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  5.     <title>UTas ePrints - 'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status</title>
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  13.     <meta content="Dyment, J." name="eprints.creators_name" />
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  26. <meta content="In the interest of enhancing children's environments, many school grounds
  27. around the world are being 'greened' as asphalt and manicured grass are replaced
  28. with a diversity of elements and spaces, such as trees, shrubs, gardens, art, and
  29. gathering areas. Despite a growing body of research from a number of disciplines that
  30. is exploring the potential of these spaces, very little is known about how issues of
  31. socio-economic status (SES) influence school ground greening initiatives. In this paper,
  32. I explore what (if any) relationship exists between school ground greening and SES in
  33. a Canadian school board where approximately 20% of more than 500 schools have
  34. begun the greening process. A mixed methods approach was used: (1) 149
  35. questionnaires were completed by administrators, teachers, and parents associated with
  36. 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
  37. with administrators, teachers and parents at five greening projects across a range of
  38. SESs. Three significant, and arguably troubling, patterns emerged as a function of
  39. socio-economic status of the school community. Participants associated with schools
  40. across a range of SESs had different: (1) perceptions as to the importance/adequacy
  41. of green school grounds; (2) access to adult support; and (3) access to funding.
  42. The implications of these findings are discussed." name="eprints.abstract" />
  43. <meta content="2005-12" name="eprints.date" />
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  53. <meta content="http://dx.doi.org/10.1080/14733280500352946" name="eprints.official_url" />
  54. <meta content="Bak, N. (1995). Green doesn't always mean 'go': Possible tensions in the desirability and implementation of
  55. environmental education, Environmental Education Research, 1(3), 345-352.
  56. Bell, A.C. (2001a) Engaging spaces: On school-based habitat restoration, Canadian Journal of Environmental
  57. Education, 6, 209-224.
  58. Bell, A.C. (2001b) The pedagogical potential of school grounds, in: T. Grant and G. Littlejohn (eds), Greening
  59. School Grounds: Creating Habitats for Learning, Gabriola Island, BC: New Society Publishers, pp. 9-11.
  60. Centre for Ecoliteracy (1999) The Edible Schoolyard, Berkeley, CA: Learning in the Real World.
  61. Chawla, L. (ed.) (2002) Growing up in an Urbanized World, London, UK: UNESCO/Earthscan Publications Ltd.
  62. Cheskey, E. (2001) How schoolyards influence behaviour, in: T. Grant and G. Littlejohn (eds), Greening School
  63. Grounds: Creating Habitats for Learning, Gabriola Island, BC: New Society Publishers, pp. 5-9.
  64. Coley, R.L., Kuo, F.E. and Sullivan, W.C. (1997) Where does community grow: The social context created by
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  68. 19(2), 341-361.
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  70. of student participation in school ground greening projects, Children, Youth and Environments, 14(1),
  71. 130-152 (see also http://cye.colorado.edu).
  72. Dyment J. E. (2005) Gaining ground: The power and potential of green school grounds in the Toronto District
  73. School Board. Toronto, Ontario: Evergreen. Available at http://www.evergreen.ca/en/Ig/Ig-resources.html
  74. Faber-Taylor, A., Wiley, A., Kuo, F.E. and Sullivan, W.C. (1998) Growing up in the inner city: Green spaces as
  75. places to grow, Environment and Behaviour, 30(1), 3-27.
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  77. 143-162.
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  81. Herrington, S. and Studtmann, K. (1998) Landscape interventions: New directions for the design of children's
  82. outdoor play environments, Landscape and Urban Planning, 42, 191-205.
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  84. Press, Toronto District School Board, Learnxs Foundation.
  85. Hutchison, D. (1998) Growing up Green: Education for Ecological Renewal, New York, NY: Teachers College
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  94. Context for Learning, Ponway, CA: Science Wizards.
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  96. Malone, K. and Tranter, P.J. (2003a) Children's environmental learning and the use, design and management of
  97. school grounds, Children, Youth and Environments, 13(2), Retrieved February 15, 2004 from http://
  98. cye.colorado.edu.
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  101. opportunities, Environmental Education Research, 9(3), 283-303.
  102. Mannion, G. (2003) Children's participation in school grounds developments: Creating a place for education that
  103. promotes social inclusion, International Journal of Inclusive Education, 7(2), 175-192.
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  109. whole child and whole curriculum, North American Montessori Teacher's Association Journal, 21(3), 97-120.
  110. Moore, R.C. and Wong, H.H. (1997) Natural Learning: The Life History of an Environmental Schoolyard,
  111. Berkeley, CA: MIG Communications.
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  113. MA: Beacon Press.
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  117. Race, Poverty and the Environment, 6(2/3), 35-37.
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  119. Environment, 6(2/3), 1-2.
