Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
69 results(3 / 3)
Teaching STEM through Horticulture: Implementing an Edible Plant Curriculum at a STEM-centric Elementary School
2016Leila A. Graves, Harrison Hughes, Meena M. Balgopal · Journal of Agricultural Education · Global
This case study examined the implementation of a horticulture-based curriculum by two 3rd grade teachers and two STEM coordinators. While one STEM coordinator found the curriculum addressed academic science standards and provided relevant inquiry activities, the other STEM coordinator and teachers believed garden plants did not address science standards and only supported enrichment. This highlights a divergence in perception regarding the curriculum's alignment with academic standards.
Limited or null effectFood educationCommunitySINIF ÖĞRETMENLERİNİN OKUL BAHÇELERİ HAKKINDAKİ PEDAGOJİK BEKLENTİLERİ
2015Nida Bayındır · Route Educational and Social Science Journal · Global
This research investigated primary school teachers' pedagogical expectations regarding school gardens. The study found that 60.7% of primary school teachers considered their school gardens pedagogically insufficient. Teachers primarily identified a need for more pedagogical equipment in school gardens, and desired features like Atatürk busts, flags, mini activity corners, floor games, and functional sports fields.
Limited or null effectFood education"What We Eat Matters": Perspectives on Food and Health in the Mexican Im/migrant Farmworker Communities in Indian River County, Florida
2015Hugo Puerto · Journal of International Crisis and Risk Communication Research · United States (Florida)
This ethnographic study in Indian River County, Florida, investigated challenges in engaging Mexican im/migrant farmworkers in community-based health solutions, specifically community gardens. Despite efforts by farmworker leaders and the health department to promote community gardens for health and economic benefits, little engagement was observed within the farmworker community. The research, based on participant observation, surveys, and interviews, analyzed barriers to healthy eating and the limited role of grassroots initiatives in improving health outcomes.
Limited or null effectCommunityHealthFood educationWelfareMaking the Garden a Viable Part of Curriculum
2015Laura Forbes · Digital Commons - CSUMB (California State University, Monterey Bay) · United States (California)
School gardens are common in elementary schools, but teachers find it challenging and unnecessary to incorporate them into their time and everyday curriculum due to time restrictions and the need to focus on required classroom curriculum. This capstone focuses on the beneficial factors students can receive by properly implementing the school garden into everyday curriculum and how teachers can successfully incorporate it. By creating a garden-based program and lesson plans that incorporate required subjects, teachers can spend the necessary time teaching required subjects while utilizing the school garden.
Limited or null effectFood educationEffect of an After-School Garden Club Program on Elementary Students.
2014Maggie Caroline McGriff · Journal of the Arkansas Academy of Science · United States
This study investigated whether three elementary school garden club programs influenced students' attitudes and behaviors regarding fruit and vegetable consumption. Quantitative analysis using pretest and posttest questionnaires found non-significant results, indicating no significant effect on participants' perceptions of fruit and vegetable consumption. Qualitative analysis of participant interviews also showed mostly non-significant changes in healthy eating, although participants reported positive experiences in other aspects like respect for nature and enjoyment of activities.
Limited or null effectFood educationHealthCommunityThe Historical Development of the School Garden Movement in the USA
2014Green Hope, River Edge, New Jersey 07661, USA., Hye Jin Keum · Journal of people, plants, and environment · United States
The philosophical background and historical development of the school garden movement in the USA were examined. The movement demonstrated a process of formation, decline, and revival. It began to diminish after World War I and was pushed to extinction by technological advancements in the 1950s, before resurging from the 1990s to address childhood obesity, nature-deficit, and improve academic achievements.
Limited or null effectFood educationHealthPolicy‘Plants Are Fashioned by Cultivation, Man by Education’
2014Robert Mattock · · United Kingdom
This article discusses the decline in horticultural skills and work ethic in the United Kingdom over the last century, attributing it to the welfare state's de-incentivization of the workforce. The diverse plant vocabulary and cultivation skills once common among Victorian gardeners and landscape designers are now largely lost, impacting the conservation of designed landscapes. While efforts are being made to revive school gardens and promote apprenticeships and craft skills, the article concludes that more work is needed to re-establish a traditional work ethic in apprenticeships.
