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1 MA Education
‘What are the benefits of using horticulture as a
vehicle for learning in a small, urban, one form
entry, Primary School?’
A Case Study
Mrs C. Morris
MA in Education
August 2014
This dissertation is submitted in partial fulfilment of the
MA in Education Leadership and Management,
Roehampton University.
2 MA Education
Abstract
The aim of this case study is to investigate using horticulture as a vehicle for learning in a
small, urban, one form entry primary school. Although there is research around this area in
the UK there seems to be much more in Europe and the United States. Research includes the
benefits of contact with nature through to the benefits of garden based nutrition programmes.
This study was guided by three research questions which focused on both pupil, parent and
teacher perceptions of the benefits of horticultural activities in this context. Data collections
tools in this case study are six semi-structured interviews; two group interviews and four
individual interviews. This study is trying to show the impact of the garden based initiative as
perceived by the participants and to evaluate the benefits in this context. As this research
follows a case study design (Bassey,1999) the outcomes cannot be generalised. This study is
limited in its scale however it is unique in its context. This research has increased my
knowledge of the benefits of using horticulture as a vehicle for learning in this context as well
as offering possible vehicle learning for schools in a similar context.
Acknowledgements
I would like to thank all the participants for their overwhelming enthusiasm for the garden. I
would also like to thank the RHS and particularly the London Advisor for Schools 2010-2013
without his support and help this project would not have been so much fun.
3 MA Education
Contents
Chapter One –Introduction 1.0 Introduction and Background 6
Chapter Two-Literature Review
2.0 Introduction 8
2.1 Learning through nature 8
2.2 The importance of contact with nature 11
2.3 Impact of nature on performance 13
2.4 Impact of nature on behaviour 13
2.5 Horticulture in the USA 14
2.6 Horticulture in the UK 16
2.7 Emerging Issue 18
2.8 Challenges 19
2.9 Conclusion 20
Chapter Three-Methodology
3.0 Introduction 21
3.1 Education Research 21
3.2 Positivist Paradigm 21
3.3 Interpretivist Paradigm 22
3.4 Case Studies 23
3.5 Research Tools 25
3.6 Semi-Structured Interviews 25
3.7 Context 27
3.8 Research Sample 28
3.9 Individual Interviews 30
3.11 Analysis 31
3.12 Ethics 32
3.13 Conclusion 33
Chapter Four-Data and Analysis 4.0 Introduction 34
4.1 Context 34
4.2 Choosing Participants 35
4.3 Individual Interviews 35
4.4 Interviews 36
4.5 Analysis 36
4.6 Learning from others 37
4.7 Learning from nature 44
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4.8 Learning for the future 49
4.9 Perceived Benefits 51
4.11 What other areas emerge? 56
Chapter Five-Conclusions 5.0 Conclusion 58
Appendix Green care Diagram 60
Proposed Questions 61
Proposed Questionnaire 62
Interview Transcripts 63
Ethical permissions template 63a
Bibliography 94
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Chapter One
Introduction and Background
This research is motivated by my experiences as a primary school leader in an urban context.
I have worked with children and adults in urban environments for over twenty years. The
settings in which I have worked staff and pupils have had little or no exposure to outdoor
learning.
I became interested in outdoor learning and particularly using horticulture as a vehicle for
learning when I moved to my present school which was under Special Measures at the time.
Behaviour at the school was particularly challenging and I was working with KS2 pupils in a
Year Three Class. The lessons that I created involving hands on outdoor activities seemed to
be successful and have an impact on behaviour and learning outcomes.
When I became the Headteacher in 2009 I decided to develop outdoor learning in the school
and particularly using horticulture as a way of enabling learning across the curriculum. Two
outdoor spaces were developed. The site which this study concerns is a piece of land leased
within the local estate that has been transformed over the past three years into an urban oasis.
The National Federation for Education Research (2011) found that gardening had the
capacity to offer curricular and social and emotional benefits to pupils and was beneficial in a
whole school context. Outcomes from involving pupils in school gardens were reported to be:
Greater scientific knowledge and understanding.
Enhanced literacy and numeracy, including the use of a wider vocabulary and greater
oracy skills.
Increased awareness of the seasons and understanding of food production.
Increased confidence, resilience and self-esteem.
Development of physical skills, including fine motor skills.
Development of a sense of responsibility.
A positive attitude to healthy food choices.
Positive behaviour. Improvements in emotional well-being.
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The Cambridge Primary Review (2010) had identified that when children had been involved
in environmental action and energy saving projects they had acquired a confidence that they
could change things. It also stated categorically that children’s views should be taken into
account. Along with the view that contact with nature is important for health (Louv, 2008)
and the impact of nutrition based studies carried out in the USA showing that children will
eat more fruit and vegetables if they are involved with growing it themselves(Graham H, Beall
DL, Lussier M, McLaughlin P, Zidenberg- Cherr S ,2005). I wanted to know the impact of our work
with horticulture at Greenville on our pupils.
I decided to create a qualitative study to explore the perceptions of children first and
foremost in relation to the garden but triangulating their views with perceptions of parents
and teachers (Yin 2009). My main research question is ‘What are the benefits of using
horticulture as a vehicle for learning in a small, urban, one form entry primary school?’
The following research questions will be used to develop my work:
1. What are the benefits of horticultural activities for pupils in Year Three and Year Six?
2. Which areas of learning does horticulture impact on the most: Cognitive, Affective,
Behavioural or Interpersonal?
3. Has any new learning about the impact of horticulture emerged as a result of the study?
This will enable Greenville to have evidence of the impact of the work their work utilising
horticulture for learning which may then be useful with stakeholder and schools in similar
contexts. This question is of interest to me primarily because it is concerned with my
professional context however with the New Primary Curriculum being introduced in 2014 it
is important to have some research based evidence of the impact of the work we have done at
the school.
The research methodology is discussed in Chapter 3 with both Positivist and Interpretivist
approaches to research discussed. The advantages and disadvantages of the chosen research
tools are presented with a general discussion of qualitative research methodology and the
research sample. The conclusion to this chapter deals with validity and reliability issues, plans
for data analysis and ethics. Chapter 4 includes both Data Analysis and Discussion, as an
Interpretivist researcher I have found it difficult to delineate discussion from analysis. Finally
Chapter 5 concludes my research with a review of the research process, a critical evaluation of
the work undertaken and recommendations from my research.
7 MA Education
Chapter Two
Literature Review
2.0 Introduction
The first part of this chapter reviews some the work of some prominent theorists who have
suggested the need for outdoor learning. This is followed by a review of the literature about
outdoor learning in Europe and the United States. Finally the research carried out in the
United Kingdom will bring the chapter to a close ending with my own research questions.
Garden based education is well grounded in the writings of educators such as Rousseau,
Thomas Jefferson, John Dewy, Froebel, Steiner, Montessori and more recently Howard
Gardner.
In order to review horticulture as a vehicle for learning it is important to look at what
educational theorists say about learning and what is viewed as ‘good’ education. In the
Oxford Dictionary it says that the word education comes from the Latin ‘Educare’ which
means to ‘lead out’. This ‘leading out’ has been interpreted by theorists in different ways.
Froebel, Dewey, Steiner, Montessori, Piaget and Vygotsky all believed in the importance of
children having the opportunity to learn outside. They have advocated different reasons and
methods for doing this and your attention is drawn particularly to Montessori and Vygotsky
because their methods of adult or peer instruction is one that is used by the case study school,
Greenville.
