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  • All fields: Graham
(62 results)



Display: 20

    • Page 37

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    • 31 Instrumentation Questionnaires, language arts scores from end-of-level CRTs, UALPA scores, free and reduced lunch data (Title I), and ethnographic case studies were used to examine the connections between home-literacy environments and literacy...
    • Page 525

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    • Lunt, lone H., 116 Lunt, Marion, 304 Lunt. Martha Henrietta, 84 Lunt, Mary Ann Wilson, 22, 25, 84, 98, 116 Lunt, Mary Ellen H , 116 . Lunt. Nary Jeanette Corry, 304 Lunt, Mary, 392, 412, 422 Lunt, Max, 336 Lunt, Mrs. Ray, 330 Lunt, Olive H., 116...
    • Page 55

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    • Persevering Polygyny: An Initial Study of Relational Maintenance Among Polyginists 56 References Adams. R.G., Blieszner, R., & De Vries, B. (2000). Definitions of friendship in the third age: Age, gender, and study location effects. Journal of...
    • Page 19

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    • 16 promoting daily environmental learning” (Blair, 2009, p. 34). A 2000 study conducted in Florida concluded that “students in all types of gardens had high responsibility scores, indicating that all students possessed a sense of responsibility”...
    • Page 22

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    • 19 nature and environmental issues and relationships (Garcia-Ruiz, 2009, p. 34). “Personal experience and observation of nature [were] the building blocks for classroom enrichment. Gardens ground[ed] children in growth, and decay, predator-prey...
    • Page 23

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    • 20 nine percent increase in enthusiasm for studying math (Winters, Ring, and Burriss, 2010, p. 248-H). “Researchers found that enthusiasm for learning, standardized test scores, and GPAs were higher in ninety-two percent of the comparisons-...
    • Page 65

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    • 59 Learning Theories Knowledgebase. (2010). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved October 10th, 2010 from http://www.learning-theories. com/vygotskys-social-learning-theory.html Macmillan/McGraw-Hill. (2006)....
    • Page 26

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    • 23 supported the idea that growing food helps children make better food choices, which has been a growing need with the rise of childhood obesity rates. In 2008 approximately seventeen percent of children and adolescents aged two to nineteen years...
    • Page 28

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    • 25 experiential learning basis, have been proposed as a method to reinforce nutrition education because youth who plant and harvest their own produce are more likely to eat it” (Beckman, Smith, 2008, p. 12). The 2008 study conducted by Beckman and...
    • Page 29

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    • 26 contest. This study found that ninety-seven percent of the school gardens were used primarily for environmental education. Barriers to School Gardens Barriers to school gardens were obstacles that stood in the way, limited or slowed school...
    • Page 30

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    • 27 associated with the integration of school gardens within the school system” (Graham, Zidenberg-Cherr, 2005, p. 1797). In this study “teachers noted that the greatest barrier to using the garden for academic instruction was time. Other dominating...
    • Page 31

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    • 28 greatest percentage of responses shows that teachers are responsible for the garden” (Graham, Beall, Lussier, McLaughlin, & Zidenberg-Cherr, 2005, p. 150). Lack of curriculum materials linked to academic standards was significant barrier to...
    • Page 32

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    • 29 reduce barriers. Teachers who were familiar with maintenance people were able to solicit their input for planting opportunities (Coffee & Rivkin,1998). An obtained copy of the physical plans for schools helped to avoid utility lines and other...
    • Page 35

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    • 32 Teachers strongly agreed that there [was] a need for multiple resources, such as curriculum linked to instruction, teacher training for gardening and its connection to curriculum, and lessons on teaching nutrition in the garden… the pressure...
    • Page 141

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    • PERCEIVED OUTCOMES OF TLIM PROGRAM 134 Graham, S. (1996). What’s “emotional” about social motivation? A comment. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment, (pp. 346-360). New York, NY:...
    • Page 68

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    • 65 Lack of time for educators to use a school garden as a teaching tool was a supported barrier to school gardens by this research. Graham, Beall, Lussier, McLaughlin, & Zidenberg-Cherr (2005) found lack of time as a major barrier. This finding was...
    • Page 70

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    • 67 alignment was “very well” while twenty-five percent described state curriculum standards and school gardens as aligning “well.” The remaining thirty-three percent of schools stated that school gardens aligned “somewhat well” with curriculum were...
    • Page 336

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    • 1924, when the Company was formed. The Water Company is of the opinion t h a t , if water was properly managed with no waste, t h e r e would be sufficient water f o r 10,000 people. Attorney lsom stated t h a t the law still remains the same. May...
    • Page 72

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    • 69 Networking and partnering with state initiatives resulted in funding and maintenance with school gardens in this research sample. The Department of Health had an initiative, Putting Prevention to Work, that funded some school garden...
    • Page 80

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    • 77 References Assadourian, E. (2003). Cultivating the butterfly effect. World Watch, Jan/Feb 2003, Vol. 16 Issue 1. Retrieved from Academic Search Premier database, doi: 08960615. Beckman, L. & Smith, C. (2008). An evaluation of inner-city youth...

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