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The pull of the earth: An ethnograp...

Thorp, Laurie Granger.

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The pull of the earth: An ethnographic study of an elementary school garden.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The pull of the earth: An ethnographic study of an elementary school garden./
作者:	Thorp, Laurie Granger.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2317.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020122
ISBN:	0493314717

The pull of the earth: An ethnographic study of an elementary school garden.
Thorp, Laurie Granger.

The pull of the earth: An ethnographic study of an elementary school garden. - 176 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2317.

Thesis (Ph.D.)--Texas A&M University, 2001.

The purpose of this study was a phenomenological understanding of the impact of a school garden and garden-based curriculum on the students and teachers of an elementary school in the Midwest. Specifically this study was an exploration of our children's relationship to land and food and what it might offer teachers struggling to engage students in the learning process. The question became what is the potential of this powerful living force to sustain and connect our children mentally, physically, socially and spiritually in our educational institutions?

ISBN: 0493314717Subjects--Topical Terms:

1022852
Education, Agricultural.

The pull of the earth: An ethnographic study of an elementary school garden.
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520 $a The purpose of this study was a phenomenological understanding of the impact of a school garden and garden-based curriculum on the students and teachers of an elementary school in the Midwest. Specifically this study was an exploration of our children's relationship to land and food and what it might offer teachers struggling to engage students in the learning process. The question became what is the potential of this powerful living force to sustain and connect our children mentally, physically, socially and spiritually in our educational institutions?
520 $a A philosophy supporting emergent, participatory inquiry was developed and sustained for this project. Research participants were encouraged to fully engage in the identification of important issues, questions, planning and vision for the garden. A sensitivity to local knowledge and situated methodology became guiding principles of this project. Data were collected utilizing multiple qualitative methods including: participant observation, dialogue, interviews, photo elicitation, and student work. Data were content analyzed following Lincoln and Guba's (1985) adapted constant comparative method for use in naturalistic inquiry. Data analysis was highly recursive, informing and increasing the sophistication of the inquiry. Appropriate criterion for validity and authenticity of this study were developed and included: catalytic validity, triangulation of data, reflexivity, aesthetic merit, and understanding. The write up of this study took the form of an ethnographic case study. Findings and conclusions from this ethnography included: (1) a garden is a potent force in re-shaping school culture, (2) a garden is a leverage point for reversing the loss of time, control and place in teacher's and children's lives, (3) our students are starved for experience; the garden connected students to the organizing principle of experience, (4) the garden became an important place for self-expression, creativity and innovation, (5) the garden allowed us to change the status of food as a commodity for consumption to a portal for personal transformation.
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