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Validity; Student Motivation; Gardening; Self Determination; Models; Learner Engagement; Teaching Methods; Reliability; Teacher Attitudes; Student Attitudes; Middle School Students; Path Analysis; Science Education; Personal Autonomy; Prediction; Academic Achievement; Measures (Individuals); Environmental Education; Sustainable Development

Abstract:
Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as "active ingredients" in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and student-reports of garden engagement, administered to 310 middle school students, demonstrated multidimensional structures, good measurement properties, convergent validity, and the expected correlations with self-perceptions in the garden, garden learning, achievement, and engagement in science and school. Exploratory path analyses, calculated using multiple regression, provided initial support for the self-determination model of motivation: students' perceived autonomy, competence, and intrinsic motivation uniquely predicted their engagement in the garden, which in turn, predicted learning in the gardens and achievement in school. (Contains 7 tables, 2 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gardening; Cooking Instruction; Elementary Schools; Learner Engagement; Educational Environment; Outcomes of Education; Program Effectiveness; Student Attitudes; Teaching Methods; Quality of Life; Foreign Countries; Principals; Interviews; Cooperation; Teamwork; Program Evaluation; Experiential Learning; Focus Groups; Participant Observation; Interpersonal Competence; Intervention; Teacher Attitudes; Parent Attitudes; Administrator Attitudes

Abstract:
This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Prior Learning; Physical Activities; Plants (Botany); Agricultural Production; Gardening; Learning Experience; Service Learning; Community Involvement; Urban Areas; Urban Schools; Horticulture; Campuses; Outdoor Education; Program Effectiveness; College School Cooperation; Experiential Learning; Learning Activities; Elementary Schools; Federal Programs; Schools of Education; Health Education; Nutrition; STEM Education; Grade 4; Design; African American Students; Outreach Programs; Summer Programs; Tests; Partnerships in Education; Student Projects; Active Learning

Abstract:
Community gardening provides many benefits for students like outdoor physical activity, an understanding of plant life cycles, food production and healthy eating (Blair, 2009; Whiren, 1995). Gardening also provides hands-on learning opportunities to draw parallels between what is needed for plants to grow and what students need to be healthy. When a college of education and university office of community service learning partner with a K-8 school in an urban area, students and the neighborhood, all of those involved can benefit. Educators know that students learn by doing and that community involvement enriches the learning experience while teaching valuable lessons about giving back while helping others. This gardening project was part of a larger campus community gardening outreach project to address local food insufficiency concerns and provide education about sustainability via gardening. This successful project provides key insights into the need to make solid connections, in sequenced lessons, between what students' prior knowledge and what they see in their everyday lives, then tapping into their creativity. Diversity, plants, gardening, food, nutrition and related topics serve as vehicles to introduce concepts that integrate design and STEM education principles. [The College of Education and Human Services provided partial funding for this Partnership School Beautification and Gardening Project, which took place from May 1st to May 28th, 2012. Other support for this project was provided by Ohio Campus Compact through the Volunteers in Service to America (VISTA) Summer Associates program.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Homework; Educational Technology; Student Motivation; Action Research; Teacher Researchers; Class Activities; Learning Activities; Student Attitudes; Teaching Methods; Urban Areas; Elementary School Students; Elementary School Teachers; Elementary Schools; Middle School Students; Middle School Teachers; Middle Schools; Learner Engagement; Technology Uses in Education; Behavior Problems; Evidence; Electronic Equipment; Handheld Devices; Student Surveys; Teacher Surveys

