Blades, G. (2020). Walking practices with/in nature(s) as ecopedagogy in outdoor environmental education: An auto-phenomenograhic study.
Nakagawa, Y. (2017). WOOFing and the ecotourist experience of hybrid nature: An autheoethnographic study.
–
PDF versions are not available for the following research theses:
Aesthetic experience and the formation of aesthetic and ethical values in Brazilian savannah. 2015.
The curriculum environmentalization of physical education in the academic context of higher education. 2014.
Greening VCE religious studies: An ecotheological revisioning of the VCE ‘Society and Religion’ curriculum. 2012.
International students’ perceptions and conceptions of the experience of the Australian landscape: A phenomenological investigation. 2012.
Factors influencing the return of students to Woollongara outdoor education centre. 2010.
Claims on truth about adventure therapy in outdoor education: A critical discourse analysis. 2009.
A comparison of embodied and disembodied experiences in experience based education. 2009.
‘Work’ and ‘Risk’ outcomes for youth participants in a Green Corps project. 2006.
The experience of river places in outdoor education: A phenomenological study. 2006.
An educational vision and curriculum policy framework for the Maldives in a context of globalisation: A study of stakeholders’ views. 2004.
Rudolf Steiner’s pedagogy of imagination: A phenomenological case study. 2003.
The nature of ecotourists: The preconceptions and changing perceptions of Antarctic visitors. 2003.
The role of integration aides in Victorian primary schools. 2002.
Language use of Javanese families in Yogyakarta. 2002.
A reconstruction of Dewey’s notion of experience for teaching. 1998.
Yorta Yorta notions of success in their Native Title Claim in the Barmah Forest: Educational Considerations. 1998.
Pre-service teachers’ changing conceptions of outdoor education: A case study. 1997.
The social dynamics of peer mediation in two incidents of bullying of a female in a primary school. 1997.
A contrast of the claims made about the Learning Assessment Project (L.A.P.) prior to its introduction into Victorian Primary Schools in 1995. 1996.