Research Database

This searchable database is a collection of research articles that demonstrate the value and effectiveness of Garden-Based Learning. Research articles listed were collected and categorized via the work of the CSGN Research Working Group and the Cornell Garden-Based Learning Program (http://blogs.cornell.edu/garden/).

Community counts.

"Educational Leadership, 58, 14 -18." By McLaughlin, Milbrey W. 2000
The results of 12 years of research in 34 different communities provide compelling support for how community-based organizations—including school-community garden partnerships—contribute to young people’s learning and development.

A profile of juvenile offenders in a vocational horticulture curriculum.

"HortTechnology, Accepted for publication " By McGuinn, C. and P.D. Relf 2005 June
"This is a study of ex- juvenile offenders’ responses to a vocational horticulture curriculum. Youth in this study increased their social bonds in all six categories addressed by the pre- and posttests, and were motivated to think more practically about their careers."

Childhood's garden: Memory and meaning of gardens.

"Children's environment, 12 (2) 183-191 " By Francis, M. 1995

"At that age, you just accept what you have You never question things: Student Participation in School Ground Greening"

"Children, Youth and environment 14 (1), 150-160." By Dyment, Janet E. 2004
"Research has demonstrated that through participation in projects such as school ground greening initiatives, youth can learn skills related to democracy, participation & citizenship. The study includes recommendations on how school board administrators can engage youth in problem identification and solution."

The Green Brigade: The Psychological Effects of a Community-based Horticultural Program on the Self-development Characteristics of Juvenile Offenders

HortTechnology 12(1): 82-86. By Cammack, "Carol, Waliczek, T. M., & Zajicek, J. M." 2002
"The Green Brigade horticultural program is a community-based treatment and diversion program for juvenile offenders. The objective of this study was to determine if participation in the Green Brigade program improved the self-esteem, locus of control, interpersonal relationships and attitude toward school of participating juvenile offenders. Participants in the Green Brigade program had significantly lower scores than the comparative group on measures of self-esteem, interpersonal relationships and attitude toward school prior to and after completion of the Green Brigade program.

How schoolyards influence behavior.

Greening School Grounds: Creating Habitats for Learning. By Chesky, E. Eds. T. Grant & G. Littlejohn. 2001
"Discusses the evidence and research that seems to indicate that the design of the typical schoolyard emphasizes surveillance and team sports, exacerbates discipline problems, and promotes aggressive behavior. Describes environmental features that most contribute to our physical and mental well-being, such as open water, secluded hiding places, mysterious passageways, vegetation complexity, and structural diversity."

The Green Brigade: The effects of a community-based program on attitudes and behaviors of juvenile offenders.

Texas A & M University Department of Horticultural Sciences—Abstract By Dawson, Carol 1998

"In the First Country of Places: Nature, Poetry and Childhood Memory."

New York: State University of New York Press By Chalwa, Louise 1994

Group cohesiveness is enhanced as children engage in plant stimulated discovery activities.

"Journal of Therapeutic Horticulture, 1: 37-43. " By Bunn, D.E. 1986
Children who participated in horticultural activities demonstrated more group cohesiveness and more knowledge of plant anatomy than those who did not participate in the activities.
More Research

Garden-Based Learning Research Summaries

The CSGN Research Committee along with the UC Garden-Based Learning Workgroup has created research summaries that highlight the value of garden-based education programs. These were created to give promoters of school gardens data to share on the impact of garden-based learning.

More benefits of Garden-Based Learning are documented on Cornell's Garden-Based Learning site.

Garden-Based Learning Assessment Tools

For resources on assessing garden-based education programs try the following sites:

Garden-Based Learning Evaluators Tool Kit

Easy to use guidance, aimed at the educator with minimum experience with evaluation, for purposes of program improvement and documentation.

Farm to School & School Garden Research Consortium

A social network that coordinates research and evaluation efforts to strengthen farm to school and garden-based education programs, practices and policies