Limited or null effectFood educationDIY東京都稲城市における農家直売所の経営特性 : 都市における「農」の役割を考える
2013卓也 林 · Institutional Repositories DataBase (IRDB) · Japan (Inagi City)
This study examined the management characteristics of direct farm sales outlets and the role of agriculture in urban areas, using pear farmers in Inagi City, Tokyo, as an example. Field surveys confirmed a decrease in pear picking activities and a high ratio of direct sales and home delivery. While familiarity with agriculture has increased due to farmers' cooperation in agricultural experience learning and the establishment of many community gardens, a limitation was identified: to convey the value of urban agriculture to those with low interest, the enhancement of pear picking, allowing easy interaction with farmers on farmland, is required.
Limited or null effectCommunityFood educationEconomicsUrban–rural linkageJust How Much Can School Pupils Learn from School Gardening? A Study of Two Supervised Agricultural Experience Approaches in Uganda
2011John James Okiror, Biryabaho Matsiko, Joseph Oonyu · Journal of Agricultural Education · Uganda
This study, conducted in eight primary schools in Uganda, compared the learning achievement of pupils taught using supervised home gardens and those taught using school gardens. Data were collected over four school terms using questionnaires, focus group discussions, interviews, observations, and a posttest examination, and analyzed with a t-test. Findings showed no significant difference in knowledge achievement between the two groups of pupils.
Limited or null effectFood educationCommunityAn evaluation of the California Instructional School Garden Program
2011Eric L. Hazzard, Elizabeth Moreno, Deborah Lane Beall, Sheri Zidenberg‐Cherr · Public Health Nutrition · United States (California)
A mid-term evaluation was conducted on 3103 California public schools (80.6% of applicants) to assess the effectiveness of the California Instructional School Garden Program (CISGP). Many schools reported not achieving their predicted goals related to the CISGP grant, with only 39.4% of schools accomplishing all their garden-related goals. Additionally, 37.8% of schools reported that their school gardens were negatively affected by the California budget deficit, suggesting that the discrepancy between predicted and actual grant utilization may be due to a combination of budget shortfall and insufficient grant award amounts.
Limited or null effectFood educationPolicyEconomicsUrban School Farming to Improve School Feeding: The Case of Nakuru Town, Kenya
2010Dick Foeken, Samuel Owuor, Alice Mwangi · Children Youth and Environments · Kenya
A survey was conducted in almost all primary and secondary schools in Nakuru Town, Kenya, to examine the extent to which school farming contributes to school feeding programs. The survey found that while school farming and feeding programs are common practice, school farming substantially contributes to school feeding programs in relatively few cases.
Limited or null effectFood educationWelfareEconomicsAn Evaluation of the California Instructional School Garden Program Grants
2010Eric L. Hazzard, Elizabeth Moreno, Deborah Lane Beall, Sheri Zidenberg‐Cherr · The FASEB Journal · United States (California)
This study evaluated the effectiveness of the California Instructional School Garden Program (CISGP) grants by surveying 749 grantee schools. It found that the development, sustained use, or expansion of gardens was less than expected (p=.01), and fewer schools than expected reported using gardens for instruction (p<.001) or to teach academic subjects (p<.003). Less than 40% of schools reported accomplishing all their garden goals with the funds.
Limited or null effectFood educationPolicyEconomicsPreparing the Urban Agricultural Science Teacher: Curriculum Implications
2010A. C. Egun · Journal of Agricultural Sciences · Global
This paper examined the competencies needed by Agricultural Science teachers in urban areas for effective institutional preparation. Teachers identified 24 competencies for urban agriculture teaching but expressed deficiency in 19 competencies (79.17%). The curricular implication is to include basic Humanities subjects like Geography, Economics, and Commerce in Agricultural Science teacher programs and to effectively implement field trips to strengthen the relationship between theory and practice.
Limited or null effectFood educationEconomicsUrban–rural linkageDelivering on Sustainability's Global and Local Orientation.
