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cided with teacher-parent interviews. The inclusion of the ‘nature zone’ in the newschool playground was inspired by the school’s involvement in the program (T5, inter-view) and supported by local business.Secondary School (EO5)EO5’s participation in Kids Greening Taup¯o was focused on developing a wildlife corri-dor within a council-owned park. This involved Years 9 and 10 students (13- to 14-year-olds) from one science class planting vegetation to provide year-round food for nativespecies, and some initial attempts at pest tracking and trapping were made. Addition-ally, some extra-curricular involvement of the school’s six Kids Greening Taup¯o leadersinvolved logo and website development, supporting the kindergarten initiatives, andhelping to host a teacher professional development session at a local marae.Stakeholder PerspectivesFindings from this study indicated that all lead teachers from the participating edu-cational organisations and representatives from the partnering organisations (i.e.,stakeholders) perceived there to be a number of opportunities generated through KidsGreening Taup¯o. Responses from 8 out of the 15 teachers interviewed indicated thatavailable at.Downloaded from. University of Waikato Library, on 26 Apr 2018 at 21:15:26, subject to the Cambridge Core terms of use,
180Thea DePetris and Chris Eamesinvolvement in the program gave them the impetus they needed to incorporate envi-ronmental education into curricula, while three other teachers believed Kids GreeningTaup¯o was a ‘vehicle’ for enabling students to become active community members.In comparison, five of the seven representatives from the partnering organisationscommented during their interviews about the importance they believed the programplayed in relation to connecting children and young people with their ‘place’.Three teachers also felt the program’s high profile increased the integrity of theirenvironmental initiatives and led to more support from the ‘powers that be’ (e.g., prin-cipals, council). As one teacher commented:It was that support that was about us beingable to get this done. They [representatives from the partnering organisations] have thenetworks to council … By having all those people behind us … it’s given it a better push’(T13, interview).During the pilot, this support came mainly in the form of assistance from people,rather than money and tangible resources as originally planned through a proposedTake Action Fund. During the interviews, some teachers expressed their disappoint-ment that this fund never eventuated; however, generally, the lack of funding did notprevent schools from participating in Kids Greening Taup¯o or progressing their projects.

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