The Child in the Garden: An Evaluative Review of the Benefits of School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document summarizes a study on environmental literacy in the Galápagos Islands school system. It finds that:
1) Environmental education is challenged by the current educational system structure, a lack of connection between education and the local environment, and missed opportunities for collaboration between formal and informal education sectors.
2) When environmental education is present, it is infrequently taught and inconsistently implemented, resulting in little development of students' environmental values and behaviors.
3) Educational leaders felt improved collaboration could provide more effective environmental education opportunities for Galápagos students.
School-Based Enterprises and Environmental Sustainability
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides details about a study conducted by the National Foundation for Educational Research (NFER) to evaluate the impact of the Royal Horticultural Society's (RHS) Campaign for School Gardening. Key findings from case studies of 10 participating schools are reported. Schools involved in the campaign reported various cognitive, affective, behavioral, physical and social benefits for students, including greater scientific knowledge, enhanced literacy and numeracy, increased confidence and responsibility, and positive contributions to the community. Schools found that gardening activities supported students' development and learning across the curriculum. Challenges in managing school gardens included the time and resources required, but schools employed various strategic and practical responses.
This document evaluates the role of environmental education in enhancing environmental awareness in secondary schools in Solwezi District, Zambia. It finds that while environmental education is integrated into some subjects, awareness of environmental issues remains low among both teachers and students. The study assessed environmental activities, impacts, and awareness levels through interviews with teachers, students and curriculum officials. It determined that more dedicated environmental education programs and activities are needed to effectively enhance environmental awareness in these schools and transform attitudes towards environmental protection.
2012 nacaa ampic poster from mark heitstuman july 26 2012nacaa
The Sustainable Kids Sustainable Gardening program was implemented at Parkway Elementary School in Clarkston, WA to address childhood obesity and health issues. Master Gardeners taught weekly lessons on gardening and nutrition to 100 4th and 5th grade students. Students learned about food systems, growing fruits and vegetables, and making healthier choices. Evaluations found that students increased their understanding of nutrition and parents showed more interest in home gardening. The program is continuing in 2012 to further promote healthy eating habits.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document provides an overview of school garden programs in the Los Angeles Unified School District. A survey of 131 schools found that slightly over 50% had school gardens, with most existing for over a year. The top reasons cited for not having or abandoning gardens were lack of funding, teacher overload, and lack of space. Teachers used gardens most commonly to teach science, language arts, health, and math. Case studies highlighted examples of a newly established garden, a long-standing garden that was recently abandoned, and reasons gardens succeed or fail. The document calls for policy support to help sustain and expand school garden programs.
The document summarizes a study on environmental literacy in the Galápagos Islands school system. It finds that:
1) Environmental education is challenged by the current educational system structure, a lack of connection between education and the local environment, and missed opportunities for collaboration between formal and informal education sectors.
2) When environmental education is present, it is infrequently taught and inconsistently implemented, resulting in little development of students' environmental values and behaviors.
3) Educational leaders felt improved collaboration could provide more effective environmental education opportunities for Galápagos students.
School-Based Enterprises and Environmental Sustainability
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The document provides details about a study conducted by the National Foundation for Educational Research (NFER) to evaluate the impact of the Royal Horticultural Society's (RHS) Campaign for School Gardening. Key findings from case studies of 10 participating schools are reported. Schools involved in the campaign reported various cognitive, affective, behavioral, physical and social benefits for students, including greater scientific knowledge, enhanced literacy and numeracy, increased confidence and responsibility, and positive contributions to the community. Schools found that gardening activities supported students' development and learning across the curriculum. Challenges in managing school gardens included the time and resources required, but schools employed various strategic and practical responses.
This document evaluates the role of environmental education in enhancing environmental awareness in secondary schools in Solwezi District, Zambia. It finds that while environmental education is integrated into some subjects, awareness of environmental issues remains low among both teachers and students. The study assessed environmental activities, impacts, and awareness levels through interviews with teachers, students and curriculum officials. It determined that more dedicated environmental education programs and activities are needed to effectively enhance environmental awareness in these schools and transform attitudes towards environmental protection.
2012 nacaa ampic poster from mark heitstuman july 26 2012nacaa
The Sustainable Kids Sustainable Gardening program was implemented at Parkway Elementary School in Clarkston, WA to address childhood obesity and health issues. Master Gardeners taught weekly lessons on gardening and nutrition to 100 4th and 5th grade students. Students learned about food systems, growing fruits and vegetables, and making healthier choices. Evaluations found that students increased their understanding of nutrition and parents showed more interest in home gardening. The program is continuing in 2012 to further promote healthy eating habits.
Colorado School Gardening Guide Chapter 2: Benefits of a School Garden
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document provides an overview of school garden programs in the Los Angeles Unified School District. A survey of 131 schools found that slightly over 50% had school gardens, with most existing for over a year. The top reasons cited for not having or abandoning gardens were lack of funding, teacher overload, and lack of space. Teachers used gardens most commonly to teach science, language arts, health, and math. Case studies highlighted examples of a newly established garden, a long-standing garden that was recently abandoned, and reasons gardens succeed or fail. The document calls for policy support to help sustain and expand school garden programs.
This document summarizes a study that examined parents' attitudes toward including children with special needs in regular Lebanese schools. Fifteen parents of children with learning disabilities at two private elementary schools in Sidon, Lebanon were interviewed. The parents generally had positive attitudes toward aspects of inclusion like cooperation, teaching methods, social adaptation, and academic improvement. They also viewed positively different types and levels of inclusion. The study provides context on inclusion and special education in Lebanon and other countries. It discusses literature on inclusion efficiency and parental attitudes.
The document provides a scheme of work for a 7-week sustainability education program for Year 2 pupils at Meanwood Church of England Primary School. The program aims to teach the children about key sustainability topics like energy, food, water, waste, community and self-sufficiency. It will use consensus decision making techniques to have the children reflect on their behaviors and decide together on solutions. Each lesson will include an instructional part, independent work where the children practice consensus techniques and decide on a plan of action, and a game or activity. The program aims to empower the children to think critically and make decisions together rather than just following predetermined guidelines.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Learning attitude and awareness against students in cultured environmental su...Alexander Decker
1) The document discusses a study on students' learning attitudes and awareness of success in a cultured environmental school in Probolinggo, Indonesia.
2) The study found that environmental education at school significantly affects students' knowledge, but does not significantly affect attitudes and awareness. Environmental education at home significantly affects knowledge but not attitudes and awareness, while education in the community significantly affects knowledge but not attitudes and awareness.
