1. Barratt Hacking, E., Cutter-Mackenzie, A., & Barrratt, R. (2013). Children as Active Researchers: The potential of environmental education research Involving children. In R. Stevenson, A. Wals, M. Brody, & J. Dillon (Eds.), The handbook of research on environmental education (pp. 438–458). Washington, DC: American Educational Research Association.
2. Barratt, R., Barratt Hacking, E., & Black, P. (2014). Innovative Approaches to Early Childhood Education for Sustainability: Case studies from the field. In J. Davis & S. Elliot (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 225–247). Abingdon: Routledge.
3. Benson, J., & Miller, J. (2008). A pathway to standards. Young Children, 63(4), 22–28.
4. Cachelin, A., Paisley, K., & Blanchard, A. (2009). Using the significant life experience framework to inform program evaluation: The nature Conservancy’s wings and water wetlands education program. The Journal of Environmental Education, 40(2), 2–14.
5. Ceaser, D. (2015). Significant life experiences and environmental justice: Positionality and the significance of negative social/environmental experiences. Environmental Education Research, 21(2), 205–220.