Nutrition and Health
Viewing 22 Articles
1. Can an educational program on the nutritional benefits of citrus fruit positively influence the nutritional attitudes of children?
by Koch Shari and S. Lineberger and J.M. Zajicek, HortTechnology 15 (3): 468-471 -2005 Peer reviewed journal article |
Abstract:
Study evealuates whether students develop more positive attitudes towards citrus fruit by participating in an integrated school program to promote them. No changes in attitude were detected. However, attitudes toward citrus fruit snacks improved.
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| Source: http://horttech.ashspublications.org/ |
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2. Development and Evaluation of a garden-enhanced nutrition education curriculum for elementary schoolchildren
by Morris Jennifer, M. Briggs, and S. Zidenberg-Cherr, Journal of Child Nutrition & Management Issue 2, Fall 2002. -2002 Peer reviewed journal article |
Abstract:
The purpose of this project was to develop a garden-enhanced nutrition education curriculum and relevant assessment tools that could be used for formal evaluation. This report focuses on selected knowledge and behavior results from the vegetable preference survey. The intervention school utilizing the nutrition education curriculum with garden activities demonstrated improvements in knowledge and behavior at post-test and at follow-up.
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| Source: http://www.asfsa.org |
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3. Garden-enhanced nutrition curriculum improves fourth-grade school children's knowledge of nutrtition and preferences for some vegetables
by Morris Jennifer et al., Journal of the American Dietetic Association, Research and Professional Briefs. -2002 Peer reviewed journal article--Professional Brief |
Abstract:
The goal of this study was to determine whether nutrition lessons in combination with gardening activities would have a greater effect on children's vegetable preferences than nutrition lessons alone. Exposure to nutrition education lessons significantly increased vegetable preferences of students at interventions sites. When combined with garden activities, increase was greater. Results were retained after 6 months.
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| Source: http://www.adajournal.org |
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4. School-based gardens can teach kids healthier eating habits
by Morris Jennifer, A. Neustadter, S Zidenberg-Cherr, California Agriculture 54 (5) Peer reviewed journal article |
Abstract:
This study found that school gardening program and nutrition curriculum changed attitudes toward fruits and vegetables; it showed significant differences and a positive influence.
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5. Outcomes from a school-based nutrition education program using resource teachers and cross-disciplinary models
by Auld G.W. et al., Journal of Nutrition Education 30, 268-280. -1998 Peer reviewed journal article |
Abstract:
This study's aims were to determine: 1) if 16 nutrition lessons taught alternately by special resource teachers (SRT) and classroom teachers, could produce outcomes equivalent to 24 SRT lessons; and 2) teachers' reactions to the program. Treatment students showed greater knowledge and self-efficacy scores and consumed 0.36 more servings of fruits and vegetables at lunch. Teachers supported the program and anticipated teaching more nutrition on their own, but noted serious structural barriers. Findings support the need for long-term contact to induce behavior change and the advantage of using teachers specifically trained in nutrition and experiential education.
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6. Cost-benefit analysis conducted for nutrition education in California
by Block Joy Amy, V. Pradhan, G. Goldman, California Agriculture 60 (4), Oct-Dec 2006, 185-191. -2006 University of California publication; articles are vetted, but journal does not conduct a blind peer review process |
Abstract:
This presents a cost-benefit analysis of CA's Expanded Food and Nutrition Education Program (EFNEP), a federally funded nutrition education program for low income families. Using enrolled particpants' demographics and food-related dietary behavior, results indicated that for every $1.00 spent on the program, $3.87--$8.34 is saved in health care costs. These results demonstrate that nutrition education programs are a good investment.
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7. Growing foods for growing minds: integrating gardening and nutrition education into the total curriculum.
by Canaris I., Children's Environments 12 (2) 264-270 -1995 |
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8. How zucchini won fifth-grade hearts.
by Cavaliere D., Children Today 16 (3), 18-21 -1987 |
Abstract:
This study indicated that children who participated in their school garden improved attitudes towards healthy foods and that the vegetables grown by students had a high intrinsic value to them.
