ANNOTATED BIBLIOGRAPHY EXERCISE

Annotated bibliographies help you to evaluate the credibility of and authority of your sources, to make sure that you are making use of the highest quality sources for your writing.

Tragazikis, P., & Meimaris, M. (2009). Engaging kids with the concept of sustainability using a commercial video game–a case study. In Transactions on edutainment III (pp. 1-12). Springer, Berlin, Heidelberg.

Morris, J., Briggs, M., & Zidenberg-Cherr, S. (2000). School-based gardens can teach kids healthier eating habits. California Agriculture, 54(5), 40-46.

Harmsworth, G. R., & Awatere, S. (2013). Indigenous Māori knowledge and perspectives of ecosystems. Ecosystem services in New Zealand—conditions and trends. Manaaki Whenua Press, Lincoln, New Zealand, 274-286.

Huia, A. T. (2014). Indigenous culture and society: Creating space for Indigenous Māori cultural and linguistic development within a discriminatory post-colonial society. Psychology and Developing Societies, 26(2), 233-261.

Bevan-Brown, J. (2013). Including people with disabilities: An indigenous perspective. International Journal of Inclusive Education, 17(6), 571-583.

Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The journal of environmental education, 40(2), 15-38.

Cohen, W., & Fisher, J. (2012). The Book of Gardening Projects for Kids: 101 Ways to Get Kids Outside, Dirty, and Having Fun. Timber Press.

Higgs, A. L., & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38(1), 39-53.

Schelly, C., Cross, J. E., Franzen, W., Hall, P., & Reeve, S. (2012). How to go green: Creating a conservation culture in a public high school through education, modeling, and communication. The Journal of Environmental Education, 43(3), 143-161.

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