2.1 Learning through Nature
The importance of understanding nature as part of their education was part of Friedrich
Froebel’s kindergarten (children’s garden) system. He believed that humans are inherently
creative beings and that play helps facilitate creative expression. Froebel believed that the
garden was where children experienced life through their senses and nature and people were
central to this. The teacher's role is to assist in the child's discovery. Froebel claimed that
effective learning occurs via a child's regular interaction with the world (Bruce 2012).
John Dewey along with Froebel believed that fostering the imagination and social
relationships should precede the expansion of the intellect. Dewey was a founder of the
8 MA Education
philosophical movement called pragmatism and was a key theorist of the progressive
movement in education. Like Froebel, Dewey believed that a child's daily experience is
critical to his learning and that the curriculum should relate to children's lives. Dewey
suggested that a child's mind grows via social participation, which is the primary purpose of
school. He felt, like Froebel, that children do not need activities to learn because they have
their own internal tendencies toward action. Lastly, Dewey argued that education should not
be solely about preparing for the future. Education should focus on the importance of living
in the present; he suggested that the garden offered the opportunity for social participation on
a large scale (Dewey 1899).
As Froebel before him Dewey advocates immersing students in the local environment and
stated that the school building itself should be ‘situated in a garden’. Dewey also wrote about
the importance of children being free to choose their own activity because then the teacher
can observe the needs and capabilities of each child (Dewey and Dewey 1915 142-4).
Rudolph Steiner followed both Dewey and Froebel in believing that teaching must be
connected intimately with life proceeding from whole to parts e.g. teaching about a plant
should be connected to understanding the earth (Fox, 1982). He argued that children must
understand how important it is to ensure you have healthy soil to encourage healthy growth
of roots. That in turn this will help a plant grow well, bare blossom which will turn to fruit in
the spring. Steiner writes that you cannot understand a plant properly if you study it by itself.
This echoed what Froebel had written about children experiencing life through their senses
and movements which have sensory and kinaesthetic feedback (Bruce 2012).
Steiner proposes that learning through nature helps children speak about plants in their true
relationship to the soil and of animals in their rightful place with human kind and as a result
find purpose in their lives. They also understand the relationship between humans and the
divine (Feez, 2010). All three theorists suggested that outdoor learning was vital for life.
The importance of outdoor learning is also a part of the Reggio Emilia philosophy in Italy. In
this approach the environment is a fully participating element in a child’s learning. As with
Steiner, this approach has interacting with nature as a core part of responding to what is
observed in their neighbourhood. As Dewey and Froebel had talked about the importance of a
primary school being set in a garden, the Reggio philosophy stated the importance of birds,
insects and flowers in young children’s education. They discussed importance of enabling a
9 MA Education
generation who could think and act for themselves and marvel at the world around them
(Abbott and Nutbrown 2001).
Plants and the natural world also play an important part in the work of Maria Montessori. The
concepts she explores link closely with Froebel, Dewey and Steiner and in a manner similar
them she expounds the importance of the senses in cultivating the independence of the child.
She agreed with Dewey that children have a natural aim to learn. Montessori wrote:
"When a new being comes into existence, it contains within itself mysterious guiding
principles, which will be the source of its work, character, and adaptation to its
surroundings." Montessori (1966) ‘The Secret of Childhood’ p 19’.
In some ways, Montessori’s ideas strayed from those of other theorists in that her methods of
working were very prescribed. When learning about horticulture, the discipline, repetition of
tasks and learning about the risks of the garden differ to Froebel because the adult models the
tasks. Montessori argued that only by developing the intellect could the imagination and
social relationships emerge. She emphasized freedom within a structured environment.
Maria Montessori took children from disadvantaged backgrounds and proved that
educational reform could lead to social progress. She enabled children to manipulate real,
concrete objects in purposeful ways that required concentration. Repeating self chosen
activities gave children independent control of movement and attention. Practical life
experiences gave children more freedom and more choice at home and at school. In their
practical activities in the Montessori approach children, rake leaves, make compost, plant
seeds, weed the garden, cut flowers and sweep the paths. They are shown exactly how to
carry out tasks and then are given lots of opportunity to imitate and repeat. Montessori states
that maths is drawn out in to the garden pairing gloves, planning planting, measuring and
organising (Feez, 2010).
All of these prominent theorists’ work provides various models using the outdoors as a
vehicle for learning however it is the use of constant interaction with adults or more able
peers for learning that I want to focus on. Vygotsky was familiar with the work of Montessori
and wrote about a phenomenon called the zone of proximal development which he
acknowledged Montessori had recognised first. He developed this idea, started by
Montessori, of children developing skills under adult guidance or that of more able peers. As
Froebel, Dewey and Steiner he wrote about the environment but as the source of
10 MA Education
development, not its setting. Vygotsky used Montessori as an example that reading and
writing should become necessary for a child in her play and that through constant interaction
with adults the low processes are transformed radically into higher mental processes (Moll, L.
1990). This suggests that opportunities that maximise this opportunity of guided learning
would enhance overall learning.
Piaget was a constructionist who argued that a child’s learning develops in a progression
sequence or order. He like Montessori and Vygotsky believed in hands-on learning focused
on creating mental models, not the pure rote memorisation of facts. The Californian ‘Garden
Curriculum’, discussed later, is a modern example of how that has been translated into the
core curriculum in the United States.
Piaget’s theory of cognitive development focuses on stages of growth and on a child's ability
to acquire knowledge gradually. Piaget focused on intellectual development. He, too,
believed that children develop because of their personal interactions. He believed children
use schemas to acquire information. He agrees with Montessori in that the child receives a
mental model and then adapts it through experience. He suggests that children’s interactions
in the garden may progress through stages, developing into an understanding of the natural
world (O’Donnell, Reeve and Smith, 2012).
So, some prominent theorists from the last four hundred years believe that teaching matter
must be intimately connected with life. They agree a child should be taught concepts that are
capable of expansion. They also have in common that nature, to do with the laws of nature, is
one of these concepts.
In order to provide a background for this proposal I want to unpack both the chosen the
approach to learning as well as the horticultural vehicle. This includes explaining the choice
to focus on horticulture. To do this some background to the outdoor learning movement is
needed.
There is literature in Europe, the United States and the United Kingdom that advocates the
importance of contact with nature. This contact is shown to have an impact on behaviour and
academic performance. There is also evidence which shows that involvement with
horticultural projects impacts both on health and well being. These two areas will be explored
separately.
11 MA Education
2.2 The Importance of Contact with Nature
The ‘Forest School’ approach originated in Scandinavia and, although the idea spread to
many other countries, it is best known as having been developed in Denmark during the
1980s in relation to early years programmes. In 1993 the approach came to the UK. The
observed benefits of increased confidence and the growth of language competence and social
skills in young children resulted in heightened awareness of the value of outdoor education.
Forest School helps everyone to understand, appreciate and care for the natural environment
(Eastwood and Mitchell, 2003).
Forest School follows the constructivist approach discussed earlier where the focus is on
learning not on performance and that a child can construct meaning and knowledge with
guidance not instruction (Adams, 2006). Activities that are based on children’s interest can
provide a motivation for learning (Bredekamp et al. 1992, 3).
There is evidence that shows Forest School can contribute to young people’s health by
providing a space where children can be active on a regular basis (Bingley and Milligan
2004; Fjortoft 2004). Forest School is not only focused on learning in nature but also on
learning that is linked to the national curriculum and foundation stage objectives such as
English, Maths and Science.
Research suggests that if children don’t interact with nature they will miss out on the physical
and emotional benefits (Fjortoff, 2004; Ward Thompson et al, 2004). A report for the
National Foundation for Educational Research (Rickinson et al. 2004) suggests that outdoor
learning can have a range of impacts including; cognitive, affective, interpersonal and
physical/behavioural impacts. There is a range of evidence that supports the idea that regular
contact with nature can benefit a wide range of children including those on the autistic
spectrum, those with emotional and behavioural difficulties and with learning problems
(Kahn 1999;Forestry Commission Scotland 2005; O’Brien 2005; O’Brien and Murray 2006;
Borradaile, 2006).
