Research Database

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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

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

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

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

An elementary school.

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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Changing Students' Knowledge, Attitudes, and Behavior in Relation to Food: An Evaluation of the School Lunch Initiative

The School Lunch Initiative is a comprehensive effort to integrate cooking and gardening education into the academic school day in Berkeley elementary and middle schools while revamping the school meal offerings and dining environment. The School Lunch Initiative is effective in increasing student nutrition knowledge, as well as preference for and consumption of healthy foods, particularly fruitss and vegetables among elementary school students. Students’ attitudes about the taste and health value of school lunch improved as the changes were put into place.

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A Child's Garden of Standards: Linking School Gardens to California Education Standards.

The main purpose of A Child’s Garden of Standards is to demonstrate that garden-based education (GBE) strongly supports and enhances California’s academic content standards. Most of the suggested activities in this guide come from 11 GBE instructional materials. The tables for grades two through six are the heart of the document.