Research & reports
Peer-reviewed research and reports on community urban agriculture, food education, composting, welfare and more.
Theme
Critical findings
2012 results(59 / 81)
Awareness of Daegu Citizens on Urban Agriculture
2016Boong Hoon Eom, Eun Jin Jang · Journal of people, plants, and environment · South Korea (Daegu)
This study investigated Daegu citizens' awareness of urban agriculture through a questionnaire administered to 328 residents from May 9-25, 2015. The cognition level of urban agriculture was found to be very low, though experienced groups reported high satisfaction and future participation intentions were very high. Motivations included 'Hobby and leisure activities' and 'Safe food production', while perceived effects included 'Safe agricultural products' and 'Change in dietary life'. Preferred types of urban agriculture included 'Rooftop garden' and 'Learning/education type home garden'.
CommunityFood educationHealthDIYFood Safety Education for Students and Workers in School Gardens and University Farms
2016John Dzubak, Angela Shaw, Catherine Strohbehn, Linda Naeve · Journal of Extension · United States
Two 1-hour food safety curricula were developed in the United States to educate K–12 students, university farm researchers, and workers on good agricultural practices for produce grown in school gardens and university farms. The validated curricula included video modules, activities, lesson plans, quizzes, and manuals. Piloting results indicated that participants increased their food safety knowledge after engaging with these curricula.
Food educationHealthCultivating community through gardening in Kenora, Ontario
2016Rob Moquin, Alan P. Diduck, A. John Sinclair, Iain J. Davidson‐Hunt · Canadian Food Studies / La Revue canadienne des études sur l alimentation · Canada
This research documented participants' experiences of community-building through community gardening in Kenora, Ontario, Canada, using Photovoice with twelve participants, follow-up interviews, and participant observation. Findings revealed a relational perspective of community gardening and the importance of sharing and learning, but also identified barriers to social capital and ecological citizenship. Future initiatives must address colonial and racial barriers to collaboration and ensure accessible garden locations.
Equity & displacementCommunityFood educationWelfareBeneficial but Constrained: Role of Urban Agriculture Programs in Supporting Healthy Eating Among Youth
2016Subhashni Raj, Samina Raja, Bree-Ana Dukes · Journal of Hunger & Environmental Nutrition · United States
This study examined the influence of urban agriculture (UA) programming on fruit and vegetable consumption among urban youth in Buffalo, New York. Results indicated that while youth were willing to try new foods, other food behaviors did not change. The study found that UA programming is beneficial but not sufficient to engender healthy eating behavior in youth, with fruit and vegetable consumption also associated with gender and neighborhood median household income.
Limited or null effectFood educationHealthCommunity2015 실과 개정교육과정에 기반한 농업내용 분석과 지속가능한 농업교육에 대한 제언
2016Youjin Jang, 곽혜란 · 한국실과교육학회지 · South Korea
This study analyzed the agricultural content of the 2015 revised elementary practical arts curriculum in South Korea, comparing it with the 2009 curriculum, focusing on goals, content systems, achievement standards, and learning elements in the agriculture and life science domain. It found that while learning elements in the agricultural domain did not significantly change, the 2015 curriculum emphasized sustainable agriculture, particularly eco-friendly future agriculture and agricultural experiences in daily life, centered on the core concept of sustainability. The study suggests that future agricultural education should incorporate multi-dimensional sustainable agriculture, such as urban agriculture, local food, and eco-friendly agricultural certification, into new textbooks.
Food educationPolicyFood sovereignty & justiceFood miles & supply chainPredicting teacher likelihood to use school gardens: A case study
2016Natalie Louise Kincy, Nicholas E. Fuhrman, Maria Navarro, D. A. Knauft · Applied Environmental Education & Communication · Global
This study analyzed elementary teachers' attitudes, school norms, perceived behavioral control, and intent regarding the use of school gardens in their curriculum, using a quantitative survey based on the theory of planned behavior. In current teaching situations, 77% of teachers' intent to use school gardens was explained by positive school norms and teachers who garden in their personal time. It was suggested that school gardens are more likely to succeed if teachers who garden personally can mentor others and promote positive norms and attitudes.