Importantly research highlights that children’s senses are stimulated by nature and that the
experiences form children’s relationships with natural areas in a way that is often
remembered into adult life (Kaplan and Kaplan 1989).
Richard Louv (2010) creates a thought provoking and integrated approach detailing early
research linking lack of unstructured contact with nature and a variety of behavioural
12 MA Education
problems such as ADHD and potential ways forward. He brings together many studies and
organisations’ research to show some worrying trends. Indoor sedentary childhood is linked
to mental health problems; exposure to nature being essential for physical health, the increase
in technology and the lack of touch possibly leading to a more violent society. Louv draws
parallels with great writers and suggests some of their success may be due to their exposure
to nature. He explores the link between television and ADHD in the early years.
Louv cites a study from 1993 by the American Psychological Society (Kaplan 1989) that
suggests a person does not have to live in the wilderness to reap nature’s psychological
benefits that in fact just walking in a nature area, as opposed to reading or walking in an
urban area, can help boost children’s attention span, this links with the Forest School idea
that was developing at the same time. He also explores the notion that attachment theory can
be applied to children and nature and leaves them with a sense of being lost. He describes it
as a nature deficit disorder (Louv, 2010).
2.3 The Impact of Nature on Performance
As well as the use of the environment for learning there is the impact that the landscape itself
can have on the learner (Matsuoka 2010). Increasing children’s access to the outdoors can
have a positive impact on pupil performance. Large expanses of landscape lacking in natural
features are negatively related to test scores and nature based restoration process has been
associated with higher test scores ( Heschong, Mahone Group, 2003a), better attention levels
among pupils with ADHD (Faber, Taylor and Kuo 2009) and greater cognitive functioning
(Wells 2000) .The cognitive and behavioural benefits found among children and young
teenagers should transfer into better overall performance.
2.4 The Impact of Nature on Behaviour
Findings have also associated greater nature exposure with enhanced levels of discipline
(Faber, Taylor et al., 2002). There have also been positive connections found between the
presence of indoor classroom plants and reductions in misbehaviours, feelings of
unfriendliness and hours of sick leave in junior high students (Han 2009).
There are other studies that have found positive connections between natural playscapes and
enhanced physical activity (Dyment and Bell 2007), motor development (Fjortoft 2004),
creative play behaviours (Dyment and Bell 2007; Hernington and Sudtmann 1998; Tranter
13 MA Education
and Malone 2004) environmental learning (Tranter and Malone 2004) compared to traditional
environments (Ozdemir and Yilmaz 2005).
More natural environments are supportive of the restoration process (Kaplan and Kaplan
1989). Kaplan suggested that exposure to greater levels of nature could provide pupils with
an enhanced sense of psychological distance (being away) from school which could bring
mental restoration and an ability to learn more effectively.
The benefits of green settings were also highlighted for improving the attention span of pupils
with ADHD (Taylor, Kuo and Sullivan 2001).
Green settings have also been used to give children experience of being in and learning from
nature along the Froebel and Steiner model. Settings have also been used to teach children a
range of horticultural skills that fit more with the Montessori and Vygotsky approach to
learning discussed earlier. In order to identify the benefits of horticulture it is important to
look at research from the United States followed by the two major studies on the impact of
school gardening carried out in the United Kingdom by the RHS (2010) and NFER (2011).
2.5 Horticulture in the USA
Many useful studies have been carried out in the United States linking horticulture and
learning in fact there seems to be a greater range of evidence in the USA that supports garden
or environmental based learning. In outcomes some of the findings are similar or the same as
Forest School outcomes discussed earlier but there are also some further outcomes in
horticulture related research.
The Journal of American Dietetic Association (2009) published the results of a study that
summarised garden based intervention programmes and their impact on the fruit and
vegetable intake of young people. The study shows that the impact was on a wide range of
characteristics including; environmental attitudes, community spirit, social skills, self
confidence, leadership skills, volunteerism, motor skills, scholastic achievement and
nutritional attitudes.
There have been a range of initiatives in the USA that have been set up to develop
horticulture as a vehicle for learning. These include: Edible Schoolyard (1995) which was
established by restaurateur and activist Alice Waters through the Chez Panisse Foundation.
According to the Edible Schoolyard website, the Edible Schoolyard: involves students in all
http://en.wikipedia.org/wiki/Alice_Watershttp://en.wikipedia.org/wiki/Chez_Panisse
14 MA Education
aspects of farming the garden and preparing, serving, and eating food as a means of
awakening their senses and encouraging awareness and appreciation of the transformative
values of nourishment, community, and stewardship of the land. This programme reports
great successes.
There are a variety of Youth Farm and Market programs included in the journal’s research.
The conclusions drawn were that garden based programs have the potential to result in a
range of benefits associated with positive youth development and many offered hands on
opportunities to develop an understanding of food systems connected with food environments
and communities.
The research suggests that schools may consider integrating garden based education into the
curriculum as part of school wellness policies. The Child Nutrition Act of 2004 suggested
that garden based education may lead to improved academic achievement. It is difficult to
draw conclusions because there are not enough well designed, methodologically peer-
reviewed research studies available.
There are thousands of school gardens in the United States (Ozer 2006) and there is anecdotal
evidence that school garden programs can enhance students' learning in academic, social, and
health-related domains. There has been little rigorous research, however, on the effects of
school gardens or on the factors that promote the sustainability of these programs. Ozer
suggested that if this was to be taken forward there needed to be a broader evidence base
based on solid practice.
‘Nutrition to grow on’ shows the marked difference between children that learned about
nutrition in the classroom compared with children who were exposed to garden linked
activities as well as the nutrition based activities (Morris and Zeidenberg 2002). From these
studies the idea that horticulture needs to be linked to curriculum based material began to
emerge.
Similar research that explores garden based learning is the Californian the initiative ‘A
Garden in Every School’ (1995) which encouraged schools to establish and sustain school
and community gardens as a learning laboratory or outdoor classroom. This research
suggested that nutrition education should be provided in schools especially during elementary
and middle schools as eating patterns appeared to shift as students progressed into middle
school and junior high.
15 MA Education
The Californian research also suggests that teachers faced constraints because the current
education system focuses on academic achievement and meeting academic standards. The
paper states that teachers needed to be shown how to incorporate nutrition topics into existing
science, language, art, maths and social sciences.
The ‘Garden in Every School’ study assessed teachers use of gardens in academic study as
well as attitudes and perceived barriers associated with integration of school gardens within
the system.
From the ‘Garden in Every School’ study there were six areas in which garden based learning
emerged as moderately to very effective these were: academic performance, healthy eating
habits, social skills, science, physical activity and language. However it also emerged that
teachers agreed they needed resources that linked the garden to the curriculum in order to be
systematically effective. The greatest barriers identified were time as well as the pressure of
teaching within a standards-based system. In 2002 2,400 schools in California were reported
to have school gardens.
In the USA the national standards released in 2010 determined what and when concepts
would be taught but did not state how they should be taught. This offered the opportunity to
schools to select instructional materials. This opened the door to the use of school gardens.
This is mirrored by the release of the new curriculum in the UK 2013 that leaves the same
opportunity open to schools who wish to promote outdoor learning using a garden
curriculum. The aim of the Royal Horticultural Society is to get 80% of schools enrolled in
their school garden programme. If this is to be the case there are some outcomes to address.
