Your search found 520 results.

Descriptors:
Educational Finance; Food Service; Campuses; Financial Support; Sustainability; Dining Facilities; Educational Facilities Improvement; Gardening; Colleges

Abstract:
Sustainable food and dining is a popular topic on college and university campuses. Popular areas of focus include equipment upgrades in the kitchen, installation of campus or community gardens, and streamlining existing campus recycling operations, such as by converting campus vehicles to run on used vegetable oil from the dining hall. Research shows that these types of projects are ideal funding candidates inside the green revolving fund model as they coincide with the fund's common goals of reducing resource use and engaging the community. Though these projects have remained largely untapped by financing through green revolving funds, this white paper examines both the successes and obstacles of financing food service and education programs through the green revolving fund model on eight campuses in the United States. Appended are: (1) Sample of Dining Service Sustainability Projects; and (2) Methodology. (Contains 2 tables and 42 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1269K)

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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Gardening; Outdoor Education; Foreign Countries; Food; National Curriculum; State Schools; Agricultural Production; Program Descriptions; Program Evaluation; Interdisciplinary Approach; Parent Attitudes; Cooking Instruction

Abstract:
"Gardens for Bellies" ["Haver til Maver"] is an organic school gardens project at Krogerup farm in Northern Sealand, Denmark, which provides children with first-hand experiences in a natural, outdoor environment. The general intention of the project is to expand children's competences and their knowledge of nature, farming and food preparation. This article draws on a new evaluation of "Gardens for Bellies" based on qualitative as well as quantitative studies carried out by education researchers. The evaluation shows very positive learning benefits linked to experience and enjoyment. The outdoor learning programme and environment represents a unique addition to the national curriculum of the Danish state school system, providing the possibility of interdisciplinary and enjoyment-based learning. One of the main conclusions is that the pupils who participate in the "Gardens for Bellies" programme develop a desire to learn. A number of the competencies they develop relate directly to the subject of science, as well as other school subjects. Parents confirm the learning benefits and view "Gardens for Bellies" as a unique supplement to regular school teaching. The experience dimension and a certain communication of love together with the teachers' passion to show their passion for teaching on site provide one possible explanation as to why the desire to learn is stimulated among the pupils. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Evidence; Video Technology; Mental Retardation; Interaction; Physical Activities; Interpersonal Communication; Gardening; Verbal Communication; Satisfaction; Caregivers; Residential Programs

Abstract:
People with intellectual disability can be supported by staff encouraging their skills in communication and in physical tasks. In a qualitative study, I used video evidence from a residential home and from 2 garden therapy services to argue that physical tasks are structurally more likely to result in successful performance (and corresponding positive assessment), whereas verbal tasks tend to result in failure (and corresponding correction and unsatisfactory interaction). I suggested 7 distinguishing characteristics of the 2 kinds of task and briefly discussed the policy implications for supporting people with intellectual disability. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Innovation; Sustainability; Colleges; Higher Education; Sustainable Development; Conservation (Environment); Energy Conservation; Curriculum; Planning; Public Support; Social Change; Economic Factors; Gardening; Outreach Programs; Community Programs; Foreign Countries; Indigenous Populations

Abstract:
The Summer 2012 SQR: "Innovations in Campus Sustainability," explores the critical linkages between education, innovation, and sustainability. This issue highlights new and ground-breaking practices within the Innovation (IN) category of STARS, focusing on the unique solutions within higher education that positively impact current and future generations. With 11 institutions highlighted, this issue covers data from reports submitted through June 1, 2012. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website

Descriptors:
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

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (149K)

Descriptors:
Ecology; Elementary Schools; Foreign Countries; Grants; Gardening; Science Projects; Science Instruction; Elementary School Science; Natural Resources; Sustainable Development; Conservation (Environment)

Abstract:
What would you do if you were offered over a thousand pounds to spend on a science project in your school? This is the enviable position that Conwy schools have found themselves in as part of a three-year rolling project by the Edina Trust. The Edina Trust has been working together with Conwy Local Authority since 2010 to develop the Gardening Club Grant Scheme in state primary schools across Conwy. The grant scheme has provided schools with the means to develop natural habitats, develop sensory gardens, or regenerate their school grounds as a practical science resource. The grants also have been used to establish gardening clubs to give children the opportunity to experience growing their own fruit and vegetables, equipping them with skills for later life. In this article, the author examines the impact of the involvement of the Edina Trust in schools in Conwy, North Wales. (Contains 5 figures and 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
American Indians; Tribally Controlled Education; Horticulture; Health Promotion; Gardening; Food Standards; Agricultural Production

Abstract:
High in the hills south of Santa Fe, New Mexico, stands a greenhouse that Luke Reed hopes will help American Indians eat healthier. Reed also recently used the structure, completed in August, to teach a course on greenhouse management to representatives of the nearby Santo Domingo, Cochiti and Santa Clara pueblos. Near the greenhouse, fruit trees and a community garden that grows lettuce, spinach, broccoli and cauliflower have also provided fare for the school cafeteria--as well as lessons in raising healthy food. Many of the 37 tribal colleges are making some sort of effort to promote "food sovereignty," a term that has come to mean ensuring American Indians access to and control over affordable, high-quality food. The colleges, a multitude of agencies and community groups and the tribes themselves are part of a movement to help American Indians eat healthier. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Plants (Botany); Gardening; Community Resources; Grade 4; School Community Relationship; Science Activities; Hands on Science; Teaching Methods; Science Instruction; Elementary School Science; Outdoor Education

Abstract:
A national movement is underway to establish elementary school gardens, which can serve both academic and social purposes. These gardens can positively impact students' science achievement and provide the thematic and hands-on approach especially conducive to learning for students with disabilities. Garden-based learning (GBL) broadens the scope of school gardening to include tools and processes such as indoor seed germination and vermicomposting. Teachers at a suburban elementary school leveraged community resources and the assistance of parents to initiate GBL. They employed this strategy to provide standards-based science and cross-disciplinary instruction, as well as to facilitate inquiry and the development of related process skills. A collaborative fourth grade classroom engaged all learners in investigations about the decomposition of vegetable matter, worm populations, and the impact of fertilizer on plant growth. The experiential and interdisciplinary nature of GBL may make it one key to unlocking learning potential in students with disabilities. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website