In 2006, the California legislature released $14 million to the schools of California to create school gardens through the California Instructional School Garden Bill (CA Assembly Bill 1535, 2006). This study examined the differences and similarities of school gardens as learning spaces by exploring a fifth grade school standards-based mathematics lesson in both a classroom and school-garden setting. Using the place notions of Gieryn (2000), I constructed a methodology that articulated and then combined the different strands or elements that contribute to space production. The methodology combined both qualitative and quantitative methods to deepen the understanding of place and corroborate the evidence. I asked two research questions: (a) What were the similarities and differences between school gardens and classrooms with respect to instruction? (b) Specifically, did gardens offer opportunities for better academic performance, both generally and with respect to individual students? Evidence indicated that school gardens may afford a higher use of space for lessons and higher bi-directional interactions for participants in those lessons. Data also indicates that school gardens may be more effective for lower achieving rather than higher achieving students. Further research is needed to validate these effects.
|Advisor:||Gifford, Bernard G., Storms, Barbara A.|
|School:||University of California, Berkeley|
|School Location:||United States -- California|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational evaluation, Educational leadership, Elementary education|
|Keywords:||Equity, Gardens, Mathematics, Place, School gardens|
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