3) Students' knowledge was found to significantly affect their attitudes and awareness, and attitudes and awareness were found to significantly affect success in a cultured school environment.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
The document describes a study that compared the learning outcomes and experiences of students taught ecological concepts using a student-centered approach versus a teacher-centered approach. In the student-centered approach, video documentaries presenting real-world problems were used to engage students in actively exploring and discussing issues. Students in this group showed consistently greater improvements in understanding the ecological problems than those taught with traditional lecture methods. Analysis of students' work also indicated the student-centered approach better facilitated knowledge construction while the teacher-centered approach promoted memorization of information. The findings suggest instructional technologies can positively impact learning if designed to support student-centered, problem-based active learning.
Environmental education aims to teach people about the natural environment and how to live sustainably. It draws from multiple disciplines and is taught both inside and outside of formal schooling. While environmental education has existed for centuries, the modern movement began in the 1960s-70s in response to environmental issues. It is considered important for developing an environmentally-conscious society and is supported by international organizations like UNESCO. Environmental education policies help fund school curriculum, outdoor activities, green facilities, and teacher training to promote environmental literacy.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
This document discusses a study on the implementation and participation levels of Project Carbon Neutral (PCN) at De La Salle Lipa in the Philippines. Some key points:
1) PCN was launched in 2009 by De La Salle Philippines to measure and reduce the carbon footprint of Lasallian schools with the goal of achieving carbon neutrality.
2) The study surveyed 300 members of the De La Salle Lipa community and found that PCN's mitigation measures are often implemented and priority is often shown, though participation levels are described as moderate.
3) An action plan and monitoring/evaluation plan were drafted to address issues and track progress going forward.
Novel Methods of Plastic Wastes Management among Students of Secondary School...Premier Publishers
Plastic wastes contribute significantly to the volume of wastes generated in secondary schools. This study aims at providing student-oriented methods of managing plastic wastes. Using a quasi- experimental study design, a 3-stage random sampling technique was used to select two secondary schools: Oritamefa Baptist Model School (O.B.M.S) and Anglican Commercial Grammar School (A.C.G.S), from which 245 students were proportionately selected. A questionnaire was used to collect data on socio-demographic characteristics, waste management practices and knowledge on appropriate management methods of plastic wastes. Also, 10-item observational checklist was used for physical characterization of wastes generated in the schools over one-month period. Descriptive statistics and student paired t-test were used for data analysis at a 5% level of significance. The mean ages were 15.8±1.8 years and 14.1±1.0 years for A.C.G.S and O.B.M.S respectively. At baseline, A.C.G.S had a greater mean knowledge score (13.3 ± 3.4) than O.B.M.S (12.5± 5.5), though not significant. After the intervention, O.B.M.S had a significantly higher mean knowledge score (15.9± 5.1) than A.C.G.S (14.6± 4.3). Proportions of plastic waste generated at O.B.M.S and A.C.G.S were 25.4% and 33.3% respectively. The student-oriented training intervention increased knowledge of craftsmanship in plastic waste management in the secondary schools.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
This document is a dissertation proposal submitted by Jezriah James Krubeck to Grand Canyon University for a Doctorate of Education. The proposal explores effective communication between elementary school parents and teachers in Wyoming. The problem is that specific factors influencing effective communication are not well understood. The purpose is to explore how factors like language, frequency, and mode of communication impact parent-teacher communication. The study will use a qualitative case study approach, collecting data from focus groups and interviews at an elementary school in Cody, Wyoming. The research aims to advance understanding of communication barriers and identify ways to improve school-home relationships.
Environmental education aims to develop knowledgeable, skilled, and motivated citizens who can work towards addressing environmental challenges. It seeks to increase awareness, knowledge, skills and participation regarding both environmental issues and their solutions. The goals are to improve environmental quality, create awareness of problems and solutions, and enable people to participate in decision-making. Objectives include developing awareness, knowledge, concernful attitudes, problem-solving skills, and opportunities for involvement in resolving issues.
Environmental Education for all: Ethiopian ContextIJEAB
Today’s environmental challenges urge man to search for possible solution from wider viewpoints. This paper review is persuasive that it stresses relevance of environmental education for all citizens as one of the key tools for stewardship of environmental wellbeing besides policies and actions combating against environmental problems like pollutions and environmental degradation; believing that environmental education can pose positive change in attitude and behavior of society that in turn probably support efforts done towards sustainable development. The paper also attempt to discuss rationale of this review paper, interactions between man and environment, meaning and aims of environmental education, environmental pollution, climate change, pressure on biological diversity, desertification and drought, population growth and resource use, population growth and environment, dimensions and approaches of environmental education. Developing environmental literacy- knowledge, skill, attitude and actions on current environmental challenges particularly like climate change, loss of biodiversity, health problems and suggested solutions of these problems are need commitment to be addressed. Hence, environmentally literate citizens make informed environmentally sound decisions. Further, suitable approach of delivering environmental education, for all learners, in schools or higher institutions probably is generic form.
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
School Garden Pedagogies
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document summarizes a study that examined parents' attitudes toward including children with special needs in regular Lebanese schools. Fifteen parents of children with learning disabilities at two private elementary schools in Sidon, Lebanon were interviewed. The parents generally had positive attitudes toward aspects of inclusion like cooperation, teaching methods, social adaptation, and academic improvement. They also viewed positively different types and levels of inclusion. The study provides context on inclusion and special education in Lebanon and other countries. It discusses literature on inclusion efficiency and parental attitudes.
The document provides a scheme of work for a 7-week sustainability education program for Year 2 pupils at Meanwood Church of England Primary School. The program aims to teach the children about key sustainability topics like energy, food, water, waste, community and self-sufficiency. It will use consensus decision making techniques to have the children reflect on their behaviors and decide together on solutions. Each lesson will include an instructional part, independent work where the children practice consensus techniques and decide on a plan of action, and a game or activity. The program aims to empower the children to think critically and make decisions together rather than just following predetermined guidelines.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Learning attitude and awareness against students in cultured environmental su...Alexander Decker
1) The document discusses a study on students' learning attitudes and awareness of success in a cultured environmental school in Probolinggo, Indonesia.
2) The study found that environmental education at school significantly affects students' knowledge, but does not significantly affect attitudes and awareness. Environmental education at home significantly affects knowledge but not attitudes and awareness, while education in the community significantly affects knowledge but not attitudes and awareness.