2.6 Horticulture in the United Kingdom
Broadly outdoor education has been a topic of debate since the 1900’s with the scout
movement formed by Robert Baden Powell. The second half of the twentieth century saw a
huge increase in outdoor activities. Over the last decade ‘Healthy Schools’ (May 1998) has
helped to bring about a major culture shift within schools, including the widespread
recognition that a healthier, happier child will be likely to achieve more in school and in life.
Guidance by OFSTED (2004) and a consultation (DfES, 2005) led to the ‘Learning Outside
the Classroom Manifesto’ (2006) which affirms increased emphasis on the value of outdoor
education and discusses how it can potentially enrich the curriculum.
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In ‘Toxic Childhood’ (2006) Sue Palmer draws attention to the SEN explosion in ADHD.
She draws attention to the concerns of many teachers especially in disadvantaged areas. Here
it needs to be remembered that the redefining of diagnoses and definitions also had an impact
on this.
The Royal Horticultural Society study (2010) reviewed the work it had done implementing
gardening activities in schools. The review was done in two parts; a desk study of all schools
involved in school gardening and a case study of ten schools. Cognitive outcomes were
reported including Science, Maths and Literacy including oracy. There were some good
examples of pupils being involved in practical tasks to develop learning and thinking as well
as comments that show the enjoyment of being outside.
Confidence and self esteem was an area that the study reported success, with children
overcoming fear of touching worms or beetles and learning to understand that getting dirty
was part of the process. Behaviour impact, in relation to eating, was reported as positive with
pupils developing a willingness to try new foods. Interpersonal outcomes and teamwork were
strengthened in the schools that took part both internally and in the wider community.
Resilience was identified as an important outcome in the study
When the RHS report (2010) was released showing the ‘enormous’ impact on children’s
learning and development’ it outlined some ways in which schools had used the garden to
develop learning. It must be remembered that, on the whole this study was dealing with
enthusiastic converts to gardening activities which could affect the outcomes.
In 2011 research undertaken by NFER ‘Food Growing Activities in Schools’ looked at the
impact of food growing in schools activities for pupils as well as schools and communities.
The study also looked at the extent schools were involved and how embedded the activities
were. The research confirmed the impact on, health, horticultural and scientific knowledge in
Primary aged children.
THRIVE, in association with the Centre for Child and Family Research, Loughborough
University produced a model of Health and well being (Appendix 1) as it gives a
comprehensive picture of the scope of Horticulture. This approach called ‘green care’. CCFR
also produced a summary of the main findings of a review of the literature on social and
therapeutic horticulture indicating the benefits of this approach for vulnerable people. This
17 MA Education
aspect of horticulture and learning will be brought into my study through the inclusion of
SEND children in the semi structured interviews.
The importance of learning about plants and their environment with co agency are an
important part my vehicle of learning (Hart 2003). If we are to be successful learners the
learning needs to be what Dewey calls ‘engaged enquiry’ operated with his caution of not
centring so much on the child that you lose the adult learning (Dewey 1902,p.16) .
If Vygotsky is right that we pick up our mental models from those around us it is important
for Greenville to find out what the perceived benefits may be for pupils involved in the
garden project so as to have some contextual evidence to support the implementation of new
curriculum which includes horticulture.
2.7 Emerging Issues
Some significant barriers to the use of school gardening have been identified (Graham et al).
Time and a lack of teacher interest, knowledge and experience. Schools without gardens
identified; funding, time constraints and lack of gardening resources. Gardening appeared to
be used by most schools to enhance academic instruction through teaching a range of subjects
including core curriculum standards.
In the USA, the same as in the UK, multi disciplinary approaches to educating pupils have
been shown to increase test performance attention and enthusiasm for learning as well as
decreasing discipline issues (Lieberman and Hoody 1998). The study ‘using the environment
as an integrated context for learning’ the environment has been the integrating context for
closing the gap. This study was of forty schools and indicated that students learned more
effectively within an environment based context than within a traditional educational
framework. Four hundred students were interviewed as well as two hundred and fifty teachers
and administrators. The study showed that students exposed to the EIC (Environment in
Context) approach often became enthusiastic motivated learners. Students improved in
academic performance as well as having an enriched overall school experience.
However the same study also identified that the link between the gardens and school meals
program was an area identified as one that needed improving. As well as strategies for
volunteers and community members to be used more effectively to relieve teachers from time
spent focusing on garden related responsibilities. Funding, curriculum resources and
improved training were also areas identified in need of improvement. Schools with the
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greatest success have a full or part time garden co-ordinator (Hazzard et al). This study
highlighted the collaboration that is needed with teachers to develop a standards-based garden
curriculum. It also highlighted the number of key players required.
A link was identified between garden based intervention and the behaviour of families at
home (Heim, et al 2011). This data suggested there was a change in home food environment
when pupils were involved with garden based interventions. Parents reported that skills
learned were reflected in their children’s behaviour at home. Parental value of fruit and
vegetables also appeared to change during the study. The small sample size of this study
made it difficult to examine changes in different groups.
2.8 Challenges
The Cambridge Primary Review (2010) was most comprehensive education enquiry in the
UK for 40 years. It identified that agency was vital for learning and well-being and that
attention should be paid to children’s voices. Their research had shown that children wanted
to know what they were doing and why. Sustainable activities in which pupils could make a
difference engaged them in their learning and respected their experience, voices and rights. It
identified that children needed real activities that engage them actively and directly in
decisions that affect their learning. Looking at the research evidence horticulture seems to
offer this opportunity both the activity as well as the decision making.
The review asks us to build on new research on children’s development, learning, needs and
capabilities. Using the research from the UK and USA it is possible to create a curriculum
that will do this. It also states that we must ensure that teacher education is fully informed by
these perspectives, this was identified by the Californian study and is part of what the RHS
are currently involved in.
If we look at what has been happening to the new primary national curriculum programmes
of study for English, math’s and science the government claims them to be more demanding
than the previous national curriculum. They align England with those countries that have the
highest-performing school systems. The government claims that by raising standards in
basics such as reading, grammar, fractions and basic scientific concepts, children will be
equipped to do more advanced work once they start secondary school (DFE 2012).
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2.9 Conclusion
Literature in this area has identified the need to keep children connected to nature and natural
landscapes. It has also suggested that children develop better when they have access to
outdoor learning. This learning it has been suggested can impact on their cognitive learning,
their behaviour and social interactions as well as their well being. Academic progress has also
been linked to exposure to the outdoors as well as learning about horticulture through
horticultural experiences. Links have been made to health and well being through nutrition
based programmes.
Some research suggests that gardening in schools does not yet reach its full potential because
the resources to support schools and teachers are not developed enough yet. There is also not
enough research within this area that has been carried out with strict research methodology to
provide a solid evidence base. Although my research is a case study and using qualitative
data I hope to provide evidence that in Greenville’s context horticulture is an appropriate
vehicle for learning.
Research Questions
1.What are the benefits of horticultural activities for pupils in Year Three and Year Six?
2. Which areas of learning does horticulture impact on the most: Cognitive, Affective,
Behavioural or Interpersonal?
3. Has any new learning about the impact of horticulture emerged as a result of the study?
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Chapter Three
Research Methodology
3.0 Introduction
The aim of my case study is to identify ways that horticulture acts as a vehicle for learning in
a defined context. This chapter will outline the meaning of educational research and the main
paradigms associated with it. It will outline the approach I am taking and justify the data
collection tools being used. I will explain why I have decided to use a case study and describe
the data collection tools I am using as well as their suitability for this study. I will then
discuss reliability and ethical considerations to conclude this chapter.