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9. Fruit and vegetable intake in young children.
by Dennison Barbara A., et al., Journal of the American College of Nutrition, Vol. 17 No. 4: 371—378" -1998 |
| Source: http://www.jacn.org |
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10. Davis school program supports life-long healthy eating habits in children.
by Graham Heather, et al., California Agriculture, 58 (4) |
| Source: http://calag.ucop.edu |
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11. Does 5-A-Day Pay? Potential gains to growers from increasing consumption of fruits and vegetables to recommended levels in a cancer prevention diet.
by Jetter Karen M. et al., UC Agricultural Issues Center: AIC Issues Brief Number 27, Aug 2004" -2004 |
| Source: http://aic.ucdavis.edu |
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12. Can a hands-on teaching tool affect students' attitudes and behavior regarding fruit and vegetables?
by Lineberger Sarah E. and J. M. Zajicek, HortTechnology 10 (3) 593-596 -2000 Peer reviewed journal article |
Abstract:
This article reports on the effect of the Nutrition in the Garden program and student preferences for and consumption of fruit and vegetables. Researchers used pre- and post- tests, questionnaires, and a 24-hour dietary recall. A significant difference was found in pre-and post-test vegetables preference scores.
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| Source: http://www.ashs.org/horttech |
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13. The effect of school gardens on children's attitudes and related behaviors regarding fruits and vegetables.
by Lineberger Sarah E., Unpublished thesis: Texas A&M University -1999 |
Abstract:
This study found that school gardening and nutrition curriculum improved students' attitude towards fruit and vegetable snacks.
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| Source: http://aggie-horticulture.tamu.edu/nutrition/research/abstract.html |
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14. Prevalence of Obesity and Healthy Weight in CA Counties, 2001
by Lund Laura et al., CA Dept of Health Services, Center for Health Statistics. County Health Facts No. 04-05" -June-2004 |
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15. Garden-based nutrition education affects fruit and vegetable consumption in sixth-grade adolescents
by McAleese Jessica & Linda Rankin, American Dietetic Association 107(4), April 2007, 662-664" -2007 Peer reviewed journal article |
Abstract:
The purpose of this study was to investigate the effects of garden-based nutrition education on adolescents' fruit and vegetable consumption using a nonequivalent control group decision. Results showed increased consumption by students in the GBL-nutrition program, which suggests that nutrition education combined with garden based learning is more effective than either alone in changing fruit and vegetable intake by students.
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16. First grade gardeners more likely to taste vegetables
by Morris Jennifer, M Briggs, S Zidenberg-Cherr, California Agriculture 55(1) 43-46 -2001 Peer reviewed journal article |
Abstract:
The purpose of this pilot study was to determine the practicability of implementing an experiential garden-based educational program to first graders while improving their nutritional knowledge. The goal of the study was to also evaluate the impact of this educational garden-based program to determine the enhancement of elementary school children’s dietary patterns. Findings supported an increase in these children’s willingness to taste the vegetables grown in their garden.
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17. School-based gardens can teach kids healthier eating habits.
by Morris Jennifer, M. Briggs and S. Zidenberg-Cherr, California Agriculture, 54 (5). |
Abstract:
Study found that their school gardening program and nutrition curriculum changed appreciation for fruits and vegetables. After gardening, children had more positive attitudes toward vegetables and fruit and vegetable snacks. Significant differences were found between the pretest and posttest scores of the children. However, there were no significant differences between the control and experimental groups.
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| Source: http://www.hort.vt.edu/HORT6004/network/schoolgardens.html |
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18. A comparison of a gardening and nutrition program with a standard nutrition program in an Out-of-school setting.
by Poston Suzanne, C.A. Shoemaker and D. Dzewaltowski, HortTechnology, 15 (3) 463-467 -2005 |
Abstract:
This study compared a standard nutrition program with a garden and nutrition program in an after-summer school program (3rd through 5th graders). The results showed no improvement in nutrition knowledge nor fruit and vegetable preference or consumption. However, the ""gardening self-efficacy"" dimension improved for the garden group. Further research is needed.
