Use of School Gardens in Academic Instruction

Graham, Heather; Beall, Deborah Lane; Lussier, Mary V.; McLaughlin, Peggy; Zidenberg‐Cherr, Sheri

doi:10.1016/s1499-4046(06)60269-8

Cited by 147 publications

(154 citation statements)

References 5 publications

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“…1. The findings show that element 3 had a level of priority similar to element 1 because it was aligned with previous studies clarifying that skill in planting approach forms a main element in a program of garden based curriculum (Graham et al 2005;Heim et al 2009;Oxenham & King, 2010). These studies underscore other findings where develpoping educational programs on diet guided by social cognitive theory is through planting that gives opportunity to improve knowledge and skills related to healthy diet through fruits and vegetables.…”

Section: Discussionsupporting

confidence: 86%

“…This was proven by past studies where the programs implemented involving intake of fruits and vegetables had a great impact on children especially in terms of knowledge about nutritious food (Graham et al 2005;Klemmer et al 2005;Myers & Washburn, 2008;Pigg et al 2006;Skelly & Bradley, 2007;Smith & Motsenbocker, 2005;Waliczek et al 2003). Changes in the students and teachers called program outcomes will not occur unless changes occur in the environment in the context of learning are carried out (Ratcliffe, 2007).…”

Section: Program Element Of Curriculum Based On Garden Of Nutritiousmentioning

confidence: 96%

“…Studies on the effectiveness prove that the curriculum program involving nutrition education and nutritional agriculture among children (Graham et al 2005) and elements through school gardens can help in enhancing consumption of fruits and vegetables (Graham et al 2004;Heim et al 2009;McAleese & Rankin, 2007;Morris & Zidenberg-Cherr, 2002;Parmer et al 2009;Robinson-O'Brien et al 2009). …”

Section: Program Element Of Curriculum Based On Garden Of Nutritiousmentioning

confidence: 99%

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Development of a Garden-Based Curriculum Content Model for Indiginous Primary School Students

2017

APJCECT

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The purpose of this paper is to report the finding on the development of Content Model of a Garden Based Curriculum on Nutritious Fruits and Vegetables for Indigenous Primary Schools. Data collection was conducted using Interpretive Structural Modelling (ISM) method to develop the model and implementing Nominal Group Technique (NGT) involving experts from various related disciplines including indigenous research, indigenous nutritional research, curriculum design, agriculture and activist from Semai ethnic for adding and dropping the elements that are presented before voting was conducted. NGT was carried out as an efficient technique for generating ideas in groups and for clarifying the generated ideas prior to the voting procedure by featured experts in ISM. Findings indicate that development of content model of a garden based curriculum on nutritious fruits and vegetables that comprises four (4) content elements. Apart from the development of content model, the development of curriculum objective model, teaching and learning methods model, evaluation and assessment model are enabled to be used as a guideline in developing modules and teaching and learning program to improve nutritious fruits and vegetables consumption for Semai Indigenous children.

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Section: Discussionsupporting

confidence: 86%

Section: Program Element Of Curriculum Based On Garden Of Nutritiousmentioning

confidence: 96%

Section: Program Element Of Curriculum Based On Garden Of Nutritiousmentioning

confidence: 99%

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Development of a Garden-Based Curriculum Content Model for Indiginous Primary School Students

2017

APJCECT

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“…School food gardens offer a setting where multiple health determinants (diet, physical activity, social connection) are integrated into a single activity (9,(11)(12)(13)(14) . Growing evidence supports the potential of school-based food gardens as a useful nutrition education tool, and there is general agreement that gardens can be a useful addition to school resources (8) . An expanding empirical literature is available on the potential for gardening to affect dietary behaviour change in school-aged children (9) .…”

mentioning

confidence: 99%

Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia

Somerset

Bossard

2009

Public Health Nutr.

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Objectives: To determine the prevalence and usage of food gardens in primary schools in three distinct climatic regions of north-eastern Australia. Design: Cross-sectional surveys combining quantitative and qualitative data collection. Two separate telephone questionnaires were developed and implemented, according to the presence or absence of a food garden within the school. Main outcome measures were answers to scaled response and open-ended questions related to factors supporting and inhibiting the establishment and sustainability of school food gardens. Setting: All state primary schools in three disparate regions of the north-eastern Australian state of Queensland were asked to participate in the study. Results: A total of 71 % (n 128) of schools agreed to participate. Of these, thirtyseven primary schools had functioning food gardens. The variations in prevalence between regions combined with respondent views indicated climate as a major factor affecting the success of food gardens. Gardens were often used as a tool by schools to teach science, environment or social skills. Gardening activities were generally linked to curriculum studies on plants, fruit and vegetable intake, and healthy eating. The main issues for schools and teachers in establishing food gardens were the time required and the lack of personnel to coordinate garden activities. Of the schools with food gardens, 92 % believed their garden had been a success. Conclusions: The study revealed strong grass-roots support for school-based food gardens. Although climate and location were important factors associated with the presence of a functioning food garden, respondents nominated teacher involvement and sustained motivation as essential factors for successful school food gardens.

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“…On the basis of the evidence that school gardens can play an important role in creating a healthier and academically improved school environment (14) , AB 1535, California Instructional School Garden Program (CISGP), was enacted in 2006 and authorized the CDE to award $US 15 million for grants to promote, develop and sustain instructional school gardens. In California, a school garden has been defined as 'plants grown in the ground, in raised beds, in pots or in greenhouses in both classrooms or outdoors (15) . The CISGP applications were available from February 2007 to April 2007.…”

mentioning

confidence: 99%

An evaluation of the California Instructional School Garden Program

Hazzard

Moreno

Beall

et al. 2011

Public Health Nutr.

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Objective: California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. Design: A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. Setting: California. Subjects: Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80?6 %). Results: In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39?4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37?8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. Conclusions: The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

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Use of School Gardens in Academic Instruction

Cited by 147 publications

References 5 publications

Development of a Garden-Based Curriculum Content Model for Indiginous Primary School Students

Development of a Garden-Based Curriculum Content Model for Indiginous Primary School Students

Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia

An evaluation of the California Instructional School Garden Program

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