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dc.contributor.advisorBall, Anna L. (Anna Leigh), 1974-eng
dc.contributor.authorCramer, Sarah Elizabetheng
dc.date.issued2018eng
dc.date.submitted2018 Springeng
dc.descriptionDr. Anna Ball, Dissertation Supervisor.eng
dc.descriptionIncludes vita.eng
dc.descriptionField of study: Agricultural education.eng
dc.description"May 2018."eng
dc.description.abstractElementary school gardens have grown popular and abundant in recent years, and are established with goals ranging from addressing childhood obesity to improving test scores. With this garden-based learning movement come questions of school garden efficacy in achieving stated goals, as well as school garden sustainability and longevity in an ever more standardized public education environment. The purpose of this qualitative case study was to examine how the transition of control of a garden-based educational program from independent non-profit to school district affects various elements of the school garden, including participant perceptions and motivations, organizational mission, and teaching methods and philosophies. Through extensive observational data collection, participant interviews, focus groups, and artifact analysis, themes emerged and descriptions of the case before, during, and after the transition of control were developed. The story of the school garden transition was one of negotiations and trade offs. Garden educators perceived a legitimation of their place in the school as a result of the transition, but also perceived constraints placed upon their curricular and pedagogical freedom by the school district. While before the transition the garden program was seen as a challenger of restrictive school policies and educational paradigms, after the transition it adopted more of the qualities and procedures of the school district. Garden-based learning researchers and practitioners are challenged to consider the nuance and implications of these trade offs in program development and strategic planning.eng
dc.description.bibrefIncludes bibliographical references (pages 171-178).eng
dc.format.extent1 online resource (viii, 179 pages)eng
dc.identifier.merlinb129059614eng
dc.identifier.oclc1091628596eng
dc.identifier.urihttps://hdl.handle.net/10355/66150
dc.identifier.urihttps://doi.org/10.32469/10355/66150eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Licenseeng
dc.titleWild leaves and narrow stems : case study of a school garden in transitioneng
dc.typeThesiseng
thesis.degree.disciplineAgricultural education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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