3) Students' knowledge was found to significantly affect their attitudes and awareness, and attitudes and awareness were found to significantly affect success in a cultured school environment.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
The document describes a study that compared the learning outcomes and experiences of students taught ecological concepts using a student-centered approach versus a teacher-centered approach. In the student-centered approach, video documentaries presenting real-world problems were used to engage students in actively exploring and discussing issues. Students in this group showed consistently greater improvements in understanding the ecological problems than those taught with traditional lecture methods. Analysis of students' work also indicated the student-centered approach better facilitated knowledge construction while the teacher-centered approach promoted memorization of information. The findings suggest instructional technologies can positively impact learning if designed to support student-centered, problem-based active learning.
Environmental education aims to teach people about the natural environment and how to live sustainably. It draws from multiple disciplines and is taught both inside and outside of formal schooling. While environmental education has existed for centuries, the modern movement began in the 1960s-70s in response to environmental issues. It is considered important for developing an environmentally-conscious society and is supported by international organizations like UNESCO. Environmental education policies help fund school curriculum, outdoor activities, green facilities, and teacher training to promote environmental literacy.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
This document discusses a study on the implementation and participation levels of Project Carbon Neutral (PCN) at De La Salle Lipa in the Philippines. Some key points:
1) PCN was launched in 2009 by De La Salle Philippines to measure and reduce the carbon footprint of Lasallian schools with the goal of achieving carbon neutrality.
2) The study surveyed 300 members of the De La Salle Lipa community and found that PCN's mitigation measures are often implemented and priority is often shown, though participation levels are described as moderate.
3) An action plan and monitoring/evaluation plan were drafted to address issues and track progress going forward.
Novel Methods of Plastic Wastes Management among Students of Secondary School...Premier Publishers
Plastic wastes contribute significantly to the volume of wastes generated in secondary schools. This study aims at providing student-oriented methods of managing plastic wastes. Using a quasi- experimental study design, a 3-stage random sampling technique was used to select two secondary schools: Oritamefa Baptist Model School (O.B.M.S) and Anglican Commercial Grammar School (A.C.G.S), from which 245 students were proportionately selected. A questionnaire was used to collect data on socio-demographic characteristics, waste management practices and knowledge on appropriate management methods of plastic wastes. Also, 10-item observational checklist was used for physical characterization of wastes generated in the schools over one-month period. Descriptive statistics and student paired t-test were used for data analysis at a 5% level of significance. The mean ages were 15.8±1.8 years and 14.1±1.0 years for A.C.G.S and O.B.M.S respectively. At baseline, A.C.G.S had a greater mean knowledge score (13.3 ± 3.4) than O.B.M.S (12.5± 5.5), though not significant. After the intervention, O.B.M.S had a significantly higher mean knowledge score (15.9± 5.1) than A.C.G.S (14.6± 4.3). Proportions of plastic waste generated at O.B.M.S and A.C.G.S were 25.4% and 33.3% respectively. The student-oriented training intervention increased knowledge of craftsmanship in plastic waste management in the secondary schools.
The effectiveness of experience and nature-based learning activities in enhan...Innspub Net
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
This study investigated differences in academic performance between students from rural and urban environments in Ondo State, Nigeria. 240 students from 6 randomly selected schools participated. Results from questionnaires and statistical analysis revealed no significant difference in academic performance between the two groups. While some research has found rural students perform worse, this study adds to other evidence that rural students can achieve as well as urban students, challenging the assumption that rural schools are inherently inferior. The study concludes that rural residence alone does not disadvantage students' academic performance.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
This document is a dissertation proposal submitted by Jezriah James Krubeck to Grand Canyon University for a Doctorate of Education. The proposal explores effective communication between elementary school parents and teachers in Wyoming. The problem is that specific factors influencing effective communication are not well understood. The purpose is to explore how factors like language, frequency, and mode of communication impact parent-teacher communication. The study will use a qualitative case study approach, collecting data from focus groups and interviews at an elementary school in Cody, Wyoming. The research aims to advance understanding of communication barriers and identify ways to improve school-home relationships.
Environmental education aims to develop knowledgeable, skilled, and motivated citizens who can work towards addressing environmental challenges. It seeks to increase awareness, knowledge, skills and participation regarding both environmental issues and their solutions. The goals are to improve environmental quality, create awareness of problems and solutions, and enable people to participate in decision-making. Objectives include developing awareness, knowledge, concernful attitudes, problem-solving skills, and opportunities for involvement in resolving issues.
Environmental Education for all: Ethiopian ContextIJEAB
Today’s environmental challenges urge man to search for possible solution from wider viewpoints. This paper review is persuasive that it stresses relevance of environmental education for all citizens as one of the key tools for stewardship of environmental wellbeing besides policies and actions combating against environmental problems like pollutions and environmental degradation; believing that environmental education can pose positive change in attitude and behavior of society that in turn probably support efforts done towards sustainable development. The paper also attempt to discuss rationale of this review paper, interactions between man and environment, meaning and aims of environmental education, environmental pollution, climate change, pressure on biological diversity, desertification and drought, population growth and resource use, population growth and environment, dimensions and approaches of environmental education. Developing environmental literacy- knowledge, skill, attitude and actions on current environmental challenges particularly like climate change, loss of biodiversity, health problems and suggested solutions of these problems are need commitment to be addressed. Hence, environmentally literate citizens make informed environmentally sound decisions. Further, suitable approach of delivering environmental education, for all learners, in schools or higher institutions probably is generic form.
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
School Garden Pedagogies
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Greening the Schoolyard Resources
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School gardens were historically implemented in the United States to foster outdoor learning and character development in students, though their goals shifted during World War I to focus on supplementing food shortages, and contemporary school gardens aim to increase vegetable consumption, teach across academic subjects through hands-on learning, and educate students about sustainability and environmental stewardship.
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
This document discusses several public/private partnerships and programs across the US that are transforming derelict school grounds into outdoor learning environments. It provides examples of projects in Boston, Denver, California, Philadelphia, and Los Angeles that have created gardens, playing fields, outdoor classrooms, and other learning spaces. These projects bring academic, health, social, political, environmental, and community benefits. They involve partnerships between schools, cities, foundations, universities, and community organizations to design, fund, and maintain the new schoolyard spaces.
Benefits of Gardening for Children
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Perceptions of students on environmental challenge issuesAlexander Decker
- The document discusses a study that investigated students' perceptions of environmental challenge issues and their implications for science education.
- A survey was administered to 500 high school students in Ghana to understand their views on various statements related to the environment.