3.1 Education Research
Before explaining the research methods it is important to understand what is meant by the
term research in an educational context. Research is how you set out to understand the
environment and the nature of phenomena it represents to the senses. It attempts to overcome
the limitations of personal experience and create tools to construct theories carefully and
systematically (Cohen, Manion and Morrison, 2011). Within education this means that a
social science research methodology has been used to explore something within an
educational context and the observable information or direct experience is the data (Punch,
2009). My research will give Greenville the structure and systems to give an account of
horticulture as a vehicle for learning.
At its simplest there are two forms of data quantitative and qualitative. The former being in
the form of numbers or measurements and the latter not in the form of numbers usually
words. The approach taken will determine the procedures used (Opie, 2010). A case study
design seems most suited to do this as it offers the opportunity to explore the boundaries
between horticulture and learning because they are not clearly evident (Yin, 1994).
3.2 Positivist Paradigm
The positivist paradigm is associated with the nineteenth century philosopher Auguste
Compe who was the first to use the word for philosophical position (Beck, 1979). Compe’s
view of positivism uses observation and reason as a means of understanding behaviour;
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explanation proceeds by way of scientific description (Cohen et al., 2011).This view led to
positivism that limited enquiry and belief to that that could be firmly established. It
developed into a rigorous orientation to social facts and natural phenomena to be investigated
empirically (Beck, 1979).
Positivist research has a natural science basis using procedures and methods to discover
general laws this leads to generalisations and causality while controlling the effects of
variables. Positivist enquiries usually use experiments, surveys and tests as data collection
tools (Cohen et al., 2011). As this research seeks the participants’ perceptions and values it
would not be an empiricist commitment to naturalism and quantitative methods (Seale,
1998:328).
The garden is a human story and the perceived value is the value held by the people involved.
Using positivist methods analyses must be expressed in laws or law like generalisations.
Positivism claims that science provides the clearest possible ideal of knowledge. (Cohen et al
2011). As my study has a focus on human behaviour in a given context positivism’s concern
for control and for passivity of behaviour would be unhelpful for an open ended creative
human focus on social behaviour (Habermas, 1972).
Although both quantitative and qualitative data were considered for my study I eventually
decided to use purely qualitative data as one of the strengths is that I can use naturally
occurring data to find the ‘how’ and the ‘what’ to establish the character of the garden
(Silverman, 2002). I am not attempting to make standardised or systematic comparisons
(Punch, 1998:244-5) rather compare the experiences of one person with another and one
group with another and then categorise the responses.
3.3 Interpretivist Paradigm
As the word implies interpretivism is based on interpretation and as such the researcher must
be aware of external-structural-forces shaping behaviour and events (Cohen et al., 2011). The
research paradigm that supports my area of study has an interpretive stance. There are risks
associated with interpretivist approaches these include the difficulty of maintaining privacy
and confidentiality, trust and open negotiation (Guba, Lincoln, 1989). The school is a one
form entry primary and therefore it is difficult to maintain confidentiality even with
anonymity.
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Choosing the interpretivist paradigm enabled the research to concentrate on the meanings
people bring to situations and behaviour which they use to understand their world or in this
case their garden (O’Donaghue 2007: 16-17). Positivism would limit the many interesting
and important human aspects of the garden project (Habermas, 1972:300). As an
interpretivist it is believed that individual’s behaviour can only be understood by the
researcher sharing their frame of reference. On the other hand social science in contrast to
hard science or natural science can be seen as a subjective rather than an objective
undertaking, the participants themselves define the social reality (Beck, 1979). The work
done at Greenville has opportunities for individuals and groups to work in the garden. The
garden is socially constructed and this forms the base of the interpretivist paradigm (Mertens,
1998, p11).
This approach combining ethnography, thick description (Gray, 2009) with interviews and
observations is my preferred approach as it will enable me to answer my research questions:
1.What are the benefits of horticultural activities for pupils in Year Three and Year Six?
2. Which areas of learning does horticulture impact on the most: Cognitive, Affective,
Behavioural or Interpersonal?
3. Has any new learning about the impact of horticulture emerged as a result of the study?
3.4 Case Studies
The case study as with other approaches in qualitative research aims to ‘understand the case
in depth, and in its natural setting, recognizing its complexity and its context’ (Punch, 2009,
p. 119). There are, however some researchers who bring out the potential use of case studies
for novice researchers these include Robert Yin, whose work is underpinned by a realist
ontology, for him case studies can be; exploratory, descriptive, explanatory (Yin 2009) and
Stake whose work supports the interpretive paradigm (Stake 1995).
Yin states that a case study is empirical enquiry that investigates a contemporary
phenomenon in depth and within its context. Cohen, Manion and Morrison (2007) state that a
case study portrays what it is like to be in a particular situation and Miles and Huberman
(1994) a phenomenon of some sort occurring in a bounded context. All three statements seem
to agree that this method can be all encompassing and not limited to just a data collection tool
(Stoecker, 1991). There is agreement that a case study appears to be a logical model that
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allows the researcher to plan a project, use a variety of data collection tools analyse, draw
inference, identify variables and perhaps find new ideas all within one piece of work
(Nachmias& Nachmias, 1992).
I considered using an action research approach however this would be more useful if I
wanted to address a real-life problem in the garden or I wanted to improve an aspect of it
(Hult & Lennung, 1980). The stance I have adopted as a researcher is an interpretivist
because the garden project is ‘multilayered and complex’(Cohen et al., 2011, p17). However
I did consider both the positivist and interpretivist paradigm as either stance could have been
adopted.
I chose a case study approach because it would help explore the garden and the possible
benefits it brings to Greenville. I wanted to be able to view it from participants perspective
(Denscombe, 1998). As Cohen, Manion and Morrison (2007) state a case study portrays
‘what it is like’ to be in a particular situation.
The essence of a case study can be to illuminate a decision or set of decisions, why they were
taken, how they were implemented and with what results (Shram, 1971). This study is aimed
at ‘illuminating’ the decisions taken about the garden, finding out more about the
horticultural activities the pupils participate in and what the perceived benefits are from the
point of view a sample of pupils, parents and staff involved.
A decision was made to use horticulture as a vehicle for learning and this case will explore
the perceived benefits for the pupils, parents and staff in a small, one form entry urban
primary school. Different names are given to case studies by different authors Yin calls them
; exploratory, descriptive and explanatory. Stake describes them as, intrinsic and instrumental
as it is the case itself not other things that are important. This study is intrinsic as I have a
personal interest and it may lead to a better understanding of the case (Stake 1995).
Having decided to use a case study approach there seemed to be a certain amount of
disagreement to what a case study was (Lincoln & Guba, 1985). Case studies seemed to be
regarded with suspicion and hostility in some quarters (Adleman 1980). In 1999 Bassey
stated that ‘too many have the marks of ritual’ and suggested they were a waste of time in
education because students don’t continue in the field of research. A frequent criticism of this
method is that results are not widely applicable to life. Stake 1995 argued that data would
resonate experientially and would therefore facilitate a greater understanding of the
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phenomena. This would be valuable in my context as there are at least ten schools within the
local authority and more beyond who are working to establish horticulture as part of the
school curriculum. Greenville has had many visitors from schools trying to establish school
gardens. This research could offer colleagues an opportunity to read about another schools
experience.
As the research is mainly descriptive, and considered interpretive, through the experiences of
participants, some other lines of enquiry may emerge. There can be issues with this as there
can be a desire to draw conclusions (Walford, 2001:15). As the case has a relatively small
number of participants there will not be any conclusions drawn apart from for this particular
case. Important issues within the case study method are identified by many authors; the
questions to be asked, the literature that surrounds the topic, the areas that interest you as a
researcher may offer you a ‘loose end for future research are all important to case study
design’ (Philliber, Shwab& Sloss, 1980). This case intends to research what the horticultural
activities offer the participants and what the perceived benefits are. This leaves open any
unexpected or ‘loose end’ lines of enquiry.
This research employs the three principles of data collection (Yin 2003):
1. Multiple data sources, called triangulation
2. Use a case study data base with my notes, transcriptions etc.
3. Maintain a chain of evidence relating to the garden.
3.5 Research Tools
A mixed method approach was considered. This combines the two methods to get a scientific
base but with the breadth that qualitative data collection tools bring. However I conducted an
initial pilot questionnaire (Appendix 2) and given the time it would take to ensure that all
participants could read and understand questionnaires I decided it would be a better use of
time to concentrate on interviews.
3.6 Semi-Structured Interviews
For this case semi-structured interviews are used. Face-to-face interviewing may be
appropriate where depth of meaning is important and the research is primarily focused in
gaining insight and understanding (Gillham 2000, page 11; Ritchie &Lewis 2003, p.138). . The interviews were targeted and could prove insightful into the garden project providing
25 MA Education
causal inferences and explanations (Yin 2009). Semi-Structured interviews also offer the
opportunity for pre-set questions allowing for prompts which allow more open ended answers
(Hannan, 2007).
Constructed carefully, group interviews can help build a picture of the case. Group interviews
can operate as a fluid stream of questions and have answers that illuminate rather than
remaining rigid (Rubin and Rubin, 1995). Group interviews can also give participants more
influence over the discussion which leads to less of a power imbalance (Hannan,2007).The
differentiation between ‘how’ and ‘why’ questions is important because ‘why’ questions can
create defensiveness in contrast to ‘how’ questions which can appear less threatening
(Becker, 1998). The questions in this case focus on ‘how’ horticultural activities benefit the
participant and in this case and could be insightful into interpersonal behaviour and motives
(Yin 2009).
The questions that were used in this research are devised using four areas of learning as a
base; cognitive learning, behavioural learning, interpersonal learning and affective learning.
This was done to make the analysis easier as there is a focus for the participant.
Four areas of learning are:
1. Interpersonal and social learning which concerns, communication, the ability to relate
to others and team work. Associated with contact with nature, landscapes and plants
that affect the way people behave
2. Affective learning which relates to the development of pupils attitudes, values, beliefs
and self perceptions. Outdoor learning that affects or impacts on behaviour including
habits formed, social interactions and well being.
3. Cognitive learning, concerning the acquisition of knowledge, understanding and other
academic outcomes. Horticultural evidence examining data collected during specific
garden projects that impacts on academic performance.
4. Behavioural and physical learning, involving personal behaviours, physical well being
and skills The work of theorists that support the use of the outdoor learning
(RHS, 2010)
Care was taken as perceptions can be transformed into assertions too quickly and should be
approached with caution (Stake, 1995). The opportunity for giving the participants the
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opportunity to qualify what they have said using a ‘how’ question can offer more insights
(Becker 1998, pp.58-60).On the other hand poorly constructed questions can be biased and
encourage the interviewee to say what the interviewer wants to hear. Particularly in this case
as the interviewer is also part of the case (Yin 2009). The questions in this case have been
worded to make sure they are not too broad or open ended but give participants enough
opportunity to comment without being asked leading questions (Merton, Fiske & Kendall,
1990).
Interviews can be time consuming and difficult to timetable (Johnson 1994). The interviews
were incorporated into the school timetable in advance and the teachers were involved in the
process. Adults were consulted about dates through a letter followed by personal contact to
confirm dates and times. The initial research proposal included more focus groups however
the time constraints meant the quality of the interviews might have suffered therefore only
two groups were included. There was also a need to include an individual interview that was
unexpected to preserve the integrity of the case.
3.7 Context
Greenville is a smaller-than-average primary school with a Nursery class. Nearly 90% of
the pupils are from differing minority ethnic heritages, with the largest proportions being
Black African and Black Caribbean. The proportion of pupils who speak English as an
additional language and who are not fluent in English when they enter the school is treble the
national average. The proportion known to be eligible for free school meals is also three
times higher than the national average. The proportions of disabled pupils and those who
have special educational needs have decreased over recent years and are in line with the
national average. Their main needs are moderate learning difficulties and emotional and
behavioural problems. The school meets the government’s current floor standards which set
the minimum expectations for pupils’ attainment and progress.
The majority of pupils live in small flats with no access to outdoor facilities apart from a
small balcony. Parents have long working hours and pupils are often restricted to sedentary
indoor activities. Parents and staff have limited access to outdoor learning and have limited
experience of horticultural activities.
The establishing of a new curriculum has also given an opportunity to link the garden to the
curriculum and embed the outdoor learning into the main learning in the school.
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3.8 Research Sample
Choosing the participants was a challenge because the case needed to be ‘complete’ and
perspectives considered needed to contain differing perspectives (Kelly and Yin, 2007). In
order to study the phenomenon of the unit creating generalisations about the wider unit the
initial unit has to be representative (Cohen et al. 1989). As a result I chose two group
interviews and carefully selected four participants for each group. I wanted the groups to link
to the areas of learning I had chosen, therefore I chose a pupil with Special Educational
Needs, a more able pupil, a pupil with behaviour needs as well as a pupil who had difficulties
working with and relating to other pupils. I also chose two boys and two girls in each group
to keep a gender balance. As the school has pupils from a range of backgrounds I chose to
include the main groups; African, Caribbean and White British in each group however there
was no one of White British origin in the year six group so I could only do that with the year
three group.
Participants
Pupil 1-Sarah Year Three Group interview
Caribbean Heritage Female
SEND Pupil with Speech and
Language needs.
Pupil 2-Jack Year Three Group interview
White British Male
Behaviour Needs-Anger
Management Challenges
identified.
Pupil 3-Alice Year Three Group interview
White British Female
More able pupil
Pupil 4-Alan Year Three Group interview
African Heritage Male
No identified need
Pupil 5-Jim Year Six Group interview
Caribbean Heritage Male
No identified need
Pupil 6-Henry Year Six Group interview
Caribbean Heritage Male
Behaviour Needs –Social and
emotional
Pupil 7-Sue Year Six Group interview
Caribbean heritage Female
More able pupil
Pupil 8-Carol Year Six Group interview
Caribbean heritage Female
SEND Pupil-Speech and
Language needs.
Pupil 9-John Year Six Individual interview SEND-Speech and Language
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African Heritage Male
Pupil 10-Clare Year Six Individual interview
African Heritage Female
More able pupil
Teacher-Mrs Green Individual Interview
White British Heritage
Teacher with a background in
horticulture.
Parent-Mrs Smith Individual Interview
African Heritage
Parent with no experience of
horticulture.
Different groups could potentially bring different results and different insights. The
participants were also selected on the basis of their involvement with the garden and their
ability to verbalise the experience. It is a convenience sample which is criticised because it is
not a representative sample (Cohen et al., 2011) however the researcher needs to take the
samples available (Punch 2009). I am aware that each choice would make a different case but
that makes it worth doing and repeating even when the research has been completed.
Triangulation of data is important to a case study (Patton, 2002) so to compare the data I
have also chosen to do two group interviews with pupils of different ages as well as a
contrasting interview with an individual pupil who stated did not like gardening activities, he
was the only pupil to say this on the pilot questionnaire. So this interview was added later as
it was important for the integrity of the case. To compliment the group interviews I chose a
member of staff involved with the garden and a parent whose children both choose to take
part in activities during school time and also in their leisure time. Each interview was
recorded and transcribed so that it could be revisited to check interpretation.
The interviews were conducted in the garden as being in the context can affect the responses
particularly in younger pupils (Dadds & Hart, 2001). The time needed was greater than
expected as pupils had a lot to say about how and what they learned. Waiting until responses
ran out gave more insightful material. The fluidity was surprising and needed time (Rubin &
Rubin, 1995). Good questioning helped avoid what at worst the case study can be, only in the
imagination of the case and the invention of the study (Kemmis, 1980).
As well as the semi-structured interview the protocol of introductions was used so that
everyone had the opportunity to speak. This also helped set ground rules so everyone was
clear on expectations. Using group interview as opposed to individual interviews I was
concerned that pupils may be affected by what other pupils said. However because pupils
29 MA Education
were used to being together in the garden they were able to use the terms ‘I agree because’ or
‘I disagree because’ and used these quite freely. These methods enabled me to not only
explore the impact of the different areas of learning but also explore whether the impact
differed according to age or identified need. Two group interviews were conducted one with
Year Three children and the other with Year Six children.
The other four interviews were individual, a teacher, a parent and two Year Six pupils one
who said he did not like gardening and the other who volunteered every at opportunity.
3.9 Individual Interviews
Individual interviews were timetabled to follow the group interviews. These offered the
opportunity to be flexible and adaptable and ask questions that followed the lines of the pupil
interviews but follow up other lines of enquiry where required (Robson, 2002). Prior to the
interview participants were given a letter that detailed the purpose of the interview the option
to accept or decline the interview was given. My role certainly was advantageous here as I
made sure participants were available when I needed them.
In contrast to the group interviews the individual interviews offered the opportunity to pick
up other cues more easily and follow particular areas of interest to the interviewer and
interviewee. Judgement is all important as well as the search for additional interpretations
(Flick, 1992).
Keeping an exact record was important because if an exact record was not kept the meaning
could not be reviewed (Stake, 2007). All the interviews were recorded and transcribed
because repeated listening helps the emphasis of interpretation (Erickson, 1986). Permission
has been sought to do this. Highlighting was used to match perceived benefits to the area of
learning. This helped track the answers and identify if they linked to one area more than
another. This allowed the adult perceptions to be compared to the pupil perception and decide
if there was any correlation between the two. Walford (2001) however warns against
transcription of interviews as it can be over-used by the researcher.
To make sure the questions could be asked in the same way to all participants I spent time
scripting how I would set up the interviews as well as the exact words I would use to ask the
questions. This was to ensure that all participants received the questions in the same way.
30 MA Education
3.11 Analysis
Topic Coding (Richards, 2005) was the first analysis tool I decided to use. This meant I
labelled the transcripts with a code that denoted a positive referral to one of the four areas of
learning. Each area was done in a different colour and positives were ticked and negatives
were crossed. Memoing is the second basic operation of qualitative data analysis (Punch ,
2009; p179) this allowed me to note deeper concepts than the coding allowed for. It enabled
me to look for new patterns. These memos are not simply describing the data but have
conceptual content. Punch (2009, p180) describes these two methods as ‘the building blocks’
of qualitative analysis. I followed the one rule devised for qualitative data by Glaser
(1978:83) ‘Record all ideas, as they happen, as memos. When an idea occurs during coding,
stop coding and record the idea.’ The memos were organised later and organised for storage.
In the same way that quantitative data identifies variables qualitative data identifies first-
order concepts leading to second-order concepts (Punch 2009). This enabled me to follow
concepts that emerged within focus questions that provided another layer of interest. These
concepts were mapped onto a tree diagram (O’Leary, 2004).
The next step to the analysis was comparison as it can raise the level of abstraction (Glaser,
1978). Tesch (1990) sees it as the central activity in qualitative data analysis. The next step
would possibly be grounded theory (Glaser, 1992) however because the size of the study this
will be done with caution. The theory generated will only pertain to this case in this context.
3.12 Ethics
Being aware of the responsibility of carrying out research and the damage that can be done
(Punch, 1994) is a good starting point for any researcher. Although the garden is integral to
my work the research needs to be respectful and fair (Sieber, 1993).
The outdoor learning is seen as integral to the development of Greenville and therefore
pupils, parents and staff could feel ‘expected’ to express positive views. As part of the
introduction to the research it has been explained to participants that this research is to mark a
point in the work of the school in developing horticultural activities and write up all aspects
both positive and negative of the work.
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In order to make sure all ethical considerations had been taken into account when utilising the
research methods two pilots were carried out. Both used the same questions however the
participants were interviewed by different people. This was to find out how much my role
affected the responses (BERA, 2011).My position of authority in the school cannot be
underestimated and I needed to identify if this position may have altered the responses of the
interviewees. This is known as the Hawthorne effect which is a term referring to the tendency
of some people to work harder and perform better when they are participants in an
experiment. Individuals may change their behaviour due to the attention they are receiving
from researchers rather than because of any manipulation of independent variables.
Prior to the interview permission was sought to record the session and all participants gave
their permission. To be sure, an opportunity to give a written response was set up so a larger
group of pupils could give answers to the same questions without the pressure of having to
say what they thought to an adult. As a result of this one pupil expressed negative views
about the garden. I asked him whether he would consider being interviewed because I valued
what he had to say and he agreed. I gave him the choice of having someone else present if he
wished as it was not a group interview (United Nations Convention on the Rights of the
Child, 1992).
BERA 2011 states the need for informed consent and it was important that pupils and adults
knew what they were contributing to and why I explained the research and the reason for the
research prior to interview. One pupil asked me what was going to happen to the data and
whether anyone else was going to listen to it. It was explained to him that unless he gave his
consent it would not be used. With this pupil I knew there was a risk he would withdraw his
consent later however as he is part of a statistically under-achieving, hard to engage group it
was more important that the risk was taken.
In a small, one form entry school, confidentiality was difficult as anyone knowing the school
could work out who the individuals were. I made sure that I explained this to the participants
as it may not have been something they had considered and may affect whether they
participated.
Lastly I considered the impact of the research on the school itself. Public image and public
perception of a school is vital and I am responsible and accountable to the governing body of
Greenville for its reputation in the community. I discussed the research with governors and
had it approved by the chair of governors before I proceeded as part of my Performance
32 MA Education
Management. At this point it would be fair to say that if I was aware of a considerable
negative impact of the project I would not have subjected the school to this research.
3.13 Conclusion
Carrying out interviews to explore the perceptions of the horticultural activities on a range of
participants has been a good starting point for this project. As the work continues I will
embed the use of interviews into the evaluation of the work each year. This will not only alert
us to any changes in perception but also provide some justification for its use within this
community.
The results of the research will be fed back to pupils, parents and governors to ensure they are
aware of the perception of the work within the community. I want to understand the motives,
meanings and reasons for horticulture being a successful vehicle for learning at Greenville.
33 MA Education
Chapter Four
Data Analysis and Discussion
4.0 Introduction
This next chapter presents the analysis and discussion of the data collected in the field. This
will be used to answer the research questions presented earlier. As an interpretivist I will be
using the descriptions to collect and analyse data simultaneously( Thomas 2009). The data
will also be searched for general statements about relationships and underlying themes
(Marshall and Rossman, 2006). The thick descriptions (Geertz, 1973) will be used to create
concepts of importance. There is no single or correct way to present qualitative data: how one
does it should abide by the fitness for purpose (Cohen, Manion and Morrison, 2011). In fact
qualitative data is distinguished by the merging of data collection with data analysis (Gibbs
2007:3).
Initially I produced a general description that remained close to the original data based
around key questions derived from my research questions. The questions used are included in
the appendix. The research questions are:
1. What are the benefits of horticultural activities for pupils in Year Three and Year 6?
2. What are the most beneficial areas cognitive, affective, behavioural or interpersonal?
3. What other areas emerge as a result of this study?
Distinction needs to be made between description, analysis and interpretation as all three will
be used during this chapter. Description involves producing an account that stays close to the
original data and as a result many original quotations will be used. Alongside this there is
analysis which goes beyond the description which looks at key factors and relationships
among them. This will then lead to a final interpretation and conclusion which is more
inventive and creative and less cautious (Wolcott 1994).
4.1 The Context
In order for the case study findings to be generalised the context and any significant features
need to be stated (Descombe, 1998).
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Greenville is situated in ‘a forbidding urban environment’. Greenville is a smaller-than-
average primary school with a Nursery class. Nearly 90% of the pupils are from differing
minority ethnic heritages, with the largest proportions being Black African and Black
Caribbean. The proportion of pupils who speak English as an additional language and who
are not fluent in English when they enter the school is treble the national average. The
proportion known to be eligible for free school meals is also three times higher than the
national average. The proportions of disabled pupils and those who have special educational
needs have decreased over recent years and are in line with the national average. Their main
needs are moderate learning difficulties and emotional and behavioural problems. The school
meets the government’s current floor standards which set the minimum expectations for
pupils’ attainment and progress (Ofsted 2012).
4.2 Choosing Participants
For the semi structured group interviews participants were chosen using four categories:
1. Pupil with SEND (Special Educational Needs or Disability)
Year Three and Year Six were both girls with Speech and language needs.
2. Pupil with Behavioural Needs
Year Three and Year Six were both boys the former who had witnessed domestic
violence and had shown levels of anxiety and frustration in school and the latter who
was a carer for a parent who had mental illness.
3. More able pupil using National Curriculum level data 2013
Year Three and Year Six were both girls who had achieved the highest scores in their
APS (average point score) in maths and English.
4. An average pupil within Greenville’s context no defined need
Year Three and Year Six were both boys who were in the middle ability groupings in
their classes and had no identified needs.
4.3 Individual Interview Participants.
1. A teacher who works at Greenville and has a background and interest in Horticulture.
2. A parent who has no horticultural experience prior to the work at Greenville.
3. A pupil who stated that he did not like gardening in Year Six and as he was the only
pupil to do so it was important to find out why.
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4. A pupil who had thrived and not only learnt many horticultural skills in school had
developed it at home growing her own fruit and vegetables on her balcony.
5.
4.4 Interviews
Recordings of the six semi-structured interviews (Pupil Groups for Year Three and Year Six
as well as two individual interviews and two adult interviews) were transcribed and
transcriptions were read through alongside the audio of recordings to make a note of any
patterns in the discussions.
4.5 Analysis
Key areas- the analysis of description began by looking at any key factors or relationships
that seemed to emerge. The responses were highlighted in the transcripts and initially three
areas seemed to emerge:
Learning from others - which included interpersonal and social learning that concerns,
communication, the ability to relate to others and team work. It is also associated with contact
with nature, landscapes and plants that affect the way people behave.
Learning from Nature- Which incorporates affective learning that relates to the
development of pupils attitudes, values, beliefs and self perceptions. Outdoor learning that
affects or impacts on behaviour including habits formed, social interactions and well being.
Behavioural and physical learning, involving personal behaviours, physical well being and
skills The work of theorists that support the use of the outdoor learning.
Learning for the Future-which includes cognitive learning, concerning the acquisition of
knowledge, understanding and other academic outcomes. Horticultural evidence examining
data collected during specific garden projects that impact on academic performance.
I have used a form of coding that is deriving and developing concepts from data using
highlighting and comparing (Strauss and Corbin 1997). I have used Constant Comparisons:
the analytic process of comparing different pieces of data for similarities and differences have
helped to make comparisons between the different participants’ responses (Glaser 1978). This
helps the researcher to go through the transcripts and make decisions about what to exclude
and what to include.
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The emerging concepts have been used to help answer the first research question and break it
down into sections ready to answer the next research question. These will be addressed in
order.
What are the benefits of horticultural activities for pupils in Year Three and Year Six?
4.6 Learning from others
Learning from others links back to the theories of Vygotsky discussed earlier whose work
along with that of Maria Montessori believed that children imitate adults or more able peers
by creating mental models (Feez, 2010).
Mrs Green a class teacher gives an example of this when she talks about her earliest
childhood experiences:
‘I used to do the weeding for my parents. My Mum taught me the things to pull out and the
things to leave’
She sees her early experiences as an important part of her initial education and uses this
model now when teaching in the garden. She uses the phrase ‘without being conscious of
learning’ in relation to her own learning but also referring to observations she has made of
Greenville pupils when they learn in the garden.
This desire to ‘do things properly’ by learning from others is stated by John. John is a Year
Six pupil who talks about not liking gardening unless he has someone to work with who can
show him how to do things:
‘If I’m working with someone and like I’m in trouble they can tell me how you do it
properly....if you are planting something or fixing something you might not know but
someone else can show you how to do it by what they are doing and you can pick it up and
learn and then in the future you will always know what you are doing.’
It turns out that John’s dislike of gardening is based on his anxiety of damaging plants or
doing something incorrectly. John has had a number of health issues through the school and
as a result has had a lot of absence. He is a very cautious learner whose comments suggest he
is greatly reassured by working with another child or adult who know what they are doing.
He is not happy just to explore but feels reassured by guidance. The importance of learning
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from other children is stated by Jack, Year Three, who talks about learning from another
child about nettles:
‘When we were pulling out weeds earlier Alan said there may be some stinging nettles’. Jack
appreciates learning this from Alan and is cautious as a result. It is interesting to note that
Froebel believed that if a child takes notice of this:
‘Drop it or it will sting you’ he rejects something essential in himself (Froebel cited in Lilley
1967: 127). Perhaps the kind way in which Alan suggests it makes all the difference.
Jack goes on to explain that the garden makes him work with people he is not friends with
because he knows he can learn something from them ;
‘your friends might not be good at that job but other people that you are not friends with
might be good at that job so you have to ask them to help you. I went to work with Alan that
way.’
This suggests that Alan and Jack did not start out as good friends but have become so as a
result of their work together.
Clare, Year Six, talks about liking learning new skills from others:
‘I didn’t know pruning until Jim taught me I didn’t even know how to use secateurs or that it
(pruning) had to be done.’
Learning new skills is important to Clare, she liked tasks that she describes as ‘ not regular
jobs’. She explains that when she tried growing things at home, before the garden project
started, she was unsuccessful and as a result saw it as a waste of time. Being involved and
learning from horticultural specialists she feels more successful and she is keen to pass on
those skills at home to her parents. Jim also talks about learning from an adult in assemblies
or horticultural lessons how they inform him and help him get to know more about plants and
bugs.
During her time working in a horticultural capacity elsewhere Mrs Green was employed
creating courses for teachers. She talks about learning from others who were skilled in their
field of specialism without being conscious of the learning:
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‘I was learning through planning the courses and working with the tutors. I was gaining from
their knowledge and learning by osmosis...they would teach me about medicinal plants, basic
horticultural skills, pest control, botanical illustrations, photography in the garden.’
Alan talks about learning in a similar way:
‘I knew the stem of that plant has spikes.....sometimes the garden can be an excuse for
learning because you can ask your teacher to show you something in the garden.’
This learning is prompted by the garden but it leads to Alan seeking out an informed other to
help him. Mrs Green explains that curiosity leads to learning unconsciously in the garden:
‘I think the learning is really unconscious, children come into the garden and are learning
confidently but not in a prescriptive way. I don’t think they are even really aware of the fact
they are learning ......they are curious and they want to know the answers to questions, they
ask all the time and they want to know things.’
The curiosity in the garden is different to working in the classroom:
‘It’s almost like the balance has shifted so the child is asking quest