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| Source: http://horttech.ashspublications.org/ |
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19. Health and Human Behavior
by Sallis James, Health and Human Behavior -1993 |
Abstract:
Sallis is associated with Active Living Research, Research on obesity and other related issues; "building the evidence base".
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| Source: http://www.activelivingresearch.org |
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20. School-based community gardens: Re-establishing healthy relationships with food.
by Somerset Shawn, Paper presented at National Conference of Home Economics Institute of Australia, Hobart, Tasmania" -Jan-2005 |
Abstract:
Primarily qualitative study that shows that “school-based community gardens represent a significant opportunity to embed nutrition, physical activity and environmental sustainability into mainstream curricula.” Discussion of results includes several dimensions of learning and social development.
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21. Impact of Garden-Based Youth Nutrition Intervention Programs: A Review
by Robinson-O'Brien, Ramona PhD, RD, Story, Mary PhD, RD, Heim, Stephanie , MPH Journal of the American Dietetic Association, Volume 109, Issue 2, Pages 273-280 -February-2009 |
Abstract:
Garden-based nutrition-education programs for youth are gaining in popularity and are viewed by many as a promising strategy for increasing preferences and improving dietary intake of fruits and vegetables. This review examines the scientific literature on garden- based youth nutrition intervention programs and the impact on nutrition-related outcomes. Studies published between 1990 and 2007 were identified through a library search of databases and an examination of reference lists of relevant publications. Studies were included if they involved children and adolescents in the United States and examined the impact of garden-based nutrition education on fruit and/or vegetable intake, willingness to taste fruits and vegetables, preferences for fruits and vegetables, or other nutrition- related outcomes. Only articles published in peer-reviewed journals in English were included in the review. Eleven studies were reviewed.
Five studies took place on school grounds and were integrated into the school curriculum, three studies were conducted as part of an afterschool program, and three studies were conducted within the community. Studies included youth ranging in age from 5 to 15 years.
Findings from this review suggest that garden-based nutrition intervention programs may have the potential to promote increased fruit and vegetable intake among youth and increased willingness to taste fruits and vegetables among younger children; however, empirical evidence in this area is relatively scant. Therefore, there is a need for well-designed, evidenced-based, peer-reviewed studies to determine program effectiveness and impact. Suggestions for future research directions, including intervention planning, study design, evaluation, and sustainability are provided.
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| Source: http://www.adajournal.org/article/S0002-8223(08)02044-0/abstract |
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22. School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-grade Students.
by Parmer, Sondra M., Salisbury-Glennon, Jill, Shannon, David, Struempler, Barbara1 , Journal of Nutrition Education & Behavior; Vol. 41 Issue 3, p212-217 -May/Jun -2009 |
Abstract:
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.
Intervention: Participants were assigned to one of 3 groups: (1) nutrition education and gardening (NE+G) treatment group, (2) nutrition education only
(NE) treatment group, or (3) control group (CG). Both treatment groups received classroom instruction, and the NE+G group also received a school gardening experience. Main Outcome Measures: Fruit and vegetable knowledge, preference, and consumption. Analysis: Analyses of variance.
Results: Participants in the NE+G and NE treatment groups exhibited significantly greater improvements in nutrition knowledge and taste ratings than did participants in the CG.
Moreover, the NE+G group was more likely to choose and consume vegetables in a lunchroom setting at post-assessment than either the NE or CG groups. Conclusions and Implications: School gardens as a component of nutrition education can increase fruit and vegetable knowledge and cause behavior change among children. These findings suggest that school administrators, classroom teachers, and nutrition educators should implement school gardens as a way to positively influence dietary habits at an early age.
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| Source: http://www.jneb.org |
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