Food educationCommunityInvestigation of the Effects of Horticultural Activity Program for Mothers to Improve Relationship with Child
2016Yeon Seon Kim, Sin Ae Park · Journal of people, plants, and environment · Global
This study investigated the effectiveness of a horticultural activity program for mothers to improve mother-child relationships, involving 60 mothers with children aged 4-7 years. The experimental group (n=30) attended six weekly 90-minute sessions, while the control group (n=30) did not. After the program, the experimental group showed statistically significant improvements in parenting stress, self-esteem, and parenting efficacy, but no significant difference was found in emotional empathy.
HealthFood educationWelfareEat Your Way to Better Health: Evaluating a Garden-based Nutrition Program for Youth
2016Matthew James Kararo, Kathryn Orvis, Neil A. Knobloch · HortTechnology · United States (Indiana)
The "Eat Your Way to Better Health (EYWTBH)" is a garden-based nutrition education program conducted and evaluated for three years in Indiana third-grade classrooms, aiming to educate youth about food sources and healthy eating habits. Participants started and maintained their own school gardens during the 8 to 12-week implementation, with outcomes assessed using pre- and post-program questionnaires. Results indicated that upon program completion, youth reported higher healthy food choice self-efficacy and increased variety in fruit and vegetable consumption.
Food educationHealthCommunityUrban Agriculture Case Studies in Central Texas: From the Ground to the Rooftop
2016Bruce Dvorak, Ahmed K. Ali · InTech eBooks · United States (Texas)
This chapter introduces urban agriculture concepts and case studies in Central Texas, United States. It highlights a modular pavilion type farmers market and urban garden in downtown Bryan, designed and built by students and faculty, and a rooftop crop pilot study at Texas A&M on a four-storey building. Challenges for these projects include crop adaptability to the Central Texas climate, structural and community support, and the presence of a viable market for locally grown produce.
CommunityFood educationEconomicsProyectos de agricultura urbana del Jardín Botánico de Bogotá "José Celestino Mutis" analizados desde la perspectiva de la educación ambiental (2004 - 2016)
2016Katherine Alexandra Herrera Hernández, Yohanna Marcela Pinzón, Ruth Zamira Herrera Rincón · · Colombia (Bogotá)
This project aimed to contribute to the study of Urban Peri-urban Agriculture (UPA) in Bogotá by describing projects led by the José Celestino Mutis Botanical Garden from 2004 to 2016, analyzed from an environmental education perspective. Using a qualitative methodology, the study investigated fundamental elements in education-management development, such as participation, the construction of the concept of environment, and the strengths and weaknesses in achieving these projects within the framework of successive city governments during that period.
Governance failureFood educationCommunityPolicyPeri-urban agricultureAnalysis of Effect of Urban Agricultural Experience Activities to Alleviate Problem Behaviors of Adolescents
2016Nam-Sick Jung, Yong‐Hak Lee, Eun-Jee Kang, Yong-Geun Kim · 농촌지도와 개발 · Global
This study verified the effect of urban agricultural practice on factors of adolescent problem behavior. Quantitative research showed that urban agricultural practice improved self-worth by 16.7%, reduced depression by 28.1%, and improved sociality by 19.4%, with statistical significance confirmed in all lower measures. Qualitative research found overwhelmingly positive changes or maintenance in sentence completion tests and confirmed a positive change of mind in adolescent communication, cognitive and problem-solving abilities, and participation through observation of program participation behavior.
Food educationHealthCommunityA systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence
2016Heather Ohly, Sarah Gentry, Rachel Wigglesworth, Alison Bethel, Rebecca Lovell, Ruth Garside · BMC Public Health · Global
A systematic review of 40 articles on school gardening programs found that quantitative research was generally of poor quality, with limited evidence for changes in fruit and vegetable intake based on self-report. Qualitative research, though of better quality, attributed a range of health and well-being impacts to school gardens, but more robust quantitative research is needed to support these findings.