- The results showed that both male and female students were generally concerned about environmental issues and believed they have a role to play in protecting the environment. However, girls expressed stronger concerns about some issues like environmental problems being exaggerated.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
1. The document discusses using community resources to enhance science education. It provides examples of various community resources that can be utilized, such as science centers, nature centers, museums, zoos, and local places like ponds, creeks, and streets.
2. Short field trips to locations like the schoolyard can be valuable learning experiences for students. These trips allow students to discover answers themselves and enhance their understanding of topics like plants, animals, weather, and geology.
3. Community-based learning has benefits like providing new information and experiences for students, developing scientific skills and creativity, and connecting classroom lessons to real-world applications. It is a low-cost way to stimulate students' interest in science
This study sought to measure the environmental awareness and practices of 100 public secondary school science students in Zambales, Philippines. The results showed that the students have a very good understanding of key environmental concepts and issues. They are also very sensitive to environmental problems and often take action to address them. A moderate correlation was found between students' environmental practices and high levels of engagement. The study recommends schools support programs to maintain students' environmental awareness and institutionalize advocacy through student organizations and science clubs. It also proposes implementing an ecological management plan to further enhance students' environmental commitment.
Schoolyard Habitats: How to Guide - Part 7, Appendix
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Resources for Gardening in and with schools provides an extensive list of books, organizations, curriculum resources, and websites to support school gardening programs. It includes guidance on designing, planting, and maintaining school gardens as well as linking gardening activities to teaching across various subject areas. Recommended resources include books on starting kitchen garden cooking programs with kids, using a permaculture approach to school gardens, and connecting schoolyard projects to curriculum. Websites from organizations like the Stephanie Alexander Kitchen Garden Foundation and Australian Association of Environmental Educators offer additional support and information.
An Instrumental Case Study of Effective Science Integration in a Traditional ...Wendy Belieu
This instrumental case study examines how an agricultural educator in Oklahoma, Mr. Lee, effectively integrated science into his traditional agricultural education program while maintaining the benefits of agricultural education. The researchers observed Mr. Lee's classroom, interviewed him, and collected documents to understand his process. They found that while Mr. Lee's integration of science was celebrated nationally by winning an award, it also faced challenges from those questioning its rigor or commitment to agriculture. The case study highlights both the successes and tensions of integrating science into agricultural education.
The potential for greening school grounds as partaslfadmin
Samuel H. Sage of the Atlantic States Legal Foundation presents the potential for implementing outdoor education programs at schools located near creeks and natural areas in Syracuse, NY. Such programs have been successfully implemented in other areas and provide hands-on, cross-curricular learning while reconnecting children with nature. The Atlantic States Legal Foundation could help schools develop outdoor classrooms, secure funding, and collaborate with other local organizations.
This document proposes an outdoor gifted science enrichment program for three schools in the Richmond Public School System. A needs assessment found that teachers believed science instruction and opportunities to explore the natural world for gifted learners needed improvement. The proposed program would create outdoor learning centers and an afterschool program providing additional science instruction and field trips to increase student engagement with science. Research supports that outdoor education fosters skills like decision-making, citizenship, and well-being through experiences interacting directly with the environment.
This document discusses integrating environmental education into English language instruction through content-based instruction (CBI). It argues that CBI helps students develop both language skills and knowledge about course content. The document recommends using environmental themes, as they are important global issues that can raise students' awareness and motivate learning. It provides examples of local environmental problems around the world that could be classroom topics. Finally, it notes that resources for teaching environmental education through English are increasingly available, such as textbooks with environmental chapters and online materials teachers can adapt.
Let's Start a School Garden: A Step-by-Step Guide for Baltimore Area Educators
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Similar to The Child in the Garden: An Evaluative Review of the Benefits of School Gardening (20)
Marthe Cohn was a Jewish French spy who risked her life to gather intelligence for the French resistance during WWII. She infiltrated Nazi Germany using her fluent German and managed to discover key military information. As a result, the French army was able to achieve an important victory. Cohn went on to have a long career as a nurse and nurse anesthetist. She has received numerous honors for her wartime heroism and courageously fights to keep the memory of the Holocaust alive.
This document provides links to resources about organic gardening techniques, urban farming, rainwater harvesting, green roofs, straight vegetable oil vehicles, garden therapy, volunteering on organic farms in Europe, solar energy training, and eco-friendly coffee beans. It discusses how organic gardening technologies can increase plant yields by 400% and provides catalogs and manuals about topics such as city farming, backyard farming, rain gardens, and aquaponics systems. The links provide free information for organic and sustainable living practices.
Ruth Jones, a Christian teacher without a master's degree or administrative experience, was unexpectedly named principal of a struggling inner city elementary school in Grand Rapids, Michigan that was on the verge of closure due to poor academic performance. Through prayer, addressing students' practical needs, and recruiting volunteers, Jones led a dramatic turnaround of the school over 20 years. Test scores and graduation rates increased sharply, and the school now has a waiting list despite originally facing closure. Jones attributes the school's success to aligning herself with God.
- Coconut oil may help slow or prevent Alzheimer's disease in some people by providing an alternative fuel for brain cells in the form of ketones. Dr. Mary Newport put her husband Steve, who had Alzheimer's, on a diet supplemented with coconut oil, which led to improvements in his symptoms and cognitive abilities.
- Researchers have developed a ketone ester that is more potent than coconut oil, but it is very expensive to produce. Coconut oil remains a viable alternative source of ketones. Taking coconut oil may also help with other neurological diseases due to its ability to increase ketone levels and good cholesterol while reducing bad bacteria.
A teacher in Baltimore transformed the lives of students from the slums. In the 1920s, college students evaluated 200 boys from the slums and said they had no chance of success. Twenty-five years later, it was found that 176 of the 180 boys who could be located had achieved success as lawyers, doctors, and businessmen. The professor interviewed each man and they all credited their success to a teacher who had loved and believed in them. When interviewed, the elderly teacher said her simple method was that she loved those boys.
Robert Raikes witnessed the poor conditions of children in Gloucester, England in the late 18th century due to the Industrial Revolution. This inspired him to create the first Sunday school to educate and reform street children. The Sunday school used the Bible as its textbook and proved hugely successful in improving behavior and civic responsibility. Raikes' idea then spread across Britain and to other parts of Europe and America, revolutionizing religious education of children and community outreach efforts of churches. Late in life, Raikes had a profound spiritual experience witnessing a young girl reading the Bible that gave him a new understanding of faith.
