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2. Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- 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
- Journal Title:
- HortTechnology
- Journal Title Details:
- 27(2) : 228-234
- Notes:
- 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.
3. Attitudes and professional development needs of school-based agricultural education teachers related to inclusion, diversity, and equity
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Wood, Matthew J. (author), Sorensen, Tyson J. (author), and Burrows, Michelle S. (author)
- Format:
- Journal article
- Publication Date:
- 2023-06-30
- Published:
- USA: American Association of Agricultural Education
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 206 Document Number: D12933
- Journal Title:
- Journal of Agricultural Extension
- Journal Title Details:
- V.64, N.2
- Notes:
- 18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
4. British Guild of Agricultural Journalists' Nepal appeal bears fruit
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Format:
- Journal article
- Publication Date:
- 2017-03
- Published:
- International: International Federation of Agricultural Journalists (IFAJ), Ormstown, Quebec, Canada
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: D08263
- Journal Title:
- IFAJ News
- Notes:
- 4 pages.
5. Challenges to implementing integrated pest management in schools: what we have learned from field visits
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Anderson, Marcia (author)
- Format:
- Journal article
- Publication Date:
- 2015
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D06737
- Journal Title:
- Applied Environmental Education & Communication
- Journal Title Details:
- 14(1) : 3-13
6. Comparison of presentation method effectiveness for dissemination of pesticide-free turfgrass management information
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Campbell, Julie H. (author), Henderson, Jason J. (author), Wallace, Victoria H. (author), and University of Georgia University of Connecticut Department of Extension, University of Connecticut
- Format:
- Journal article
- Publication Date:
- 2018-08
- Published:
- United States: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10327
- Journal Title:
- HortTechnology
- Journal Title Details:
- 28(4) : 536-542
- Notes:
- 7 pages., Via online journal., This study examined how different presentation formats affected knowledge gain among school grounds managers. Results indicate large-group participants (presentation to ≈50 participants at a turfgrass field day) had greater knowledge retention than small-group participants (presentation to 6–10 participants at an interactive workshop). Small-group attendees had more flexibility to discuss issues that affected them directly and may have focused on those issues instead of the targeted information. Large-group meetings were more ridged in format and attendees were less able to deviate from the main subject matter being presented. However, the value of the small-group meeting should not be discounted, especially when athletic field grounds managers and staff require information specific to their situation. When disseminating more general information, the large-group meeting format is a better means of delivery.
7. Elementary school students’ needs and preferences regarding urban agriculture
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Lee, A-Young (author), Kim, Seon-Ok (author), Park, Sin-Ae (author), and Konkuk University
- Format:
- Journal article
- Publication Date:
- 2018-12
- Published:
- Republic of Korea: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D10321
- Journal Title:
- HortTechnology
- Journal Title Details:
- 28(6) : 783-794
- Notes:
- 12 pages, via online journal, This study aimed to investigate elementary school students’ needs and preferences regarding urban agriculture. In total, 1268 students in grades 4 to 6 at four elementary schools in Seoul, South Korea, participated in the study. A 21-item questionnaire was developed and distributed in each school by trained researchers for 3 weeks in Oct. 2017. More than 73.7% of the students reported having an awareness of and need for urban agriculture, and 86.8% (N = 1048) indicated their participation intention. Students noted needing urban agriculture for scientific inquiry and recommended including a learning activity in urban agriculture (35.4%, N = 400) for psychological stability and stress reduction (20.9%, N = 236), and for leisure and hobby purposes (16.2%, N = 183). Students reported participating in urban agriculture activities in indoor and outdoor spaces (33.8%, N = 423) for more than 30 minutes and less than 60 minutes (42.0%, N = 525) twice per week (40.2%, N = 501) with friends (72.9%, N = 818). Preferred urban agriculture indoor activities were planting plants (21.8%, N = 822), arranging flowers (20.9%, N = 788), and making craftwork using plants (18.9%, N = 714). Harvesting (20.8%, N = 790), watering (15.1%, N = 570), and planting transplants (13.1%, N = 493) were preferred outdoor activities. Other preferred activities included playing with livestock (22.4%, N = 884), cooking with the harvested crops (21.3%, N = 805), and feeding livestock (17.2%, N = 650). The female students demonstrated greater perception, experience, awareness of the necessity, and willingness to participate in urban agriculture compared with male students (P = 0.01). The lower the grade, the more students perceived the necessity of urban agriculture (P < 0.001). The results of this study can provide basic data for the practical development of urban agriculture programs for elementary school students.
