of Animals on Positive Emotional Display in Children in Inclusion Classrooms

    | Contributor(s):: Katie Osborn, Gayatri Mazgaonkar

    Animals are commonly present in classrooms and may be an important tool in enhancing children’s experiences, especially in inclusion classrooms that provide integrative learning for both typically developing children and children with special needs. The purpose of this study was to...

  13. Human–Animal Interaction Research in School Settings: Current Knowledge and Future Directions

    | Contributor(s):: Nancy R. Gee, James A. Griffin, Peggy McCardle

    The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human–animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom...

  14. Comparing the Effect of Animal-Rearing Education in Japan with Conventional Animal-Assisted Education

    | Contributor(s):: Yuka Nakajima

    An increasing number of teachers are introducing animals into their class so that pupils foster cognitive, physiological, and social skills through their interaction with animals. Along with such an educational style termed animal-assisted education (AAE), Japanese formal education has also...

  15. Educational Possibilities of Keeping Goats in Elementary Schools in Japan

    | Contributor(s):: Naoko Koda, Shiho Kutsumi, Toshiya Hirose, Gen Watanabe

    Many Japanese elementary schools keep small animals for educational purposes, and the effects and challenges have been investigated. Although goats are medium-sized animals that are familiar to Japanese, few practical studies have been conducted on keeping goats in schools. This study...

  16. An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children

    | Contributor(s):: Dalley, J. S., Creary, P. R., Durzi, T., McMurtry, C. M.

  17. Validación del Cuestionario de Actitudes ante las Intervenciones Asistidas por Perros (CAINTAP) en Estudiantes Universitarios del Sur de España: Beneficios y Temores Percibidos

    | Contributor(s):: Javier López-Cepero Borrego, María A. Perea-Mediavilla, Arcadio Tejada Roldán, José Luis Sarasola-Sánchez-Serrano

    Introducción: Las intervenciones asistidas por animales (IAA) cuentan con amplia tradición en varios países occidentales, donde diversas revisiones y meta-análisis han demostrado sus ventajas. No obstante, poco se sabe de las expectativas que los y las hispanohablantes...

  18. Animal-Assisted Interventions as a Learning Aid – A Literature Review

    | Contributor(s):: Robyn Lawes

    Animal-assisted interventions (AAI) on learning and mental health is an evolving matter within psychology. In past history, such mediations have been held to ridicule by scholars who deemed animals to be insignificant within the field. Today, the American Humane Association postulates that the...

  19. The transformative power of the dog: The growing use of canine assistants in therapeutic interventions and school settings

    | Contributor(s):: Finn-Stevenson, Matia

  20. Integrating animals in the classroom: The attitudes and experiences of Australian school teachers toward animal-assisted interventions for children with Autism Spectrum Disorder.

    Full-text: Available

    | Contributor(s):: Bradley P. Smith, Ashley A. Dale

    The introduction of animals into school classrooms has been posited as a beneficial intervention for individuals with Autism Spectrum Disorder (ASD).  Whilst evidence that animal-assisted interventions or activities can positively influence classroom behaviour and learning outcomes is...