Getting outside: Three teachers' stories of using the schoolyard as an integrated tool for elementary teaching.

Abstract

This naturalistic study addresses the experiences of three teachers who use a schoolyard garden to teach their students.  Using a narrative approach, the teachers’ stories are shared and layered together revealing thematic similarities and differences.  Together, they expose some insights into using the schoolyard as a component of teaching.  Their stories describe a community of mentors and leaders who provide the opportunity for teachers to see successes (and failures) and gain the skills and confidence needed to take their students out, letting nature be their inspiration and their guide.