The document discusses using Groasis Waterboxx devices to help plant and grow trees in dry environments like the Sahara Desert. It describes how the author and a colleague tried using 10 Waterboxx devices to plant trees in M'hamid, Morocco but their luggage containing the devices was initially lost. They were eventually found and the devices were used to plant tamarisk trees to compare growth with traditional planting methods. The document provides details on how the Waterboxx works, collecting condensation and directing water to tree roots, and hopes the experiment will help increase tree survival rates in the dry climate.
The Groasis Waterboxx is a low-tech device that helps seeds and saplings grow into strong trees in dry environments. It collects and stores rainwater and condensation to slowly water the roots daily. In tests, 88% of trees grown with the Waterboxx survived compared to only 10.5% without it. The inventor believes using this technology could reforest billions of acres and offset humanity's carbon emissions by capturing CO2 in new tree growth.
The document discusses the Groasis Technology, a planting method that uses a Waterboxx and other techniques to plant trees in dry areas with 90% less water. It summarizes that the technology (1) improves soil, maps planting areas, harvests rainfall, and uses the right planting techniques to help trees grow deep roots in the first year to survive independently. It also describes how the technology terraces slopes to harvest and direct rainfall to trees, uses 3D imaging to map ideal planting lines, and a capillary drill to quickly plant thousands of trees per day.
The document describes the Agua, Vida y Naturaleza Project (AVNP) that started in Ecuador in 2012. It is funded by the Dutch COmON Foundation to help small farmers in dry areas by introducing the Groasis Technology, which allows planting in deserts and eroded lands. The technology mimics nature by improving soil, maintaining capillary structures, and using a waterboxx device. The project aims to address issues small farmers face like lack of water, capital, and farming knowledge, in order to help alleviate world hunger and prevent farmers from migrating to cities due to lack of income from farming dry areas.
The document provides planting instructions for using a Waterboxx planting device. It outlines 6 main steps:
1. Preparing the soil by digging holes and adding compost/fertilizer or just watering.
2. Assembling the Waterboxx by placing the wick, mid-plate, lid, and siphons.
3. Preparing plants by pruning roots to encourage deep growth.
4. Planting in holes aligned east-west within the Waterboxx hole.
5. Placing the assembled Waterboxx over the planted area.
6. Watering the plants and filling the Waterboxx for the first time.
This document provides instructions for growing vegetables using the Groasis Waterboxx system. It details recommendations for greenhouse design, soil preparation, planting methods, plant spacing, watering schedules, and pest and disease management. Proper installation and maintenance of the Waterboxx system is emphasized to ensure healthy plant growth and high crop yields. Close monitoring of climate conditions and plant needs is also advised.
The document is a report on the Groasis waterboxx, a device that aims to allow farming without irrigation. It provides an overview of the waterboxx's history and development, describes its components and how it works, reviews testing that has been done, and evaluates its suitability for organic farming. In the conclusion, the report recommends that the cooperative discussed in the document not use the waterboxx yet, as more data is still needed, but could consider conducting their own tests with support from their technical services.
The document summarizes an invention called the Groasis that helps plants survive in arid climates by collecting and storing rainfall to provide steady watering to seedlings. It notes that most rainfall in deserts occurs within one week but is then unavailable, and that the Groasis uses evaporation-proof containers and wicking to deliver water to young plants over longer periods, allowing their roots to develop and access deeper groundwater reserves. Large-scale projects have used the Groasis in countries like Kenya to aid reforestation efforts and combat desertification.
The document summarizes the work of the Sahara Roots Foundation in Morocco and their use of the Groasis Waterboxx to help plant trees and reduce desertification. The Sahara Roots Foundation was established to implement development projects to conserve the Moroccan Sahara through activities like tree planting, irrigation, education, and desert cleaning. They have started using the Groasis Waterboxx, an "intelligent water battery" developed by AquaPro, to improve the survival rate of newly planted trees. The Waterboxx produces and captures water through condensation and rain, allowing trees to be planted in dry areas like rocks and deserts with a 100% success rate.
The document describes the Agua, Vida y Naturaleza Project (AVNP) that started in Ecuador in 2012. It is funded by the Dutch COmON Foundation to help small farmers in dry areas by introducing the Groasis Technology, which allows planting in deserts and eroded lands. The technology mimics nature by improving soil, maintaining capillary structures, and using a waterboxx device. The project aims to address issues small farmers face like lack of water, capital, and farming knowledge, in order to help alleviate world hunger and prevent farmers from migrating to cities.
Groasis Technology is compared to drip irrigation over a 50-year project for a 500-hectare tree plantation. Key financial indicators show that using Groasis Waterboxes results in a higher net present value (NPV) of €26.62 million compared to €21.15 million for drip irrigation, and a slightly higher internal rate of return (IRR) of 22.1% versus 23.4% for drip irrigation. Waterboxx also has a longer payback period of 7 years compared to 5 years for drip irrigation. The document provides assumptions and calculations for costs and revenues for both systems over the 50-year period.
A new technology called the Groasis Waterboxx shows promise for reclaiming desert landscapes and increasing plant survival rates. The simple device regulates temperature and moisture levels around young plants, allowing trees and crops to grow with little watering even in dry conditions. Initial trials in Africa found tree survival rates increased to 88% with the Waterboxx compared to only 10% without it. Researchers in Kenya are optimistic this technology could significantly reduce desertification and help transform the country's deserts into productive, economic areas through increased vegetation.
More from School Vegetable Gardening - Victory Gardens (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. with the National Gardening Association, which is housed in Burlington, Vermont (National Gardening
Association, 2006), and provides demonstration gardens, national newsletters, and teacher education.
Overwhelmingly, gardens (Waliczek, Bradley, Lineberger, & Zajicek, 2000) and gardening cur-ricula
target elementary students. Some of the most popular curricula are the 1978 Life Lab K-5
Science Program (LifeLab, 2006); 1990 GrowLab curricula (National Gardening Association, 2006);
Texas A&M's Junior Master Gardener Program (Dirks & Orvis, 2005); UC Davis' curriculum
Nutrition to Grown On (California Department of Education, 2005; Morris & Zidenberg-Cherr,
2002); and New York's curriculum Kids Growing Food (Faddegon, 2005).