Abstract:
This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To define the problem of the lack of student motivation and engagement, behaviors that were targeted included disruptions, lack of participation, homework completion, coming to class unprepared, asking to leave the class, engagement in personal interests, asking off topic or inappropriate questions, sleeping or putting the head down in class, and showing up tardy to class. These observations led the teacher researchers to document evidence of the problem through a Student Survey, which assessed students' perceptions of technology usage in and out of the classroom. In analyzing data from the Student Survey, about one third of students felt class activities were not related to their interests nor did they incorporate technology in ways that motivated and engaged them to learn. A Teacher Survey was administered regarding their usage of technology at school and at home. The results depicted the amount of time their students used technology in classes during the day, student motivation when using technology, as well as the amount of time allotted by teachers for planning in and out of the classroom. Teacher researchers noted that students were more likely to engage in classroom activities when technology was used, however, 47% of teachers responded by asserting their students used technology for less than 80 minutes per day. Furthermore, 57% of teachers stated they spend more than one hour per day using technology for school-related purposes. In addition, there was a second Teacher Survey regarding adverse student behaviors as they relate to motivation and engagement. The teachers were asked to check the five most frequently observed adverse behaviors in class, with the highest frequency of observations being unpreparedness, 83%, followed closely by disruptiveness 80%. In order to increase student motivation and engagement, teacher researchers implemented a technology-supported learning environment. Technology-supported lesson plans which featured technology tools such as computers, laptops, iPods, iPads, interactive whiteboards, student response systems, overhead projectors, document cameras, video and audio recording devices, computer software, etc. were created and implemented during the project action plan. After analyzing the data, the most notable results concluded that students felt teachers provided activities related to their interests and students were more likely to engage in classroom activities when technology was used. Based on the results of the action research project, the teacher researchers concluded that students were more motivated and engaged in learning when using technology. The technology-supported learning environment improved student motivation and engagement by 9% after the intervention period. The following are appended: (1) Student Survey; (2) Teacher Survey--Technology; (3) Teacher Survey--Motivation and Engagement; (4) Who's Who?; (5) Vocabulary Review Lesson 2; (6) Making Inferences from Pictures; (7) Favorite Animal; (8) Create Unique Spelling Words; (9) Novel Questions Google Doc; (10) La Tour Eiffel Google Doc; (11) "Sign of the Beaver" Character Web; (12) La Toussaint Wiki Assignment; (13) Penguin and Bird Venn Diagram; (14) "Sign of the Beaver' Survival Guide; (15) La Famille iMovie Comprehension; (16) Album de Famille Sample Project Slide; (17) Inflectional Endings; (18) Les Indices-QR Code Clues Who Stole the Eiffel Tower?; (19) Egypt Google Presentation; and (20) Vocabulary Test Google Form. (Contains 6 tables and 14 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Activities; Learning Activities; Student Attitudes; Teaching Methods; Curriculum Development; Questionnaires; Foreign Countries; Research Design; Educational Change; Case Studies; Comparative Education; Grade 6; Elementary School Students; Science Teachers; Socioeconomic Status; Statistical Analysis; Observation; Experiential Learning; Interviews; Teacher Attitudes; Qualitative Research; Memorization; Confucianism; Constructivism (Learning)

Abstract:
Set in the context of today's globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; Research Methodology; Sampling; Gardening; Social Development; Educational Research; Coding; Science Achievement; Mathematics Achievement; Language Arts; Educational Benefits; Journal Articles; Databases; Environmental Education

Abstract:
What is the impact of garden-based learning on academic outcomes in schools? To address this question, findings across 152 articles (1990-2010) were analyzed resulting in 48 studies that met the inclusion criteria for this synthesis. A review template with operational coding framework was developed. The synthesis results showed a preponderance of positive impacts on direct academic outcomes with the highest positive impact for science followed by math and language arts. Indirect academic outcomes were also measured with social development surfacing most frequently and positively. These results were consistent across programs, student samples, and school types and within the disparate research methodologies used. However, a common issue was lack of research rigor as there were troubling issues with incomplete descriptions of methodological procedures in general and sampling techniques and validity in particular. Recommendations for more systematic and rigorous research are provided to parallel the growing garden-based education movement. (Contains 3 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Inquiry; Elementary School Students; Skill Development; Program Evaluation; Computer Software; Computer Assisted Instruction; Tests; Mixed Methods Research; Observation; Inservice Teacher Education; Elementary School Teachers; Questionnaires; Longitudinal Studies; Science Instruction; Science Activities; Educational Technology; Program Effectiveness; Teaching Methods; Environmental Education; Teacher Attitudes; Focus Groups; Student Attitudes; Geographic Information Systems; Maps; Data Interpretation; Data Collection

