Steph N Dean
Biographic Data
| ID | 6511471 |
|---|---|
| NAME | Steph N Dean |
| GIVEN NAMES | Steph N |
| FAMILY NAME | Dean |
| SIGNATURE | DEAN S N |
| AFFILIATIONS | Clemson University |
| ORCID | 0000-0003-4263-4864 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
More Than a Destination
Background: Traditional study abroad programs often overlook the importance of place, missing opportunities for deeper, context-driven learning. Despite the transformative potential of place-based education, existing research has not consistently examined or explicitly conceptualized its integration into global learning experiences. Purpose: This study explores the impact of a place-based study abroad program on first-year college students at a U…
Patterns and representation in play-based learning
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine …
Outdoor Environmental Educators’ Views on Learning in Light of Integral Theory
Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, inter…
Cultivating teacher joy
National Park Interpretation and Place-Based Education
Background: Both national park (NP) interpretation and place-based education (PBE) approach learning by applying the unique attributes of a place to facilitate meaning-making experiences within learners. Despite the similarities between these two place-centered pedagogies, there is a limited amount of collaboration between NP interpretative services and school systems engaged with PBE. Purpose: Within this integrative review, my purpose is to ful…
No prominent works on this page.
National Park Interpretation and Place-Based Education
Background: Both national park (NP) interpretation and place-based education (PBE) approach learning by applying the unique attributes of a place to facilitate meaning-making experiences within learners. Despite the similarities between these two place-centered pedagogies, there is a limited amount of collaboration between NP interpretative services and school systems engaged with PBE. Purpose: Within this integrative review, my purpose is to ful…
Patterns and representation in play-based learning
This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine …
Outdoor Environmental Educators’ Views on Learning in Light of Integral Theory
Background: Outdoor environmental education (OEE) is an effective learning approach that helps prepare students to address the complex problems currently facing our world. Integral theory (IT) is a comprehensive framework that acknowledges the interconnectedness between self, society, and the environment. Purpose: The purpose of this study was to examine the presence of four categories derived of IT – subjective, objective, intersubjective, inter…
Cultivating teacher joy
More Than a Destination
Background: Traditional study abroad programs often overlook the importance of place, missing opportunities for deeper, context-driven learning. Despite the transformative potential of place-based education, existing research has not consistently examined or explicitly conceptualized its integration into global learning experiences. Purpose: This study explores the impact of a place-based study abroad program on first-year college students at a U…
Outdoor and Experiential Education (4 works) · Computer Science (3 works) · Child Therapy and Development (2 works) · Diverse Educational Innovations Studies (2 works) · Empirical research (2 works) · Experiential learning (2 works) · Indigenous and Place-Based Education (2 works) · Pedagogy (2 works) · Political science (2 works) · Qualitative research (2 works)