Research & reports

Community Gardening Works! ACGA 2011 Conference, Mara Gittleman, Kelli Jordan, Eric Brelsford · Cities and the Environment · United States (New York City)

This paper is a case study of Farming Concrete, a community-based project in New York City, which has more than 500 community gardens, over 80% of which host food production according to a 2010 GrowNYC survey. Using citizen science methods in which gardeners and researchers jointly designed and conducted the research, the project measured how much food was grown in New York City community gardens in 2010 and 2011.

Dan Stafford · · United States

A library web page introducing the presenters for a school garden workshop at Kutztown University in the United States, describing it as a learning opportunity for educators and parents featuring speakers and demonstrations on building a sustainable community partnership.

Gail Langellotto, Abha Gupta · HortTechnology · United States

Using peer-reviewed studies of garden-based nutrition education programs delivered to children in the United States, a study applied meta-analytical techniques to examine effects on children's nutrition knowledge, preference for fruit and vegetables, and consumption. Compared with experimental controls (no nutrition education) and nutrition education programs without a gardening component, a vote-counting analysis found most outcomes nonsignificant in the control and nutrition-education-only groups, but positive and significant in the gardening group. The quantitative meta-analysis was limited by the small number of studies reporting full descriptive statistics, but one robust result stood out: gardening increased vegetable consumption in children, while the impact of nutrition education programs alone was marginal or nonsignificant.

Donovon Ceaser · The Journal of Environmental Education · United States (New York City)

Noting broad agreement on the goals of environmental education (EE) but continued debate over promoting student action, this case study examines how a critical urban farming school — Our School at Blair Grocery in New Orleans' Lower Ninth Ward — addresses student action through critical environmental education (critical EE), which combines critical reflection with local action on social and environmental problems. The results found that critical learning within an egalitarian, youth-centered community in a disadvantaged area produces students who are more enlightened and empowered to create change. However, concerns about funding and safety led staff to depart from maintaining an egalitarian ethic, undermining the individualism and unpredictability that critical EE depends on and producing "disconnects" in students' education.

Kevin Camm · VTechWorks (Virginia Tech) · United States

This report examines the Urban Agriculture Day (UAD) program, run by Virginia Cooperative Extension for fifth-grade students in Lynchburg City Schools, Virginia, which provided hands-on agricultural education meeting several requirements of the Virginia Standards of Learning (SOL). Using Rogers's (2003) diffusion of innovation theory as a framework, the report examines how teachers perceived the relative advantage, compatibility, complexity, trialability, and observability of UAD for teaching SOL content.

Loran Mary Luehr, Sylvia B. Smith · Journal of Student Research · United States

A study examined the effectiveness of a four-week interactive food sustainability education program covering local foods, gardening, recycling, and world hunger, delivered to 85 elementary-age students at two schools in southern Illinois. Using a within-subjects repeated-measures design with pre- and post-program surveys analyzed in PASW (Version 18.0) and a significance level of p<0.10 given the exploratory design, the program was found most effective with fourth graders, who showed significant change across all four measured areas: understanding world hunger, effects on their surroundings, understanding of community supported agriculture (CSA), and awareness of stores carrying more local foods. Eighth graders showed significant change in two areas (effects on their surroundings and CSA understanding), and sixth graders showed significantly higher scores only in CSA understanding. The paper reports positive results for the youngest age group while flagging the more limited results among sixth and eighth graders as warranting further research.

Melissa Cater, Janet Fox, Bobby Fletcher · Journal of Extension · United States

A process evaluation of Louisiana's 4-H Seeds of Service School Gardens program, a K-12 Learn and Serve grant initiative, described curriculum implementation fidelity, program reach, use of garden produce and materials, and teacher characteristics. Eighty-seven percent of participating classrooms planted vegetable gardens using the Junior Master Gardener curriculum, and the evaluation found that school gardens can be effective in supporting classroom curriculum.

Corrigan M. P. · Applied Geography 31(4):1232-1241 · United States

Qualitative study of Baltimore community gardens via interviews and observation. Gardens contributed to individual, household and community food security but needed added support through education, policy and funding.

Ratcliffe M.M. · Health Promotion Practice · USA

A study of garden-based education for middle school-aged students; 236 completed a Garden Vegetable Frequency Questionnaire and 161 a taste test, showing improved recognition, attitudes, preferences, and willingness to taste vegetables, plus greater variety eaten.

Chris Szczygiel · eCommons (Cornell University) · United States (Buffalo)

Greening vacant lots is one of the most cost-effective ways for the city of Buffalo to improve its neighborhoods. A program to clean up, green up, and maintain vacant lots can combat blight, raise property values and tax revenue, lower crime rates, and improve residents' quality of life. Greening lots can provide various community benefits, including jobs, educational opportunities, and a local source of fresh, nutritious food.

Joyce Rain Anderson · Journal of international women's studies · United States (Bridgewater)

A project in Bridgewater, United States, is creating an Indigenous garden at the BSU community gardens, involving the construction of a traditional wetu dwelling and the cultivation of a "three-sisters" and medicinal garden. Local Native participants are constructing and tending the garden, and will be instructed in ancestral ways. The initiative aims to support and advance Native culture, allowing students and community members to learn about traditional gardening and dwelling construction from a Native perspective.

Michele DuRivage · School for International Training Digital Collections (School for International Training) · United States (New York)

This thesis project developed original garden-based lesson plans to teach literacy to fourth-grade ESL students. A field study conducted during the spring semester of 2009 at Increase Miller Elementary School in Westchester County, New York, showed that using nature as inspiration, students produced imaginative writing pieces, demonstrating growth in their literacy skills.