Methodological critiqueFood educationHealthCommunityThe Impacts of a School Garden Program on Urban Middle School Youth
2016Dennis W. Duncan, Ashley Collins, Nicholas E. Fuhrman, D. A. Knauft, David Berle · Journal of Agricultural Education · United States
This study used a quantitative questionnaire to assess the impacts of an urban school garden program on 31 middle school students enrolled in an agriscience connections course in the United States. Data analysis revealed that the cultivation aspect of the program had the greatest positive outcome on urban middle school youth. Students with a family garden showed greater interest in participating, and culinary activities were highly enjoyed, with over 60% agreement on all related items.
Food educationCommunityHealthUtilization Analysis on Participants of Functional Vegetable Garden Model for Urban Agriculture
2016Eun‐Hee Park, Eunha Yoo, Kyungsook Han, Yoonah Jang, Sunjin Jeong, Dongkeum Park · Journal of people, plants, and environment · Global
This study analyzed the utilization of a functional vegetable garden model by its users, examining aspects such as product types, quantities, ratios, and existing issues. Many participants reported no prior experience with vegetable garden education, yet found cultivation education helpful for their activities. Vegetables were the main type of plant grown in family gardens, with participants independently determining planting times and methods. The current amount of flowers and herbs in the functional vegetable garden model was deemed appropriate, and a crop ratio of 60.5% vegetables, 21.2% medicinal plants, and 18.3% flowers/herbs was considered moderate.
DIYFood educationCommunityGraduate Internship in Agricultural Education: Joseph Kerr Middle School
2016Christie Elise Liebig · DigitalCommons - CalPoly (California State Polytechnic University) · United States (California)
This graduate internship involved developing a school and community garden at Joseph Kerr Middle School in California, United States. The garden provides hands-on learning for students, who harvest fresh produce and distribute it to families lacking access to fresh produce. Some produce was also donated to a local food bank, emphasizing the program's focus on teaching sustainable practices.
Food educationCommunityWelfareOrganic cycleHistorical allotment gardens in Wrocław - the need to protection = Historyczne ogrody działkowe we Wrocławiu - potrzeba ochrony
2016Wanda Kononowicz, Katarzyna Gryniewicz-Balińska · Digital library of Zielona Gora (University of Zielona Góra) · Poland
This paper describes the historical development of allotment gardens in Wrocław, Poland, from the mid-nineteenth century. It notes the emergence of various types, including rented gardens, gardens for the poor or factory workers, school gardens, Schreber gardens, and "war" vegetable gardens cultivated between 1914-1918.
CommunityFood educationPolicyA NEW VISION FOR AN OLD INSTITUTION: ADDRESSING THE CHALLENGES FOR URBAN AND PERI-URBAN AGRICULTURE AT THE WALTHAM EXPERIMENT STATION
2016Kevin C. Hartzell · ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · United States (Massachusetts)
The University of Massachusetts Amherst’s Waltham Experiment Station in Waltham, Massachusetts, is slated for redevelopment as a model for multi-use urban agriculture production, research, and education. This project will focus on educational and research categories within the theme of cultural ecosystem services. The aim is to strengthen urban and peri-urban agriculture activities through this new vision for extension.
Urban–rural linkageFood educationCommunityPolicyEvaluation of a Nutrition Intervention through a School-Based Food Garden to Improve Dietary Consumption, Habits and Practices in Children from the Third to Fifth Grade in Chile
2016Diego Vinueza, Lydia Lera, Judith Salinas, Carmen Gloria González, Lorena Barrios, Fernando Vío · Food and Nutrition Sciences · Chile (Santiago de Chile)
This study conducted a six-month quasi-experimental intervention in two public schools in Santiago de Chile (intervention and control schools) to evaluate the improvement of healthy dietary consumption, habits, and practices among third to fifth-grade children using a school-based food garden. The intervention school showed significant improvements in dietary habits, such as peeling and slicing fruit, and increased use of the school garden, but no significant changes were observed in food consumption or nutritional status.
