Tennessee Nature Academy’s academic model is informed by extensive research on teaching and learning. Our model is:
Chawla, L., Keena, K., Pevec, I.,& Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place International Journal, 28, 1-13.
Oswald, T.K., Rumbold, A.R., Kedzior, S.G.E., & Moore, V.M. (2020). Psychological impacts of screen time and green time for children and adolescents: A systematic scoping review. PLOS ONE, 15(9), 1-52.
Szczytko, R., Carrier, S.J., Stevenson, K.T., (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Education, 3(46), 1-10.
Engemann, K., Pedersen, C.B., Arge, L., Tsirogiannis, C., Mortensen, P.B., & Svenning, J.C. (2019). Residential green space in childhood is associated with lower risk of psychiatric disorders from adolescence into adulthood. PNAS, 116(11), 5188-5193
Faber Taylor, A., Kuo, F.E., and Sullivan, W.C. (2001). Coping with ADD: The surprising connection to green play settings. Environment and Behavior, 33(1), 54-77.
Ruiz-Gallardo, J., Verde, A., and Valdés, A. (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4), 252 - 270.
Project and Inquiry-Based Learning
Chen, C.H. & Yang, Y.C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review 26, 71-81.
Cervantes, B., Hemmer, L., & Kouzekanani, K. (2015). The impact of project-based learning on minority student achievement: Implications for school redesign. NCPEA Educational Leadership Review of Doctoral Research, 2(2), 50-66.
Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2007). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.