Academic Studies
Viewing 37 Articles
1. 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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2. How zucchini won fifth-grade hearts.
by Cavaliere D. , Children Today, 16 (3), 18-21 -1987 |
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3. Survey on the needs of elementary education teachers to enhance the use of horticulture or gardening in the classroom.
by Dobbs K. et al. , HortTechnology, 8(3), 370-373. -1998 |
Abstract:
A 1995 survey of teachers in Virginia found that 88% of the respondents were interested in incorporating horticulture/gardening into the classroom; 785 of the respondents said that additional training was needed; 86% said that volunteer support for gardening programs was important.
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| Source: http://horttech.ashspublications.org/ |
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4. The Best of Both Worlds: A critical pedagogy of place.
by Gruenewald Davis A., Educational Researcher, 32 (4) 3-12. -May-2003 |
| Source: http://www.aera.net |
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5. Growing Minds: The effect of a school gardening program on the science achievement of elementary students.
by Klemmer C.D., T.M. Waliczek, and J.M. Zajicek, HortTechnology, 15 (3) 448-452 -2005 |
Abstract:
Science achievement of 3rd, 4th, and 5th grade students was studied using a sample of 647 students in Temple, TX. Of the two control groups, one combined gardening activities with science instruction; the other used only science instruction. Results showed the experimental groups scored significantly higher on the science achievement test compared to the control group.
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| Source: http://horttech.ashspublications.org/ |
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6. Development of a science achievement evaluation instrument for a school garden program.
by Klemmer C.D., T.M. Waliczek, and J.M. Zajicek, Development of a science achievement evaluation instrument for a school garden program. -2005 |
Abstract:
The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of 3rd, 4th, and 5th grade students using a garden curriculum. Reliability and validity were established.
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| Source: http://horttech.ashspublications.org/ |
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7. Beneficial Science Teacher Training (Benefits of hands-on education).
by Konen Joseph & Robert L. Horton, Journal of Extension, April 2000, 38 (2). -April-2000 |
| Source: http://www.joe.org/joe/2000april |
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8. Closing the achievement gap: using the environment as an integrating context for learning.
by Lieberman G.A. and L. Hoody, Sacramento, CA: CA State Education and Environment Roundtable, 1998. -1998 |
Abstract:
This is a study on the effects of environmental education. It describes several dimensions of EE programs. Results for schools with such programs show better performance on standardized measures of academic achievement in reading, writing, math, science and social studies. Classroom behavior showed improvements as well.
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| Source: http://www.seer.org/pages/research |
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9. Learning Through Landscapes: An organization's attempt to move school grounds to the top of the educational agenda.
by Lucas B.K., Children's Environments, 12 (2) 233-244. -1995 |
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10. Equal Opportunity Science: Linking English Language Learners and Gardening.
by Mason C.L. & R.H. Barba, Science Teacher, Pub 1992, 59 (5) 22-25 -1992 |
| Source: http://www.nsta.org/highschool#journal |
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11. Nutrition to Grow On: A garden-enhanced nutrition education curriculum for upper-elementary schoolchildren.
by Morris Jennifer et al., Journal of Nutrition Education and Behavior, 34: 175-176. -2002 |
| Source: http://www.jneb.org |
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12. Garden-enhanced nutrition curriculum improves fourth-grade school children's knowledge of nutrition and preferences for some vegetables.
by Morris Jennifer et al., Journal of the American Dietetic Association. Research and Professional Briefs. -2002 |
| Source: http://www.adajournal.org |
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13. 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. -Fall-2002 |
| Source: htto://docs.schoolnutrition.org/newsroom/jcnm |
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14.
by National Gardening Association |
Abstract:
NGA conducted a study of 3rd & 5th grade classrooms using GrowLab curriculum. GrowLab classrooms scored higher than control classrooms in students' understanding of life science concepts and science inquiry skills. Students in 5th grade also scored higher than control groups on attitude scales measuring concern for the environment. For more information, contact the Education Department of National Gardening Association, 180 Flynn Avenue, Burlington, VT 05401.
