References
Beetz, A., & McCardle, P. (2017). Does reading to a dog affect reading skills? In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 111–123). New York, NY: Routledge.
Friedmann, E., & Gee, N. R.(2017). Companion animals as moderators of stress responses: implications for academic performance, testing, and achievement. In N. R. Gee, A. H. Fine & P. McCardle(Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 98–110). New York, NY: Routledge.
Gee, N. R., & Fine, A. H. (2017). How animals help children learn: introducing a roadmap for action. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 3–11). New York, NY: Routledge.
Gee, N. R., Fine, A. H., Esposito, L., & McCune, S. (2017a). Creating an atmosphere of acceptance for HAI in education—future directions. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 212–220). New York, NY: Routledge.
Gee, N. R., Fine, A. H., & McCardle, P. (Eds) (2017b). How animals help students learn: research and practice for educators and mental-health professionals. New York, NY: Routledge.
Gee, N. R., Rawlings, J. M., O’Haire, M. E., Bennett, P. C., Snellgrove, D., & Peralta, J. M. (2017c). Caring for classroom pets. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 197–211). New York, NY: Routledge.
Gee, N. R., & Schulenburg, A. N. W. (2017). Recommendations for measuring the impact of animals in education settings. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 157–181). New York, NY: Routledge.
Hediger, K., Gee, N. R., & Griffin, J. A. (2017). Do animals in the classroom improve learning, attention, or other aspects of cognition? In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 56–68). New York, NY: Routledge.
Huss, R. J., & Fine, A. H. (2017). Legal and policy issues for classrooms with animals. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 27–37). New York, NY: Routledge.
McDonald Connor, C., & Herzog, H. (2017). Methods for bridging human-animal interactions and education research. In N. R. Gee, A. H. Fine, P. McCardle (Eds) How animals help students learn: research and practice for educators and mental-health professionals. (pp. 141–156). N ew York, NY: Routledge.
MacNamarara, M., & MacLean, E. (2017). Selecting animals for education environments. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 182–196). New York, NY: Routledge.
Meints, K., Brelsford, V., Gee, N. R., & Fine, A. H. (2017). Animals in education settings: safety for all. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 12–26). New York, NY: Routledge.
O’Haire, M. E., & Gabriels, R. L. (2017). The impact of animals in classrooms assisting students with autism and other developmental disorders. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 83–97). New York, NY: Routledge.
Pendry, P., Carr, A. M., & Vandagriff, J. L. (2017). Does animal presence or interaction impact social and classroom behaviors conducive to student educational success? In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp . 41–55). New York, NY: Routledge.
Rajan, V., Gee, N. R., Michnick Golinkoff, R., & Hirsch-Pasek, K. (2017). Children’s play, self-regulation, and human-animal interaction in early childhood learning. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 124–137). New York, NY: Routledge.
Schuck, S. E. B., & Fine, A. H. (2017). School-based animal-assisted interventions for children with deficits in executive function. In N. R. Gee, A. H. Fine & P. McCardle (Eds), How animals help students learn: research and practice for educators and mental-health professionals (pp. 69–82). New York, NY: Routledge.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The author declares that she has no conflict of interest.
Additional information
Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Wilson, E.H. Nancy R. Gee, Aubrey H. Fine, and Peggy McCardle (Eds.): How Animals Help Students Learn: Research and Practice for Educators and Mental-Health Professionals. J Youth Adolescence 50, 820–823 (2021). https://doi.org/10.1007/s10964-020-01366-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10964-020-01366-z