J. Joy James
Appalachian State University
21 Papers
131 Citations
J. Joy James is an academic researcher from Appalachian State University. The author has contributed to research in topics: Recreation & Outdoor education. The author has an hindex of 7, co-authored 19 publications. Previous affiliations of J. Joy James include University of Georgia.
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Papers
Childhood Play and Environmental Interests: Panacea or Snake Oil?
TL;DR: In this paper, the authors describe the content and physical and social components of childhood play as recalled by 51 young adults involved in serious leisure and environmental professions related to natural history and a contrast group of 10 adults not participating in natural history activities.
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From Play in Nature, to Recreation then Vocation: A Developmental Model for Natural History-Oriented Environmental Professionals
TL;DR: This article investigated the remembered childhood, teen and early adult years of young adults (age 19 to 35) involved with natural history professions and/or highly committed hobbyists, identified as exceptional by environmental leaders.
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A historical and critical analysis of park prescriptions
TL;DR: The authors believe an interdisciplinary discussion focusing on PP history, its collaborations, and setting a unified research agenda is necessary to moving forward the idea of PPs for parks and natural settings.
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Pediatrician prescriptions for outdoor physical activity among children: A pilot study
TL;DR: A pilot study was conducted at one pediatric practice in western North Carolina to test the feasibility and potential effectiveness of conducting an outdoor physical activity prescription program for children aged 5–13 years and viewed prescriptions as beneficial for their children and most used the intervention materials at home at home.
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Rooted in Teaching: Does Environmental Socialization Impact Teachers' Interest in Science-Related Topics?
Lisa A. Gross,J. Joy James,Eric Frauman +2 more
- 01 Jan 2015
TL;DR: For instance, this article found that teachers growing up in rural areas were slightly less interested than non-rural teachers in field-based learning and expressed less experience with environmental education.
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