8. Evaluation of the impact of school garden exposure on youth outlook and behaviors toward vegetables in southern arizona
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Lohr, Abby M. (author), Henry, Nick (author), Roe, Denise (author), Rodriguez, Claudio (author), Romero, Rosalva (author), and Ingram, Maia (author)
- Format:
- Journal article
- Publication Date:
- 2020-07
- Published:
- United States: Wiley-Blackwell
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 203 Document Number: D12267
- Journal Title:
- Journal of School Health
- Journal Title Details:
- Vol. 90 Issue 7
- Notes:
- 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.
9. Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Chang, Yuan-Yu (author), Su, Wei-Chia (author), Tang, I-Chun (author), Chang, Chun-Yen (author), and National Taiwan University Chang Jung Christian University
- Format:
- Journal article
- Publication Date:
- 2016-12
- Published:
- Taiwan: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10451
- Journal Title:
- HortTechnology
- Journal Title Details:
- 26(6) : 783-792
- Notes:
- 10 pages., Via online journal., There is a growing body of literature that explores the benefits of school gardening for children, but few studies have been conducted in Taiwan. Even fewer studies have examined which factors influence the benefits that children derive from these activities. Therefore, the purpose of this study was to explore the benefits of school gardening for children in Taiwan and also identify the factors influencing these benefits. This study used qualitative research methods, which consisted of interviewing 43 elementary school students who had extensive experience with gardening, and used a general inductive approach to analyze the data. The study also used a quantitative approach to statistically compare gender differences, which found that there were some differences in preference for gardening between boys and girls in Taiwan. The results also identify seven benefits children can derive from school gardening, including increasing life skills, producing pleasant feelings, improving relationships and having plants as companions, acquiring new knowledge, experiencing the aroma and flavor of fruits and vegetables, improving health, and increasing connection to nature. Some of these benefits of school gardening have not been mentioned in previous studies and can be considered to be new, such as having plants as companions. Additionally, this study found 20 factors that influence the benefits of school gardening. Of these, eight were about plants, seven about activities, two about outdoor environments, and three about other participants. Most of the factors provide more than one benefit. The factors with the greatest impact have the most number of benefits that influence children and include “appearance, odor and texture,” “hands-on,” and “outdoor natural elements.” These factors help us to realize the unique characteristics of gardening, highlight the distinctiveness, and increase the indispensability of gardening activities.
10. Farm to school in British Columbia: mobilizing food literacy for food sovereignty
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Powell, Lisa Jordan (author) and Wittman, Hannah (author)
- Format:
- Journal article
- Publication Date:
- 2018-03
- Published:
- Canada: Springer
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 6 Document Number: D10214
- Journal Title:
- Agriculture and Human Values
- Journal Title Details:
- 35(1) : 193-206
- Notes:
- Article first online: 18 July 2017, Via online journal., Farm to school programs have been positioned as interventions that can support goals of the global food sovereignty movement, including strengthening local food production systems, improving food access and food justice for urban populations, and reducing distancing between producers and consumers. However, there has been little assessment of how and to what extent farm to school programs can actually function as a mechanism leading to the achievement of food sovereignty. As implemented in North America, farm to school programs encompass activities not only related to school food procurement, but also to the development of student knowledge and skills under the framework of food literacy. Research on farm to school initiatives has largely been conducted in countries with government-supported national school feeding programs; this study examines farm to school organizing in Canada, where there is no national student nutrition program. Using qualitative fieldwork and document analysis, we investigate the farm to school movement in British Columbia, in a context where civil society concerns related to education and health have been the main vectors of farm to school mobilization. Our analysis suggests that, despite limited institutional infrastructure for school meals, the British Columbia farm to school movement has contributed toward realizing goals of food sovereignty through two main mechanisms: advocacy for institutional procurement of local and sustainable foods and mobilizing food literacy for increased public engagement with issues of social justice and equity in food systems.