Pates, Gregory Daniel2015-02-232015-02-232014-11https://hdl.handle.net/11299/170002University of Minnesota M.S. thesis. November 2014. Major: Landscape Architecture. Advisor: David G. Pitt. 1 computer file (PDF); ix, 186 pages, appendices p. 145-186 pages.Highlands Elementary school grounds were originally constructed for play. Use of settings for teaching using Highlands Integrated Thematic Instruction (ITI) approach varied; some teachers were unaware of teaching opportunities that the settings "afforded." The author hypothesized that by comparing teachers' affordance perceptions with the author's "expert judgment" perceptions, opportunities could be identified to improve the "fit" of teachers' and expert judgments' perceptions in ways that would enhance suitability for teaching.Three settings were rated by teachers and expert judgment. Data was interpreted at and across settings regarding Science, Health, Social Studies, Student Inquiry, and teaching using Students' Senses ITI affordances. Relatively similar patterns were found in Science, Student Inquiry, and teaching using Students' Senses affordances. Health and Social Studies affordances were perceived differently. Differences helped interpret and infer potential opportunities to alter teaching activities and intervene in setting design to enhance suitability for teaching, and in suggestions for professional development.enAffordancesElementaryHighlandsIntegrated thematic instructionPerceptionsSchool groundsLandscape architectureThesis or Dissertation