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15. An after-school gardening club to promote fruit and vegetable consumption among fourth grade students: The assessment of social cognitive theory constructs.
by O’Brien, Suzanne A. and Candice A. Shoemaker , HortTech. January-March 2006 16: (1). |
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18. Emergent learning opportunities in an inner-city youth gardening program.
by Rahm Jrene, Journal of Research in Science Teaching; 39 (2) 164-184 -2002 |
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19. The affective and cognitive effects of an interdisciplinary garden-based curriculum on underachieving elementary students.
by Sheffield B. K., Unpublished doctoral dissertation: University of South Carolina, Columbia, SC. -1992 |
Abstract:
This study involved a third and fourth grade summer school project that used a whole-language approach with gardening as the central theme. Results of formal pre- and post-tests of achievement (Peabody Individual Achievement Test), self-esteem (Coopersmith Self-Esteem Inventory), and attitudes toward school (School Attitude Measure) indicated greater gains in all three areas than control classes made. The most significant student gains were in self-esteem and achievement in reading, reading comprehension, spelling, and written expression.
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20. The importance of school gardens as perceived by Florida elementary school teachers.
by Skelly S.M. and J.C. Bradley, HortTechnology; 10 (1), 229-231" -2000 |
| Source: http://horttech.ashspublications.org/ |
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21. Impact of hands-on science through school gardening in Louisiana Public Elementary Schools.
by Smith Leanna L. and Carl Motsenbocke, HortTechnology, 15 (3) 439-443" -2005 |
Abstract:
JMG curriculum was introduced once per week for 2 hours in 3 Louisiana elementary schools. Texas A&M science achievement tests were administered pre-and post-intervention. Results showed a significant difference between the experimental classes’ pretest and posttest scores, while no significant difference was found between the pre-and posttest scores of control classes.
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| Source: http://horttech.ashspublications.org/ |
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22. Report of LASERS: Language Acquisition in Science Education for Rural Schools
by Stoddart Trish, University of California, Santa Cruz: LifeLab Science Program -Fall-1999 |
| Source: http://www.lifelab.org |
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23. Creating a down-to-earth approach to teaching science, math and technology
by Williamson Robert and Ellen Smoak, Journal of Extension, 37 (3" -1999 |
| Source: http://www.joe.org/joe/1999june |
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24. California Student Assessment Project: The effects of environment-based education on student achievement.
, CA State Education and Environment Roundtable. -2000 |
| Source: http://www.cde.ca.gov |
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25. The Pedagogical Potential of School Grounds.
by Bell Anne, In: Grant, T. and G. Littlejohn, eds. Greening School Grounds: Creating Habitats for Learning. -2001 Chapter in book for general audience interested in instructional school gardens |
Abstract:
This article argues that "through hands-on involvement in designing, creating, caring for and using school nature areas, children stand to improve their academic performance and to develop the willingness and capacity to work for the good of the human and natural communities of which they are a part.
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| Source: http://www.newsociety.com |
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26. An evaluation of the Junior Master Gardener Program in third grade classrooms
by Dirks Amy E. and Kathryn Orvis, HortTechnology 15 (3): 443-447 -2005 Peer reviewed journal article |
Abstract:
The Junior Master Gardener program was used in 14 Indiana 3rd grade classrooms to assess changes in agriculture awareness, knowledge and attitudes. Pre- and post-test results indicated overall significant gains in knowledge and attitudes. Students and teachers alike expressed satisfaction with the program.
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| Source: http://horttech.ashspublications.org/ |
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27. Use of school gardens in academic instruction
by Graham Heather, et al., Journal of Nutrition Education and Behavior. Research Brief 37: 147-151. -2005 Peer reviewed journal article |
Abstract:
This survey determines the status of school gardens and their use in California. Gardens are most commonly used for teaching science, environmental studies and nutrition. Time, teacher training and teaching materials linked to standards are the greatest barriers to using existing gardens.
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| Source: http://www.jneb.org |
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28. A comparison of pre-visits for youth field trips to public gardens.
by Haynes Cynthia, Jon Pieper, and Cary Trexler, HortTechnology, 15 (3) 458-462. -2005 |
Abstract:
This study compared traditional and Internet-based previsit activities on learning and attitudes of 4th and 5th graders who visited public gardens. Internet-based previsit activities increased cognitive scores compared to traditional in some areas. Observations suggested that students who performed Internet-based previsit activities exhibited less off-task behavior during the visit. There were no differences in attitude.