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  121. in: T. Goldstein and D. Selby (eds) Weaving Connections: Educating for Peace, Social and Environmental
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  126. masters thesis, Faculty of Arts and Science, Trent University, Peterborough, Ontario.
  127. Stine, S. (1997) Landscapes For learning: Creating Outdoor Environments for Children and Youth, Toronto, ON:
  128. John Wiley &amp; Sons.
  129. Thomson, J.L. and Philo, C. (2004) Playful spaces? A social geography of children's play in Livingston, Scotland,
  130. Children's Geographies, 2(1), 111-130.
  131. Titman, W. (1994) Special Places, Special People: The Hidden Curriculum of Schoolgrounds, Surrey, UK:
  132. World Wildlife Fund, UK.
  133. Tranter, P.J. and Malone, K. (2004) Geographies of environmental learning: An exploration of children's use of
  134. school grounds, Children's Geographies.
  135. Tranter, P.J. and Pawson, E. (2001) Children's access to local environments: A case study of Christchurch, New
  136. Zealand, Local Environment, 6(1), 27-48.
  137. Trust for Public Land (1995) Healing America's Cities: How urban parks can make cities safe and healthy,
  138. Children's Environments, 12(1), 65-70.
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  140. outcomes, Environment and Behaviour, 20(3), 345-371.
  141. Wyzga, M.C. (2001) Fundraising for schoolyard projects, in: T. Grant and G. Littlejohn (eds) Greening School
  142. Grounds: Creating Habitats for Learning, Gabriola Island, BC: New Society Publishers, pp. 19-22." name="eprints.referencetext" />
  143. <meta content="Dyment, J. (2005) 'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status. Children's Geographies, 3 (3). pp. 307-323. ISSN 1473-3285" name="eprints.citation" />
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  150. <meta content="In the interest of enhancing children's environments, many school grounds
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  153. gathering areas. Despite a growing body of research from a number of disciplines that
  154. is exploring the potential of these spaces, very little is known about how issues of
  155. socio-economic status (SES) influence school ground greening initiatives. In this paper,
  156. I explore what (if any) relationship exists between school ground greening and SES in
  157. a Canadian school board where approximately 20% of more than 500 schools have
  158. begun the greening process. A mixed methods approach was used: (1) 149
  159. questionnaires were completed by administrators, teachers, and parents associated with
  160. 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
  161. with administrators, teachers and parents at five greening projects across a range of
  162. SESs. Three significant, and arguably troubling, patterns emerged as a function of
  163. socio-economic status of the school community. Participants associated with schools
  164. across a range of SESs had different: (1) perceptions as to the importance/adequacy
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  282.     <h1 class="ep_tm_pagetitle">'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status</h1>
  283.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Dyment, J.</span> (2005) <xhtml:em>'There's only so much money hot dog sales can bring in': the intersection of green school grounds and socio-economic status.</xhtml:em> Children's Geographies, 3 (3). pp. 307-323. ISSN 1473-3285</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1656/1/Childrens_Geographies_2005.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1656/1/Childrens_Geographies_2005.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />105Kb</td></tr><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2149' );" href="http://eprints.utas.edu.au/1656/2/Dyment-Childrens-Geographies-Revisions.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2149' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2149"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1656/thumbnails/2/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1656/2/Dyment-Childrens-Geographies-Revisions.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />111Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/14733280500352946">http://dx.doi.org/10.1080/14733280500352946</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">In the interest of enhancing children's environments, many school grounds
  284. around the world are being 'greened' as asphalt and manicured grass are replaced
  285. with a diversity of elements and spaces, such as trees, shrubs, gardens, art, and
  286. gathering areas. Despite a growing body of research from a number of disciplines that
  287. is exploring the potential of these spaces, very little is known about how issues of
  288. socio-economic status (SES) influence school ground greening initiatives. In this paper,
  289. I explore what (if any) relationship exists between school ground greening and SES in
  290. a Canadian school board where approximately 20% of more than 500 schools have
  291. begun the greening process. A mixed methods approach was used: (1) 149
  292. questionnaires were completed by administrators, teachers, and parents associated with
  293. 45 school ground greening initiatives; and (2) 21 follow-up interviews were conducted
  294. with administrators, teachers and parents at five greening projects across a range of
  295. SESs. Three significant, and arguably troubling, patterns emerged as a function of
  296. socio-economic status of the school community. Participants associated with schools
  297. across a range of SESs had different: (1) perceptions as to the importance/adequacy
  298. of green school grounds; (2) access to adult support; and (3) access to funding.
  299. The implications of these findings are discussed.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available online at http://www.tandf.co.uk/journals/titles/14733285.asp</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Green school grounds, socio-economic status, class, children's play
  300. spaces, environmental education</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/339999.html">330000 Education &gt; 339900 Other Education &gt; 339999 Other Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1656</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">06 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1656;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1656">item control page</a></p>
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