Abstract:
Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out the extent to which the project had developed: (1) participant teachers' confidence in using datalogging as an everyday part of their science teaching; (2) pupils' abilities to collect and interpret relevant environmental monitoring data; and (3) the use of scientific data within environmental education in the project schools. Programme description: The project used software which integrates data from Global Positioning System (GPS) with sensor data collected outdoors to produce Google Earth visualisations of environmental quality in each school's locality. Sample: Phase 1 involved 10 primary schools in the South West of England (2008-9), and phase 2 was implemented in six primary schools in Greater London during 2010. All pupils in the 9-10-year-old age range participated to some extent (N [approximately equal] 450) and each school identified a focus group of between two and four pupils (n = 38) together with two members of staff (n = 32) to be more closely involved in the project. Design and methods: The evaluation adopted a multi-method approach, drawing upon documentary sources (n = 40); observations of continuing professional development (CPD) cluster days (n = 8) and dissemination events (June 2009 and January 2011): baseline pupil assessment tasks (n = 291) and teachers' baseline questionnaire (n = 25) in September 2008 and March 2010; classroom observations; samples of pupil work (n = 31); end-of-project pupil assessment (n = 38) and teachers' and pupils' responses to the project (n [approximately equal] 180) in June 2009 and December 2010; and a longitudinal evaluation in February 2012. Results: Datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but the use of position-linked logging had not been sustained. While there is evidence of pupils developing a range of scientific enquiry skills through the project, the extent to which their interpretation of data improved is unclear. All participating schools made greater use of scientific data than before the project to develop their environmental education. Conclusions: The project has demonstrated the potential of combining datalogging with GPS technology to support challenging, motivating and relevant scientific enquiry. Primary teachers require targeted technical and pedagogical support to maximise learning benefits for pupils. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Citizenship; Statistical Data; Foreign Countries; Study Abroad; Global Approach; Conservation (Environment); Student Attitudes; Pretests Posttests; Surveys; Values; Program Effectiveness; Teaching Methods; Environmental Education; College Students; Experiential Learning; Transformative Learning

Abstract:
Short-term study abroad programs currently account for more than 50% of students who study overseas. Using an adaptation of the Value-Belief-Norm theory of proenvironmental behavior (Stern, 2000), we hypothesized that study abroad nurtures global citizenship related to ecologically conscious behaviors by strengthening core relations among environmental values, beliefs, and norms. The sample consisted of students (n = 623) from 10 U.S. universities participating in a 4-week study abroad program to either Australia or New Zealand in 2008 and 2009. A pre-, posttest design was adopted in which students voluntarily completed a survey instrument on the first and last days of the program in the destination country. Results of the study suggested that the modified Value-Belief-Norm approach provides a robust theoretical framework, used in conjunction with theories of learning, for explaining how proenvironmental behavior is nurtured. These findings provided empirical support for the efficacy of short-term study abroad programs and developed further support for the importance of strong pedagogical techniques implemented by competent instructors. (Contains 3 notes, 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Lunch Programs; Principals; Gardening; Nutrition; Construct Validity; Sustainability; Attitude Measures; Administrator Attitudes; Teacher Attitudes; Program Effectiveness; Child Health; Wellness; Allied Health Personnel; Surveys; Food

Abstract:
Purpose/Objectives: The purpose of this study was to examine the perceptions of various school personnel who are key participants in child nutrition and wellness regarding the sustainability and use of school gardens. Methods: A convenience sample of staff from schools with school gardens across the United States was established, consisting of: principals; teachers; and school food, health, and nutrition professionals. Two surveys from previous studies were combined to align with the research questions. The survey included 19 items addressing topics such as: the effectiveness of school gardens; sustainability of the school garden program; items produced in the gardens; how items were used from the gardens; and the potential impact school gardens may or may not have on produce offerings in school lunches. Questions addressing demographics, school garden usage, and sustainability of the garden were developed and included. The final instrument was reviewed for content and construct validity, and distributed electronically. Results: Twenty-seven surveys were completed by representatives of the three various stakeholder groups. Of all the respondents, 55.6% (n=15) used garden produce in their cafeterias. Participants also reported that school gardens were used in core academic instruction for all grades, augmenting the pedagogy in math, science, nutrition, and environmental studies. The majority of schools had an interest in utilizing garden produce through a salad bar as a part of its meal program, although the findings revealed that most schools surveyed did not offer a salad bar. However, those who were more closely aligned with the daily operations of a school lunch program had a less enthusiastic response. Such individuals may have a more realistic perspective regarding the actual use and impact of school gardens in the meal program. Applications to Child Nutrition Professionals: The results of this study are applicable to child nutrition professionals as a foundation to promote various uses of school gardens while recognizing the perceived barriers that must be overcome to ensure their success. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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