Intersecting the parallel world: A generic qualitative study of low nature use teachers’ experiences and perceptions on the implementation of nature-based learning for early elementary students with extensive support needs

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dc.contributor.advisorPeltier, Corey
dc.contributor.authorHeuer, Andrew
dc.contributor.committeeMemberBrown, Cian
dc.contributor.committeeMemberFeille, Kelly
dc.contributor.committeeMemberKuntz, Emily
dc.date.accessioned2024-06-26T18:57:31Z
dc.date.available2024-06-26T18:57:31Z
dc.date.issued2024-05
dc.date.manuscript2024-04
dc.description.abstractThis generic qualitative dissertation strives to explore the experiences and perceptions of low nature use teachers through their portrayals of nature-based learning for early childhood-school age students with extensive support needs. By aligning and amplifying the collective stories of these teachers and highlighting patterns in how they understand their experiences, this research seeks to reveal the practical insights of teachers as they describe their perspectives on the benefits and barriers to nature-based learning. Employing a pragmatic perspective and the use of a recruitment questionnaire / semi-structured interview sequence of data collection and theoretical thematic analysis, this study generated a framework of themes describing the mechanisms that generate a disparity between a value in nature-based learning and actually using nature-based learning. Benefits for nature-based learning are characterized by (a) Outcomes: connection, knowledge and skills, well-being and (b) Experiences: captivating engagement, creative exploration, practical experience. Barriers for nature-based learning are characterized by: (a) Nature not considered, (b) Constraints of time and expectations, (c) Preparation, resources, and support, (d) Confidence, (e) Outdoor spaces and safety, (f) Student behavior and readiness, and (g) Educational climate. These patterns of understanding offer valuable insights for practitioners, policymakers, researchers, or any other gatekeepers of educational experience interested in the advancement of inclusive nature-based leaning in public education settings. These results can serve as fertile soil for the growth of more frequent intersections of nature-rich educational experiences and all learners.en_US
dc.identifier.urihttps://hdl.handle.net/11244/340444
dc.languageenen_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Elementary.en_US
dc.subjectNature-Based Learningen_US
dc.subjectOutdoor Educationen_US
dc.subjectInclusive Educationen_US
dc.subjectExtensive Support Needsen_US
dc.thesis.degreePh.D.en_US
dc.titleIntersecting the parallel world: A generic qualitative study of low nature use teachers’ experiences and perceptions on the implementation of nature-based learning for early elementary students with extensive support needsen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US
shareok.orcid0009-0008-5125-4429en_US

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