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| Source: http://horttech.ashspublications.org/ |
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29. Development of a science achievement evaluation instrument for a school garden program
by Klemmer C.D., T.M. Waliczek and J.M. Zajicek, HortTechnology 15 (3)433-438 -2005 Peer reviewed journal article |
Abstract:
The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of 3rd, 4th, and 5th grade students using a garden curriculum. Reliability and validity were established.
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| Source: http://horttech.ashspublications.org/ |
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30. Beneficial Science Teacher Training
by Konen Joseph & R. L. Horton, Journal of Extension April 2000 Vol 38 No 2. -April-2000 Peer reviewed journal article |
Abstract:
Surveys of teachers show that teachers find hands-on training activities to be helpful. Their anxiety about teaching the subject matter of the training decreases, and their confidence increases after they have completed the training. This increased confidence and lower anxiety remain even after they have taught the lessons for which they have been trained.
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| Source: http://www.joe.org/joe/2000april |
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31. Closing the achievement gap: using the environment as an integrating context for learning
by Lieberman G.A. and L. Hoody, CA State Education and Environment Roundtable. -1998 Report based on a study established by 12-state State Education and Environment Roundtable |
Abstract:
This study reports on a nationwide study on the effects of environmental education as an integrating context for learning. It describes several dimensions of EE programs. Results for schools with such programs show better performance on standardized measures of academic achievement in reading, writing, math, science and social studies. Classroom behavior showed improvements as well.
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| Source: http://www.seer.org/pages/research |
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32. The Effects of Nutrition Education and Gardening on Attitudes, Preferences and Knowledge of 2nd-5th Graders in Hildago county, Texas, Regarding Fruits and Vegetables
by Nolan Geralyn, Unpublished M.S. Degree -2005 Masters of Science degree |
Abstract:
The purpose of this study was to evaluate whether Health and Nutrition from the Garden (Genzer et al, 2001) combined with gardening improved children’s attitudes about, knowledge of and preferences for fruits and vegetables. The study revealed that knowledge, attitude and preference scores increased significantly, especially for students in 2nd through 4th grades.
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| Source: http://txspace.tamu.edu |
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33. An after-school gardening club to promote fruit and vegetable consumption among fourth grade students: The assessment of social cognitive theory constructs.
by O'Brien Suzanne, and C. Shoemaker, HortTechnology Jan-Mar 2006 16 (1) -2006 Peer reviewed journal article |
Abstract:
An eight-lesson gardening and nutrition curriculum with a hands-on gardening emphasis was taught as an after-school program to determine children's nutrition knowledge, fruit and vegetable preference and gardening efficacy. Gardening efficacy was the only significant improvement at post-test.
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34. Impact of hands-on science through school gardening in Louisiana Public Elementary Schools
by Smith Leanna L. and Carl Motsenbocker, HortTechnology 15 (3) 439-443 -2005 |
Abstract:
JMG curriculum was introduced once per week for 2 hours in 3 Louisiana elementary schools. Texas A&M science achievement tests were administered pre-and post-intervention. Results showed a significant difference between the experimental classes’ pretest and posttest scores, while no significant difference was found between the pre-and posttest scores of control classes.
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35. Exploring impact of outdoor environmental activities on children using a qualitative text data analysis system
by Waliczek T.M. et al, HortTechnology 13(4): 684-688 -2003 Peer reviewed journal article |
Abstract:
The objective of this study was to investigate the impact of an outdoor environmental program on elementary school students’ creative and critical thinking and attitude toward these two subjects. Results indicated that students learned math and science content and were also thinking at the higher levels of synthesis and evaluation within the theoretical framework used (Bloom's taxonomy).
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36. A Child's Garden of Standards: Linking School Gardens to California Education Standards.
, CA Dept of Education. -2002 |
| Source: http://www.cde.ca.gov/re/pn/rc |
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37. The Child in the Garden: An Evaluative Review of the Benefits of School Gardens
by Blair Dorthy, Journal of Environmental Education; Winter, Vol. 40 Issue 2, p15-38 -2009 |
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, school-gardening 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 achievement and food behavior, but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors. Gardening enthusiasm varies among teachers, depending on support and horticultural confidence.
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| Source: http://www.heldref.org/pubs/jee/about.html |
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