1,059 research outputs found

    The (unintended) benefits of green exercise

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    The purpose of the article is to demonstrate and explain some of the indirect consequences of “green exercise”. Members of the public may participate in green exercise programmes for in order to improve their health and most often to lose weight, but also see additional positive changes in their understanding of the natural world and their appreciation of nature. As Pretty et al. (2005) have argued, the arguments in support of environmental conservation frequently boil down to economic or ethical reasons. The emotional benefits of the environment are rarely mentioned except in the research literature on green exercise, and Pretty et al. are notable contributors to this body of work. However, there is general recognition that, in its simplest form, the natural environment makes most people feel good. There is a link between the quality of neighbourhood environments and wellbeing, for example (Barton et al., 2009). This knowledge is not new, but the direct link is rarely researched

    Helen Price Stacy Papers

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    The biblical materials in the lesson texts of the Beacon course of the intermediate and senior grades

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    Thesis (M.A.)--Boston University, 1933. This item was digitized by the Internet Archive

    Students In Moonlight Schools Burn Midnight Oil

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    Article by Helen Price Stacy in Re-discover Kentucky


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    Morgan County - Selections from Morgan County History

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    Selections from Morgan County History: Sesquicentennial Volume by Helen Price Stacy and William Lynn Nickell published in 1972 and digitized in 1992

    Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

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    © 2020, The Author(s). Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning