| This thesis explores the relationship between student achievement and schoolyard naturalization in public elementary schools in a small Ontario city. It seeks to establish whether there is a relationship between student achievement as measured by scores on provincial standardized tests and the presence of natural areas in the schoolyard. Unlike previous research in this area, this thesis also examines whether the relationship remains when socio-economic background is controlled. The research reveals a positive relationship between schoolyard naturalization and student achievement, especially for Grade 3 students, and strong relationships between the socio-economic background of the school catchment area and both student achievement and schoolyard naturalization. The relationship between student achievement and schoolyard naturalization persists when socio-economic background is controlled, and there is an interaction: schoolyard naturalization appears to have a stronger effect on achievement for students from poorer neighbourhoods than for students from wealthier neighbourhoods. Theoretical and practical implications of these findings and suggestions for future research are developed. |
