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  • All fields: overcome
(51 results)

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    • Page 5

    • 2 the “greening” of schools to bring a natural environment to urban areas and supplement school meal plans with food grown on campus. Urban school gardens provided a valuable learning environment that was unusual in large cities. Rural schools...
    • Page 27

    • 23 Parents who have negative experiences in school, and/or a lack of education maintain attitudes and beliefs that are very hard to overcome for the classroom teacher. The way in which parents feel about schools and the emotional connections...
    • Page 30

    • 26 students and parents feel. This study also proved that a negative attitude, often spawned from frustration, creates barriers of success that may never be overcome. This thesis project provides a foundation on which the researcher can combat...
    • Page 6

    • 3 controlled stratified national sample of thirty suburban school districts. Quantitative and qualitative data was gathered from suburban, public school administrators. This research did not seek data from rural, urban, or private schools. This...
    • Page 36

    • 33 materials for the garden including funding and space; (b) lack of time for staff, students, and faculty to properly implement school garden learning; and (c) lack of knowledge and curriculum. Overcoming these barriers has expanded the reach and...
    • Page 37

    • 34 Chapter 3 Methodology The purpose of this research was to identify and examine barriers to the use of school gardens for learning in public, suburban school districts. This research examined the following questions: 1) What were the main...
    • Page 39

    • 36 resources provided for school gardens; 6) integration of school gardens with state curriculum standards; 7) funding of school gardens; and 8) attributes that correlated with successful school garden programs. Since the participants in this study...
    • Page 41

    • 38 up telephone calls were made as necessary. As required by the Southern Utah University Department of Graduate Studies in Education, all necessary Institutional Review Board requirements were met throughout the conduct of this research study. The...
    • Page 51

    • 47 A major concern of the researcher and the other evaluators is the difficulty of utilizing this outline in a mainstream public education setting. One evaluator's valid concern is that he felt it would be difficult to move at a pace necessary to...
    • Page 51

    • 47 somewhat disappointing discovery was that even when the researcher was actively involved in providing additional daily support, the students’ scores, as a whole, increased minimally. From this disappointing discovery, the researcher came to...
    • Page 56

    • 52 sources of assessment to accurately and efficiently identify students who need the additional guidance. Daily assessments of any kind provided some of the purest feedback of what a student understood or struggled with. The assessments that were...
    • Page 57

    • 54 This research examined the barriers to school gardens and how the barriers were overcome. This was measured by question six and seven in the survey. Every insight to how the school gardens succeeded and how barriers were overcome were...
    • Page 58

    • 55 Table 3 How Barriers to School Gardens were Overcome for Garden Success A Likert scale was used to test this thesis’ hypothesis that the barriers to school gardens in public, suburban school districts were lack of (a) growing time or climate,...
    • Page 13

    • 6 going on right now in students’ lives so they can link student needs and abilities (Portal and Sampson, 2001). The MI and LS methods introduce different methods of teaching (Portal and Sampson, 2001). If a student feels stressed he/she avoids...
    • Page 9

    • 6 to explore, and a chance to manipulate their surroundings, children [became] less aggressive and more ready to learn” (Coffee, 1999, p. 37). Furthermore Coffee found that as students took ownership of their environment, “especially to nurture...
    • Page 65

    • 62 Answer choices were, (a) abundance, (b) some funding, (c) little funding, and (d) non-existent. Eight percent reported “some funding” available for school gardens. Ninety-two percent said there was “little” funding available for school...
    • Page 66

    • 63 Chapter 5 Discussion This chapter discussed the results of the research into the existing barriers to school gardens in public, suburban schools in five capacities. The first section evaluated the purpose of this study. Second, the results of...
    • Page 73

    • 70 Significance of Study This study was significant in understanding why school gardens were not more common, given their educational value, and provided ways interested school districts could overcome typical barriers to the development of school...
    • Page 76

    • 73 Based on interviews for this study, it appeared elementary educators may have had less knowledge about school gardens than secondary educators; but the presence of school gardens were much more concentrated at the elementary level. This may be...
    • Page 88

    • 85 o How were the school gardens funded? o What resources do the school and or district provide? Open Ended Questions • What are the main barriers to using school gardens? o How were barriers overcome? • What has helped school gardens to...


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