Kadiyala, Suneetha (author), Morgan, Emily H. (author), Cyriac, Shruthi (author), Margolies, Amy (author), Roopnaraine, Terry (author), and Department of Population Health, Faculty of Epidemiology and Population Health, London School of Hygiene and Tropical Medicine, London, United Kingdom
Leverhulme Centre for Integrative Research on Agriculture and Health (LCIRAH), London, United Kingdom
Division of Nutritional Sciences, Cornell University, Ithaca, New York, United States of America
St. Johns Research Institute, Bengaluru, Karnataka, India
Department of International Health, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland, United States of America
Independent consultant, Brasilia, DF, Brazil
Format:
Journal article
Publication Date:
2016-10-13
Published:
India: Public Library of Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: D08245
Taylor, Carl (author), Symon, Elizabeth B. (author), Dabbs, Amy (author), Way, Alexander (author), Thompson, Olivia M. (author), and Center for Livable Communities
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10447
7 pages., Via online journal., South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.
17 pages., Online via UI e-subscription, Researchers used content analysis to determine the relationship between the use of celebrities and the types of products endorsed in one popular U.S. magazine and two popular Thailand magazines. Results indicated that a significant relationship existed among celebrity endorsers and product types. Product categories involving food, diet, and weight loss were among those in which celebrity endorsers were used most.
29 pages., Findings of a survey among consumers indicated that consumers recognize different kinds of functional foods, are willing to pay a premium for their purchase, and perceive possible health value. However, they appeared anxious about the health benefits these foods communicate in their labels.
10 pages, BACKGROUND
Our objective was to evaluate the effect of garden-based learning on outlook and behaviors toward vegetables among primarily Latinx students. An educational strategy, garden-based learning is a teaching tool that complements other disciplines.
METHODS
Third- and fourth-grade students at 4 elementary schools with different garden programs completed a bingo survey and participated in class discussions to measure outlook and behaviors toward vegetables.
RESULTS
Students in schools with more garden exposure were more likely to answer “Yes” to survey questions reflecting a positive attitude and behaviors toward vegetables. In class discussions, students most often mentioned vegetables grown in the school garden as their favorite vegetables.
CONCLUSION
For third- and fourth-grade students, the length of exposure to a school garden appears to have a positive impact on both perceptions of and desire to consume vegetables. Other studies have shown that positive outlook and behaviors toward vegetables can change vegetable consumption habits in children. Integrating garden-based learning into the school curriculum may positively influence eating behaviors over the long-term future.
