{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/30815"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/30815","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Attitudes Toward and the Influence of Vegetation on Elementary School Grounds in Virginia","abstract":"This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. The research also looked to find other contributing factors. Principals' educational backgrounds and age proved to be non-influencing factors. However, gender did influence school grounds with women being more likely to administer school grounds with fewer trees and tree plantings than men. Levels of tree vegetation and tree plantings proved to be highly influential in satisfaction with appearance of school grounds. Non-urban schools were more likely to have higher levels of vegetation than urban schools. Parental, service club, and local business involvement are linked together in respondents' satisfaction with each influencing the perception of the others. Analyses of these results can help groups target schools for grounds improvement projects. By understanding what effect principals have on their school grounds steps can be taken at the level of individual schools, school boards, and communities to help improve school grounds.","abstract_html":"This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. The research also looked to find other contributing factors. Principals' educational backgrounds and age proved to be non-influencing factors. However, gender did influence school grounds with women being more likely to administer school grounds with fewer trees and tree plantings than men. Levels of tree vegetation and tree plantings proved to be highly influential in satisfaction with appearance of school grounds. Non-urban schools were more likely to have higher levels of vegetation than urban schools. Parental, service club, and local business involvement are linked together in respondents' satisfaction with each influencing the perception of the others. Analyses of these results can help groups target schools for grounds improvement projects. By understanding what effect principals have on their school grounds steps can be taken at the level of individual schools, school boards, and communities to help improve school grounds.","abstract_has_math":false,"creators":["Arbogast, Kelley L."],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Forestry","degree_department":"Forestry","school":null,"contributors":[],"advisors":[],"committee_chairs":["Kane, Brian C.","Kirwan, Jeffrey L."],"committee_members":["Hertel, Bradley R."],"year":2005,"date_issued":"2005-12-02","date_published":"2005-12-02","updated_at":"2026-07-22T22:18:47Z","subjects":["Involvement","Vegetation","Elementary Schools","Appearance","Attitudes"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01052006-211029"],"render_values":[{"text":"etd-01052006-211029","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/30815","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Kane, Brian C.","Kirwan, Jeffrey L."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hertel, Bradley R."]},{"key":"dc:contributor.department","label":"Department","values":["Forestry"]},{"key":"dc:creator","label":"Author","values":["Arbogast, Kelley L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:30:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:30:09Z","2008-01-11"]},{"key":"dc:date.issued","label":"Date","values":["2005-12-02"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Forestry"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Involvement","Vegetation","Elementary Schools","Appearance","Attitudes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01052006-211029"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/30815"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. 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