Mikhaela Mullins · Lincoln (University of Nebraska) · United States (Lincoln)

This case study at Saratoga Elementary School in Lincoln, Nebraska, aimed to identify children's desires for a garden space. A school garden was constructed, and an after-school garden club was implemented, where participating students drew their ideal gardens. Elements from these drawings were categorized as 'highly desired' or 'somewhat desired' and subsequently integrated into a proposed garden design plan for Saratoga, which utilizes Permaculture design methods for sustainability.

Alice Hu, Ángela Acosta, Abigail McDaniel, Joel Gittelsohn · Health Promotion Practice · United States

This qualitative study identified strategies to promote locally grown produce from an urban agriculture project, Produce From the Park (PFP), among low-income neighborhood residents and community organization representatives (20 interviews, 2 focus groups, 3 participant observations) in a mid-Atlantic city in the United States. Informants identified structural and cultural barriers to purchasing healthy food, including price, location, food culture, and lack of interest, and proposed strategies such as distribution via mobile food carts and farm stands, marketing new foods through taste tests and cooking demonstrations, and youth mentorship. These strategies were inexpensive and incorporated cultural norms and local assets.

Jennifer Marie Vazquez · · United States

In 2010, the ISU Student Organic Farm (SOF) completed its fifth season at the ISU Horticulture Research Station and began selling Community Supported Agriculture (CSA) shares for the first time. This initiative aimed to address the challenges of voluntarily managing an acre of organic vegetables. The effort led to increased participant involvement, greater food production and distribution, and improvements in infrastructure and soil fertility, including the purchase and installation of drip irrigation and the planting of a winter cover crop.

Kendall Gilbert · ScholarWorks - GVSU (Grand Valley State University) · United States

This project aims to utilize the Grand Valley State University (GVSU) Community Garden for agricultural studies, research, education, and outreach. It seeks to expand opportunities for GVSU students, the campus community, and the greater Grand Rapids area to engage in gardening fieldwork. The project intends to promote GVSU as a new field site for agricultural education and production, bridging the gap between students and food systems.

· · United States (New Hampshire)

The South Sudan Community garden project in Manchester, New Hampshire, is a seven-month program for South Sudanese refugees aged 24-44. Implemented in partnership with the International Institute of New Hampshire and the South Sudanese Community Center, its purpose is to provide gardening skills and resources to empower refugees towards self-employment, better economic opportunities, and increased household income, fostering their participation in American life.

Kathleen L. Cappellano · Nutrition Today · United States

This article outlines farmers markets, community-supported agriculture, school- and community-based gardening, and collaborative programs that provide access to fresh produce, in response to American consumers' growing interest in learning about how and where their food is produced. It highlights online resources that describe these programs and organizations, which inform people about the many benefits of local agriculture.

Shane J. Ralston · PhilPapers (PhilPapers Foundation) · United States

This paper presents a Deweyan argument that school gardening prepares students for community gardening, a political activity aimed at food security, education, and community development. School gardening can also prepare children for environmental political activism, particularly involvement in gardening movements, which is presented as an interpretation of John Dewey's "civic turn" to school gardening.

Matheus Sehn Korting, Marlo do Nascimento, Lúcia Nobre, Adriana Mattos de Carvalho, E. Costa · Americanae (AECID Library) · Brazil

This study aimed to present the experience of the Social and Economic Development Center (NUDESE/FURG) as a protagonist in an Urban and Peri-urban Agriculture extension project linked to Brazil's Ministry of Social Development and Fight Against Hunger (MDS). The project directly contributed to institutions such as CAIC, CCMAR, Assis Brasil School, Rio Grande State Penitentiary, therapeutic communities, family farmers in São José do Norte and Rio Grande, and the Ecological Producers Group, through training, awareness, technical production support, and sales strengthening.

Annie Lowry · Digital Commons - Olivet Distinctive Heritage, Scholarship, & Creativity (Olivet Nazarene University) · United States (Illinois)

This project aimed to evaluate how gardening is integrated into classroom curriculum in several schools in Illinois and the factors leading to this integration. Qualitative data was collected from interviews with educational professionals from seven different sites, confirming previous research on the benefits of gardening and providing new insights into current and future integration of gardens into the classroom.

Louise Chawla · Children Youth and Environments · United States (New York City)

This article reviews the 2010 film "Truck Farm," directed by Ian Cheney, which explores urban gardening in New York City. The film follows Cheney as he cultivates a vegetable garden in his grandfather's pickup truck and visits other urban farmers and food experts across the city. "Truck Farm" combines serious exposition with humor, prompting viewers to consider the future of urban farming and the role of whimsy in sustainability. The reviewer suggests the film is a valuable resource for youth community gardening programs or food systems classes.

Kathryn A. Peters · Journal of Food Law & Policy · United States

Urban agriculture in the United States takes various forms, including individual gardens on private land, public property, and church and school grounds. Key factors for success include land acquisition, zoning ordinances, access to affordable water, infrastructure, and support services like education and outreach. Major U.S. cities, such as Seattle (declared 2010 the Year of Urban Agriculture) and Cleveland (declared 2012 the Year of Local Food), recognize urban agriculture's important role in sustainable cities and local food supply systems.

Sarah Mead-Willis · The Deakin Review of Children s Literature · United States (Brooklyn)

"The Honeybee Man" by L. Nargi is a 2011 picture book about Fred, a Brooklyn resident who keeps three honeybee colonies on his townhouse roof. The book illustrates Fred's urban beekeeping, showing how his bees collect nectar across the borough and how he harvests and distributes honey to neighbors. It aims to educate young families about local ecology and human community, explaining bee behavior and the processes of beekeeping and honeymaking.

Eric 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.