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To determine if and how plant materials were used in Virginia elementary school curricula, a survey was conducted on horticulture or gardening in elementary [Kindergarten-sixth grade (K-6)] education. To do this, 10 questionnaires and cover letters were sent to each of 100 randomly chosen elementary schools throughout Virginia. Based on a 34% response rate from a self-selected group of K-6 teachers, there was a relatively high level of interest (88%) regarding using horticulture or gardening in the classroom. A major goal of this survey was to determine what would encourage or facilitate incorporating horticulture or gardening into the curriculum.
consumption ( Lockie et al., 2002 ; Siderer et al., 2005 ), commitment to environmental and social justice may become more important as consumption increases ( Hjelmar, 2011 ; Seyfang, 2006 ). The level of education is also an important predictor of organic
, roads, and structures were also included as part of professional services. In the 20th century, landscape architects expanded further into subdivision development, regional planning, and highway construction. Education in technical skills needed to
audiences in distance education; 3) informally engage extension audiences via social media; and 4) specifically target the millennial generation—a group notoriously difficult to reach with extension programming. Within our discussion of engagement via social
spurred the United States to follow this movement in the 1900s ( Bachert, 1976 ). In addition, the nature-study movement, which began in the early 20th century, emphasized the importance of education through children’s contact with nature and motivated the
for educational purposes, horticulture, or other applications. We could not find published information regarding the levels of interest and attitudes toward wildflower education or use in students from other majors or regions; nor could we find
launched the Grow Native! program that provides industry-wide branding and tag materials for native plant species. Bench cards, native landscape brochures, industry and public education programs, marketing assistance for growers, and pot tags are made
plant niche market. Providing better education materials on native plants and improved marketing may increase access to native plant materials. Literature cited Brzuszek, R.F. Harkess, R.L. 2009 Green industry survey of native plant marketing in the
funds are applied to train these promising domestic graduate students. The American Council of Education (2003) reported that in the 2 years after the 2000 Census, Hispanics accounted for half of the country's population growth, reaching the growth
knowledge and education regarding the use and identification of native plants is a major concern for both the industry and consumers ( Brzuszek and Harkess, 2009 ; Peppin et al., 2010 ; Pérez et al., 2010 ; Potts et al., 2002 ). Within the native plant