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-...
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...
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...
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
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...
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...
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...
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...
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
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...
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...
Assadourian, E. (2003). Cultivating the butterfly effect. World Watch, Jan/Feb 2003,
Vol. 16 Issue 1. Retrieved from Academic Search Premier database, doi:
Beckman, L. & Smith, C. (2008). An evaluation of inner-city youth...
Al Otaiba, S., Kosanovich-Grek, M., Torgesen, J., Hassler, L., & Wahl, M. (2005). Reviewing
core kindergarten and first-grade reading programs in light of No Child Left Behind:
An exploratory study. Reading & Writing Quarterly, 21(4),...
The most important aspect of the spelling curriculum should be the use of differentiated
instruction, not only to help students who struggle but also to challenge those who are more
proficient (Gentry & Graham, 2010).
Spelling instruction must...
4. What are some important points to remember about teaching spelling? The key points
addressed are spelling must be taught, it must be individualized to meet the needs of the
students and it must be taught across the curriculum. Teachers...
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: word study
for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, N.J.:
Burkhart, J. L....