Food educationHealthCommunityThe Green School: a sustainable approach towards environmental education: Case study
2016Lalieta Somwaru · Brazilian Journal of Science and Technology · Suriname
In Suriname, "The Green School" project, initiated in October 2013, is being implemented in all primary schools nationwide. This project aims to positively influence children's environmental behavior through practical activities, focusing on biodiversity (including school gardens), waste, water, and energy. Of the 333 primary schools in Suriname, 286 have been officially designated "Green Schools," and monitoring has shown improvements in classroom and schoolyard cleanliness and sustainable water and energy usage.
Food educationBiodiversityDIYImplementação de horta urbana em alojamento universitário: sustentabilidade e formação para a cidadania
2016Gabriel Rezende Marques, Maria Regina de Miranda Souza, Leo Rinaldo de Arantes Lazzerini, Cláudia Lúcia de Oliveira Pinto · Cadernos de Agroecologia · Brazil (Viçosa)
This study described and evaluated the implementation and adoption of an urban garden by socioeconomically vulnerable students residing in the Federal University of Viçosa dormitory in Viçosa, Brazil, and how the experience influenced their quality of life, civic education, perception, and interest in agroecology. It was found that the use of urban agriculture from an agroecological perspective is an alternative for improving the quality of life in residences and for expanding agroecological knowledge.
CommunityFood educationOrganic cycleWelfareThe Black Bear Food Guild: Student-Run Community Supported Agriculture From Roots to Fruition
2016Sara L. Lyons · DigitalCommons (California Polytechnic State University) · United States
The University of Maine Black Bear Food Guild is an entirely student-run Community Supported Agriculture (CSA) operation that offers student learning and work opportunities. Despite providing various benefits, the Black Bear Food Guild requires financial support to expand its program and ensure its sustained success, indicating a critical need for funding to maintain its future viability.
Economic viabilityCSA & TeikeiCommunityFood educationEconomicsSchool Garden—Plastic Wading Pool Hydroponics
2016Edmund L. Thralls · EDIS · United States
This 4-page fact sheet, published by the UF Department of Environmental Horticulture in October 2015, provides instructions for creating a hydroponic garden using a plastic wading pool. It details the materials, tools, and construction steps required to grow various crops in a liquid nutrient solution. The publication aims to engage youth in food systems through hydroponics in school garden settings.
Food educationDIYHorta comunitária como lócus propagador do conhecimento agroecológico
2016Glorinha Correa Neta, Francisneide de Sousa Lourenço, Naiana Marinho de Souza, J. N. de P. Lourenço, Rainielly Barbosa Soares · · Brazil
This work reports on an experience in the Nova Esperanca community in Brasileirinho, Brazil, with a project focused on a community garden as a propagator of agroecological knowledge. The project aimed to develop activities for vegetable cultivation using agroecological practices. Through tools like Venn diagrams and seasonal calendars, the study observed the difficulties the community faced in planting the Erapakatupa garden.
CommunityFood educationOrganic cycleTips for young professionals
2016Annalisa Metta · Iris (Roma Tre University) · Global
This publication compiles visions from 50 architects, landscape architects, designers, and environmental leaders from 15 countries on sustainability, sustainable design, urbanism, and architecture. Through articles, interviews, and project presentations, they share insights from their work, including community gardens and environmental education. Annalisa Metta contributes 10 tips for young designers on responsibility and sustainability in open space design.
CommunityFood educationBiodiversityAn Interpretive Framework for Assessing and Monitoring the Sustainability of School Gardens
2016Francesco Sottile, Fiorito Daniela, Nadia Tecco, Vincenzo Girgenti, Cristiana Peano · Sustainability · Kenya
This study aimed to propose an interpretive framework, the "Sustainable Agri-Food Evaluation Methodology-Garden" (SAEMETH-G), to quantitatively guide the sustainability evaluation of school gardens. As a case study, the methodology was applied to 15 school gardens located in three regions of Kenya. The application of SAEMETH-G as an assessment tool demonstrated that sustainability evaluations of school gardens can be carried out through a participatory and interdisciplinary approach.
Food educationCommunityClimate change