School gardening covers a continuum of efforts to increase the horticultural complexity of the
schoolyard, including potted plants, raised beds on asphalt, indoor vermiculture composting, in-ground
plantings (Graham et al., 2005), habitat and butterfly gardens, sunflower houses and ponds, compost-ing
areas accommodating a school's daily lunch waste (Graham, Feenstra, Evans, & Zidenberg-Cherr,
2004), and a systematic approach to redesign the outdoor space around schools into learning landscapes
(Brink & Yoast, 2004). The purposes of the redesigned schoolyard are academic, behavioral, recre-ational,
social (increased sense of belonging, self-esteem, and compassion), political (the schoolyard as
a visible community asset), and environmental remediation. Educators and landscape architects used
these criteria for the Boston Schoolyard initiative (Corson, 2003) and the Youth and Landscapes pro-gram,
a collaboration between Denver schools and University of Denver graduate students in landscape
architecture to redesign derelict schoolyards (Brink & Yoast).
Schools can move even further afield, as in place-based learning, developing collaborations with
rural community partners that aid and facilitate the study of local natural resources (Emekauwa,
2004), or creating partnerships with university forestry departments, city park naturalists, and
local businesses to facilitate the study of urban forest ecology (Milton, Cleveland, & Bennet-Gates,
1995). Emekauwa reported that 3 years of place-based learning focusing on local ecology-nature
trails, soils, geology, butterfly gardens, and school interactions with community ecological experts-resulted
in substantial reductions in unsatisfactory standardized test scores for language arts, math, sci-ence,
and social studies among fourth-grade students in a poor, rural, 80% African American, Louisiana
school district. Lieberman and Hoody's (1998) frequently quoted study reviewed 40 schools in 12 states,
comparing classrooms that used the environment as an integrating context for learning with nonintegrat-ing
classrooms. Those researchers found that enthusiasm for learning, standardized test scores, and GPAs
were higher in 92% of the comparisons-particularly in language arts, social studies, science, math, and
thinking skills. The National Environmental Education and Training Foundation (2000) stated that the
environment, "from classroom to schoolyard to local nature centers and parks" (p. 7), enables learning that
is problem-based and interdisciplinary, with a significant positive impact on achievement.
The specific question that I addressed in this review of the literature is whether a school garden, without
causing extensive changes to the schoolyard or integrating broader environmental fieldwork into the cur-riculum,
provides sufficient experiential education to cause measurable and observable changes in student
achievement and behavior. Enthusiasm for school gardening is clearly present, but the literature on school
gardening's impact on children's learning and behavior comes from many disciplines and has not yet
received a thorough, integrative review. My approach is to first give an overview of the rationales for school
gardening and then critically examine the evaluative research on school-gardening outcomes.
Rationales for School Gardening
Broadening Children's Experience of Ecosystem Complexity
In earlier eras, Rousseau, Gandhi, Montessori, and Dewey-most notably-promoted school
gardens (Subramaniam, 2002). When farms and nature were readily accessible to most children, the
16 THE JOURNAL OF ENVIRONMENTAL EDUCATION
3. goal of school gardens was pragmatic and normative: to teach through experience, to connect chil-dren
to pastoral nature, and to shape their moral outlook (Bundschu-Mooney, 2003; Subramaniam).
School gardening in the United States was originally introduced for aesthetic purposes. It became a
national movement first in 1918 and again, with a focus on food production, during World War II,
but it waned in the 1950s because of the nation's focus on technology (Subramaniam).
Today's children lack experience with natural ecosystem complexity. In all, 83% of the U.S. popu-lation
lives in metropolitan areas (U.S. Department of Agriculture, 2006). Thus, pasture or wilder-ness
is no longer the normative standard for experience in nature (Mergen, 2003). Two-worker fami-lies
who are concerned for the safety of their unattended children must choose close supervision of
afterschool and summer playtime. Television, video games, and organized sports have taken the place
of unsupervised wandering and environmental exploration (Moore, 1995). As childhood becomes
more structured, the places where children must play are open and lack the appeal of intimate spaces
grounded in the natural environment (Francis, 1995). City children search out dirt, water, trees, and
natural elements and explore and play in the same manner in which rural children do (Mergen), but
urban sprawl and environmental degradation reduce the frequency of these city children's positive
experiences with natural elements in their environment (Finch, 2004; Kellert, 2002; Orr, 2002). A
study of three generations of children in a New York City neighborhood shows a decline in natural
areas and an increase in restricted access to the neighborhood and reliance on supervised play (Gaster,
1991). In Gaster's study, schools were considered safe areas. However, typical asphalt-covered or flat
green schoolyards were, as they are today, monocultures that minimized environmental complexity.
Whether urban or rural, the landscape in which children find themselves is the staging ground for
their imagination, their story, their sense of the world (Mergen, 2003). If formal playgrounds or sports
fields delimit many children's natural experiences (Nabhan & Trimble, 1994), well-designed school
gardens can readily improve on the complexity of that experience and provide the repetitive access,
meanings, and associations needed to create a bond with a place. However, because of the way school
gardens are typically interpreted and constructed in our culture, few contain intimate spaces, elements
of the wild, or places to dig in dirt. Educators must adjust their norms for neatness, play area supervi-sion,
and ease of outdoor maintenance for school gardens to contain areas that are not neatly planted
or controlled, thereby making them available for children's imaginative play (Finch, 2004).
Gardens adhering to the principles of biodiversity and organic pest management-containing
ponds or recycling streams, trees, and butterfly attractors-would be havens for a wide variety of
flora and fauna beyond the crops, flowers, and bushes purposely grown and would demonstrate
ecosystem complexity. Gardens that children help to plan allow "close, personal experiences with the
earth" (Thorp & Townsend, 2001, p. 349), repeated sensory contact, and interaction with a par-ticular
intimately known space, creating confidence in the processes of nature that some researchers
believe is necessary for healthy human development (Thorp & Townsend).
Place-Based Learning Clarifies the Nature and Culture Continuum
Personal experience and observation of nature are the building blocks for classroom enrichment
(Nabhan & Trimble, 1994). A garden is an environment in miniature, and to be successful a gar-dener
must work in sympathy with nature (Demas, 1979). Gardens ground children in growth and
decay, predator-prey relations, pollination, carbon cycles, soil morphology, and microbial life: the
simple and the complex simultaneously. Gardens are intensely local. Everything except possibly the
purchased plants and seeds are part of the natural local environment. The clouds, rain, and sun, the
seasonal cycle, the soil and its myriad organisms, the insects, arachnids, birds, reptiles, and mammals
that visit the garden teach about place. Even if some of the weeds, insects, and birds are not native to
a place, these immigrant flora and fauna are as locally adapted as the children themselves. Nature and
WINTER 2009, VOL. 40, NO. 2 17
4. natural are relative terms that depend on cultural norms and the limits of our own ahistorical experi-ence
with place (Finch, 2004; Mergen, 2003; Nabhan & Trimble, 1994). Seeds and gardening styles
are the stuff of history, culture, ethnobotany, and literature. Along with English sparrows, starlings,
quack grass, and bees, gardening provides another kind of lesson, one about human interaction with
the natural world.
