Moses Thompson
Biographic Data
| ID | 3983527 |
|---|---|
| NAME | Moses Thompson |
| GIVEN NAMES | Moses |
| FAMILY NAME | Thompson |
| SIGNATURE | THOMPSON M |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness
When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a s…
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play that support the development of new competencies and further cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive em…
Agrivoltaics provide mutual benefits across the food–energy–water nexus in drylands
Agrivoltaics provide mutual benefits across the food–energy–water nexus in drylands
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play that support the development of new competencies and further cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive em…
Agrivoltaics provide mutual benefits across the food–energy–water nexus in drylands
The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness
When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a s…
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play that support the development of new competencies and further cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive em…
Animal and Plant Science Education (2 works) · Developmental psychology (2 works) · Diverse Educational Innovations Studies (2 works) · Psychology (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Autonomy (1 work) · Business (1 work) · Chemistry (1 work) · Cognition (1 work)