2010Eva Collins, Kate Kearins · Academy of Management Learning and Education · New Zealand (Auckland)
A sustainability instructor took a graduate class to an eco-village near Auckland, New Zealand, where students observed off-grid homes and community gardens. While New Zealand students were inspired by the alternative lifestyle, two international students from China and Tajikistan expressed that this lifestyle was how they lived at home and they did not wish to live that way, preferring the New Zealand lifestyle. This indicates a limited appeal of the eco-village model to some international students.
Limited or null effectCommunityFood educationUrban–rural linkageClimate changeImpact of Community Gardening Workshops on Food Security in Ghanaian Favelas
2009Kwesi Acheampong, Amoako Mensah, Boatemaa Boateng · Zenodo (CERN European Organization for Nuclear Research) · Ghana
A survey conducted from January to March across five favelas in Accra, Ghana, investigated the impact of community gardening workshops on food security. While participants gained knowledge on sustainable gardening techniques, 45% of respondents still lacked access to necessary resources like seeds and tools. The study concluded that workshops improved awareness but further support is needed to address practical implementation barriers.
Limited or null effectCommunityFood educationFood sovereignty & justiceWelfareAGRICULTURA URBANA- EXPERIÊNCIA DA UFRRJ
2006Edilene Lagedo Teixeira, Janailton Coutinho, Adriano Costa da Silva, Andréa Soares, Camila Silva de Oliveira, Carla Gomes dos Santos, Beatriz Ribeiro Guimarães · REVISTA BRASILEIRA DE AGROECOLOGIA · Brazil
This study, conducted in 2003 by UNISOL REGIONAL and UFRRJ, aimed to develop an organic, condiment, and medicinal garden through social education activities. A socioeconomic survey of the community revealed urgent problems with water scarcity, mosquitoes, and rodents. While two garden beds and 12 planters were built to encourage self-sustaining urban agriculture, the abstract does not explicitly state the success or failure of achieving self-sustainability or addressing the identified community problems beyond the construction itself.
Limited or null effectCommunityFood educationOrganic cycleEconomicsEffects of a Gardening Program on the Academic Progress of Third, Fourth, and Fifth Grade Math and Science Students
2006Adelaide Ellen Pigg, Tina M. Waliczek, Jayne M. Zajicek · HortTechnology · United States (McAllen, Texas)
A study of 196 elementary students in McAllen, Texas, compared the academic progress of students participating in a school garden program with those receiving traditional classroom instruction. No statistically significant differences were found in science achievement scores, indicating similar benefits for both groups. However, students receiving traditional math instruction showed more improved math achievement scores compared to those in the garden program.
Limited or null effectFood educationSchool Gardens: Can a Hands-on Teaching Tool Affect Students' Attitudes and Behaviors Regarding Fruit and Vegetables?
2000Sarah Lineberger, Jayne M. Zajicek · HortTechnology · Global
This study evaluated the "Nutrition in the Garden" program's effect on students' attitudes and behaviors regarding fruit and vegetables. While students' attitudes towards vegetables and fruit/vegetable snacks became significantly more positive after gardening, no differences were detected in attitudes towards fruit. Crucially, students' fruit and vegetable consumption did not significantly improve, remaining at an average of 2.0 servings per day, which is below national averages and recommendations.
Limited or null effectFood educationHealthVegetable Growing as a Teaching Material for Environmental Education : (1) Utilization of LISH (Low-Input Sustainable Horticulture) and Vegetable Garden as a School Garden
2000智 藤田, Satoshi FUJITA · Institutional Repositories DataBase (IRDB) · Japan
At Keisen Women's College farm in Japan, the potential of using Low-Input Sustainable Horticulture (LISH) and vegetable gardening as environmental education materials was investigated over 15 years, starting in 1984. The study found that 16 different vegetable varieties could be grown organically, but cucumbers, other fruit/vegetables, and Cruciferae were virtually impossible to grow organically. However, damage could be reduced for some varieties through specific cultivation methods, and the vegetable garden was found to maintain beauty even in cold seasons and provide a suitable hands-on learning experience for environment and food.
Limited or null effectFood educationDIYOrganic cycle