Vegetable Gardening Teaches Food Systems Ecology
Anonymous prepackaged food arrives at supermarkets from energy-intensive, polluting, and often
obesity-promoting industrial food-manufacturing systems. Researchers have estimated that this system
consumes 17-20% of American fossil fuel and that 29% of the food is wasted (Blair & Sobal, 2006;
Pollan, 2006). To decrease the threat of the obesity epidemic, children need to broaden their perspective
on what foods are edible and to repersonalize food. Gardening in America's northern regions during the
school year requires elongating the growing seasons in both spring and fall, thus stretching children's
knowledge and taste for cool-season vegetables, particularly for dark leafy greens. Because of our super-markets'
global reach and constant supply of heat-loving vegetables, many cool-season crops remain
unfamiliar. For more ecological, local food systems to satisfy year-round vegetable needs, children's
tastes in food need to expand beyond the fatty, salty, sweet, and subtropical (Blair, 1996).
School and youth gardens teach "how a plant goes from seed to plate" (Rahm, 2002, p. 175), as
one master gardener said. Such gardens introduce young gardeners to local sustainable food systems,
as children eat their own produce, compost cafeteria food waste, and connect with adult growers and
market gardeners (Graham et al., 2004; Moore, 1995; Morris, Briggs, & Zidenberg-Cherr, 2000).
The act of growing food from seeds is exciting, even miraculous; the product is something special
to be taken home to share. This sentiment is expressed by Thorp and Townsend (2001) in the fol-lowing
statement:
[G]ardening changes the status of food for all involved. When one gardens, food can no longer
be viewed as a mere commodity for consumption; we are brought into the ritual of communal
goodness that is found at the intersection of people and plants. Food that we grow with our own
hands becomes a portal for personal transformation. (p. 357)
Exposure to Nature and Gardening in Childhood Shapes Adult Attitudes and Environmental Values
Many authors and researchers believe that today's children lack the exposure to the natural world
that shapes environmental values and puts science in context (Bundschu-Mooney, 2003; Finch,
2004; Kahn, 2002; Kellert, 2002; Orr, 2002). Chawla's (1998) review of the qualitative and sur-vey
literature found that adults who had significant and positive exposure to nature as children-experiences,
often with significant adults, that socialize them to view nature in positive and meaningful
ways-were more likely to be environmentally sensitive, concerned, and active. In a sample of teenage
natural-resource workers, Vaske and Kobrin (2001) showed that a teenager's identity with a place medi-ated
the relation between dependency on the place and environmentally responsible behaviors.
Active childhood involvement with plants may affect subsequent attitudes and behavior in adults. Blair,
Giesecke, and Sherman (1991) found that minority participants-African Americans from the South and
Asian immigrants--in community gardening projects in Philadelphia had gardened as children in rural
areas. Lohr and Person-Mims (2005) studied metropolitan adults' attitudes toward trees and gardening in
relation to their memories of their home surroundings in childhood, their time spent in outdoor places,
and their time spent actually performing gardening activities (telephone survey of 112 most populated
U.S. cities; response rate = 52%; sample size = 2,004). Active gardening in childhood was the most impor-tant
predictor of whether trees had personal value in adulthood.
18 THE JOURNAL OF ENVIRONMENTAL EDUCATION
5. Francis (1995) obtained qualitative interviews from 100 Californian and Norwegian gardeners
that explored the significance and meaning of places that they described in their childhood memories
of gardens. All of the respondents had vivid memories of favorite private places in gardens that were
protected, sheltered, or hidden. Francis wrote:
Our interviews suggest that garden meaning is a complex ecology of idea, place and action. We
found that when children become involved as gardeners or farmers rather than as passive observers
of gardens, a deeper significance and meaning is established. Gardens that operated on all levels
simultaneously-as idea, place and activity--can become sacred places. (p. 8)
School Gardening: A Broader Effect Than Experiential Education?
The style of learning that happens in school gardens, using direct contact with natural phenomena,
is considered experiential, inquiry-based learning grounded in concrete experience (Corson, 2003;
Kellert, 2002; Mabie & Baker, 1996; Rahm, 2002). Kellert argued that because nature changes
rapidly, it attracts and stimulates a child's attention. Naming and categorizing objects found in the
particularly information-rich and potentially fascinating natural world facilitates children's capacity
to retain information and ideas, a first step in cognitive development, as Bloom's taxonomy of cogni-tion
outlined (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). The experience of nature's detail,
whether direct or vicarious, provokes children's need to comprehend and make sense of what they
have experienced. According to Kellert, it is "a rich diet for cognitive development" (p. 125), giving
ample opportunity for creative inquiry; "strengthening the cognitive muscle we call mind[;] and
developing and reinforcing the child's capacities for empirical observation, analytical examination,
and evidentiary demonstration" (p. 125).
Although higher order cognitive skills are useful in many areas of life, in schools they are most
often a focus of the math and science curricular reform. An overemphasis on factual knowledge
has led to weakness in processing skills and critical thinking in the average U.S. student (Culin,
2002; Gibbs & Fox, 1999). South Carolina's statewide school program of butterfly-garden train-ing
addressed these science-education deficits through experiential learning that integrated science,
math, writing, and social studies. Children stocked the gardens with flowers grown from seed, kept
Census counts of 27 butterfly and caterpillar populations, tagged migrating monarchs, and interacted
with students in Mexican schools (Culin).
