Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
687 results(28 / 28)
Effect of Service Learning on Attitudes towards Students with Severe Disabilities
1999Martha S. Burns, Nicholas J. Certo, Keith Storey · Education and training in mental retardation and developmental disabilities · Global
This quantitative study explored regular education students' attitudinal changes towards students with severe disabilities through inclusive service learning projects. The study involved a first intervention group of 12 volunteers who created a community garden with 8 students with severe disabilities, and a second intervention group of 12 Outdoor Education students who assisted 8 students with severe disabilities at a Special Olympics event. An attitudinal questionnaire was administered before and after the projects, and a control group was also included, but the abstract does not report the findings.
CommunityFood educationWelfareThe significance and praxis of community‐based sustainability projects: Community gardens in western Australia
1998Laura Stocker, Kate Barnett · Local Environment · Australia (Western Australia)
This paper reviews the types and roles of community gardens, which are managed by community members and contribute to Local Agenda 21 planning and sustainable communities. It presents a case study of a community garden in Western Australia, analyzing lessons learned and the potential contributions of such gardens to physical, ecological, sociocultural, and economic sustainability. Community gardens produce fresh organic food, create community spaces, and disseminate community science.
CommunityFood educationOrganic cycleEconomicsStudying Children's Perceptions of Garden Benefits Using the Internet
1998Tina M. Waliczek, R. Daniel Lineberger, J.M. Zajicek · HortScience · Global
An online survey was conducted on the KinderGARDEN Web page to investigate children's perceptions of gardening benefits. Children responded via email, reporting on their gardening experiences, learning, and perceived advantages. Results indicated that children positively valued gardening for recreation, and also mentioned educational, environmental, aesthetic, social, and economic benefits. Specifically, 81% felt they learned about the environment, 54% about plants, 31% cited recreation/fun, and 15% mentioned socialization with friends and family.
Food educationCommunityHealthEconomicsCaries preventive effect of wild tea (tsaang-gubat) among school children.
1998Parajas Il · PubMed · Global
A 3-year study in two elementary schools investigated the caries preventive effect of wild tea (tsaang-gubat) among schoolchildren. The experimental group drank one cup of tea daily for 17 months, prepared from fresh school garden leaves. Results indicated that wild tea is an effective caries preventive agent, showing a 75.67% decrease in caries incidence, though an increase in the third year was attributed to irregular consumption and reduced tea fluoride content.
Food educationHealthCommunityUniversity–Elementary School Partnerships: Using Landscape Design and Construction Classes to Create School Teaching Gardens
1997N.K. Lownds · HortScience · Global
This article describes a case where a university landscape horticulture professor, a landscape design class, a landscape construction class, elementary school teachers, and a principal collaborated to create school teaching gardens. University students engaged in a problem-solving project from the perspective of elementary school children, deepening their own understanding by explaining horticulture. This process was a genuine learning experience for all university students, elementary teachers, and students, with dynamic idea sharing throughout the design and construction.
Food educationCommunityCOMMUNICATING COMPOSTING TO THE PUBLIC.
1995Sandra A. Balch, D. L. Auld · HortScience · Global
This article discusses methods for communicating composting information to the public, noting that many potential composters lack expertise, information, and support. It finds that hands-on instruction and active involvement in ongoing programs, as well as integration into established programs like community gardens, are effective methods for conveying composting information.
CompostFood educationCommunityStudies of the role of school gardens in Combatting malnutrition in Sri Lankan children†
1988Kasipathy Kailasapathy · Ecology of Food and Nutrition · Sri Lanka
This study developed a model school garden (28m²) in Sri Lanka to provide part of the nutritional requirements for school children. The garden produced an average daily yield of 813g of vegetables, supplying significant percentages of a 10-12 year old child's recommended daily intake, including 115% of calcium, 151% of iron, 557% of vitamin A, and 1222% of vitamin C.
Food educationHealthWelfarePlants as “Children” in Introductory Child Psychology
1979William E. Roweton · Psychological Reports · Global
This study discussed the instructional advantages of growing vegetable seedlings in an introductory child psychology course. The project drew students' attention to the importance of nutrition in child development, as well as the popularity and practicalities of urban gardening. Additionally, the activity of "raising" plants proved to be a provocative analogy to "rearing" children.
Food educationHealthDIYManual Training in the Bulgarian Elementary Schools
1959Rayna Sharova · Soviet Education · Bulgaria
In Bulgaria, labor education was introduced into general schools shortly after World War I, with manual training for boys and handwork and domestic science for girls. After 1921, "Subotniks" (Sundays) were organized for pupils to perform mass work, including harvesting on school property, planting trees in drought-ridden lands, and cultivating school gardens and flower beds.
Food educationCommunityThe School Garden and its Organization in Schools of Industrial Centers
1959Aleksandr Filatov · Soviet Education · Russia (Moscow)
This text suggests that school garden areas in large industrial centers like Moscow should be integrated into the city's green spaces, functioning as well-planned squares within their district subdivisions. It asserts that this integration does not conflict with the garden's designated role as a living laboratory for the school.
Food educationCommunityPolicyVilla Juanita Community Garden
1905Diana Paola Betancurth Loaiza, Natalia Sánchez Palacio, Jorge Lino Moreno Aricapa · Repositorio Universidad de Caldas · Colombia
This report details the experience of implementing the Urban Community Garden in the Villa Juanita neighborhood. The project focused on fostering urban agriculture as a strategy to improve food security and promote sustainability within the community. The garden became a space for community participation where diverse sustainable agricultural practices were integrated. Through this project, social cohesion was strengthened, environmental education was promoted, and spaces for interaction and collective learning were generated.
CommunityFood educationFood sovereignty & justiceOrganic cycleThe School Garden
1902Wilbur S. Jackman · The Elementary School Teacher and Course of Study · Global
The school garden is a useful accessory for nature study from aesthetic, economic, or botanical viewpoints. While aesthetics offer strong attractions, the most important aspect is understanding plant habits and their adaptations to soil, light, heat, air, and other plants, as a garden cannot grow beautifully without this knowledge.
Food educationEconomics