Research Database


Using the Sensory Garden as a Tool to Enhance the Educational Development and Social Interaction of Children with Special Needs

This study summarises the findings based on two case study sensory gardens in the United Kingdom, in terms of the educational development and social interaction of children with special needs and the staff who care for them. The aim was to observe and record the users’ behaviour when engaging with features in the sensory garden. The data collection included interviews with teachers and therapists, and behavioural observation, which was used in conjunction with affordance theory.

The Child in the Garden: An Evaluative Review of the Benefits of School Gardening

ABSTRACT: Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U.S. literature on children’s gardening, taking into account potential effects, schoolgardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science

LA Sprouts: A Gardening, Nutrition, and Cooking Intervention for Latino Youth Improves Diet and Reduces Obesity

Garden-based approaches to nutrition education may be effective for improving nutrition habits in adolescents. A quasi-experimental, garden-based intervention for Latino youth (LA Sprouts) was piloted and assessed for its influence on behavior associated with dietary intake and psychosocial factors. Study participants were 104 predomi- nately Latino fourth and fifth grade students in Los Angeles (mean age, 9.8)

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Closing the Achievement Gap

Using the Environment as an Integrating Context for learning (EIC) defines a framework for education: a framework for interdiciplinary, collaborative, student centered, hand-on, and engaged learning. It has begun to trasform curricuka in a growing number of schools across the United States and may have the potential to significantly improve K-12 eduation in America. 

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Factors Contributing to a School's Decision to Apply for the California Instructional School Garden Program

Objective
To compare the applicant schools (AS) to non-applicant schools (NAS) residing in the same school districts for the California Instructional School Garden Program and identify barriers to the application process.

Methods
A case-control, cross-sectional study design was used to compare resources and school environments. Pearson chi-square and logistic regression were conducted.

School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students

Objective
To examine the effects of a school garden on children's fruit and vegetable knowledge, preference, and consumption.

Design
Self-report questionnaires, interview-style taste and rate items, lunchroom observations.

Setting
An elementary school.

Participants
Second-grade students (n = 115).

An Evaluation of the California Instructional School Garden Program

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.

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