Two studies examining the outcomes of experiential learning have shown that it effectively stimu-lated
higher orders of cognition; one of these studies showed that gardening was no more effective than
other hands-on agricultural projects as a stimulator. Waliczek, Logan, and Zajicek (2003) evaluated
the impact of a 4-hr outdoor hands-on nature program regarding weather, insects, water, and soil on
the critical thinking and cognition of 175 second- to fourth-grade students from five New Mexico
schools. Researchers interviewed students, teachers, and volunteers about the outcomes by using open-ended
questions, and then they classified keywords and phrases as one of the six categories of Bloom's
taxonomy of cognition. In all, 87% of respondents used application terminology, 19% used analysis
terminology, and 26% used evaluation and synthesis terms such as problem solving, integrate, plan, test,
and support. Mabie and Baker (1996) assessed the impact of two 10-week experiential educational
interventions-(a) a school garden project and (b) three discrete in-class projects of seed starting, chick
rearing, and bread baking-on the science-processing skills of 147 Hispanic and African American Los
Angeles middle school students in comparison with a control science class taught as usual. Qualitative
preassessments and postassessments consisted of written and verbal responses to a series of unrelated
hands-on cognitive tests. Both treatment groups improved their posttest scores dramatically, show-ing
increases in observational, ordering, comparison, and communication science-processing skills,
WINTER 2009, VOL. 40, NO. 2 19
6. with neither improvement in the control group nor difference by treatment. From these few studies,
researchers can reasonably conclude that experiential learning, rather than gardening per se, improves a
child's chances to use higher order cognitive skills.
However, these two types of experiential learning may not be equal in other ways. The difference
between a structured discrete experiential learning experience and a long-term involvement in a
gardening process resides in the multitude of unstructured learning opportunities that are not in the
lesson plan, happen spontaneously and nonhierarchically, and involve students and their adult men-tors
in multidirectional learning (Milton, Cleveland, & Bennet-Gates, 1995; Rahm, 2002; Thorp
& Townsend, 2001). Gardening requires physical labor. Repetitive tasks give ample opportunity
for informality, and results happen slowly over a long time. Rahm studied the conversations that 6
African American 11-14-year-old students held with master gardeners and with each other during
an 8-week summer youth-gardening project in the Midwest, where young interns prepared the soil,
started seeds, nurtured, harvested, and marketed their produce. The project embedded informal
science education in gardening conversation that flowed in a natural and organic way, involving,
as Rahm stated, "sense making through discourse" (p. 179). As Rahim also stated, "Youth were the
creators and not merely the consumers of the science curriculum" (p. 180). In addition, as Thorp and
Townsend noted, "[A] t the heart of scientific inquiry is good old-fashioned slack-jaw wonder. 'Mrs.
Thorp look how big this turnip is!"' (p. 356).
The very qualities that render school gardening a potent and multidimensional experiential-learning
experience-being outdoors and involved in hands-in-dirt digging, planting, and cleanup-may
render it unpopular with teachers who prefer the safety, predictability, cleanliness, and ease of
the indoor classroom.
School-Gardening Studies That Have Assessed Learning Outcomes
Using a questionnaire mailed to 17 school-gardening researchers (76% response rate), Phibbs and
Reif (2005) found that the learning outcomes most often studied were health and nutrition (69%),
environmental education (EE; 30%), and self-esteem or self-concept (30%). The age groups studied
were predominantly elementary (85%) or middle school (38%). The present research also shows
that among published quantitative studies, science achievement, nutrition knowledge, and change
in food behavior have been most frequently measured, preceding environmental attitude change,
self-esteem, and life skills. The intended research subject of qualitative studies is most frequently
agricultural education, but the results are much wider in scope.
Quantitative Assessment of the Learning Impact of School Gardening
In all, 12 studies have used quasi-experimental pretest and posttest designs or simple posttest
designs to quantify the impact of school-garden participation on children's learning or behavior. The
researchers tended to study third- to sixth-grade students. To a lesser degree, the researchers studied
general elementary school students; they studied first-grade students only once. Tables 1-4 sum-marize
these research reports and categorize them by specific learning outcome for gardening and
nongardening students.
Using a criteria ofp < .05 for significant results, 9 of the 12 studies revealed a positive difference
in test measures between gardening students and nongardening students. School gardening increased
the science scores in all reported studies. Gardening improved elementary student preference for
vegetables as snacks in Texas (Lineberger & Zajicek, 2000) and California (Morris & Zidenberg-
Cherr, 2002). A 12-week gardening intervention increased fruit and vegetable consumption among
sixth-grade students in Idaho. However, gardening was no more effective than simple nutrition les-sons
in conveying nutrition knowledge (Morris & Zidenberg-Cherr). With gardeners serving as their
20 THE JOURNAL OF ENVIRONMENTAL EDUCATION
7. own control, Skelly and Zajicek (1998) reported that the degree of improvement in environmental
attitude regarding their gardening subjects was directly related to the amount of outdoor activities
experienced in the garden. However, few studies examined the environmental and behavioral impacts
of gardening, and those studies' results were mixed.
Out of those studies, three did not meet my criteria of significance, although only one found no
significant difference. Mabie and Baker (1996) provided no statistical analysis but reported that garden-ing
groups had higher agricultural achievement scores than did students doing in-class projects. Using
significance criteria ofp <. 10, Waliczek and Zajicek (1999) found a small difference in environmental
attitude change in relation to school gardening in a diverse sample of 598 Texas and Kansas second- to
eighth-grade children. However, the pretest-posttest difference was less than 1%. Given the size of the
sample, it is possible that the null hypothesis should have been accepted. A second report using the same
sample examined gardening's effect on self-esteem and life skills and showed no significant difference
(Waliczek, Bradley, & Zajicek, 2001). Although the participating schools differed in how they handled
the gardening experience, Waliczek et al. reported no oversight or monitoring criteria. Those authors
mentioned a significant interaction between the variables of school and attitude toward school. On the
basis of post hoc comparisons, those authors hypothesized that students had better attitudes toward
schools that allowed more individual participation in the garden.
The quasi-experimental designs of the studies in Tables 1-4 have left them open to criticism and
the probability of false positives. Rather than randomly assigning classes to a treatment method, in
most cases the researchers allowed teachers to volunteer their classrooms for the experimental group.
Tcachers differ significantly in their training and enthusiasm for gardening (Graham et al., 2005).
Enthusiastic teachers are far more likely to volunteer their classrooms and promote positive experi-ences,
biasing a study's results. Dirks and Orvis (2005) reported significant classroom effects in one
study of science achievement. They also found ethnicity effects. White students' environmental atti-rtude
increased with gardening more than the attitude of African American students did (Waliczek &
Zajicek, 1999). The ethnicity of control and experimental groups was inadequately matched in some
of these studies. I address methodological issues for improvement of quasi-experimental designs and
methods in more depth in the Discussion section of this article.
Qualitative Studies of School Garden Effects
The purpose, research questions, and results of seven qualitative studies of elementary school-gardening
projects are presented in Table 5 (triangulated data) and Table 6 (case studies). Methods
and research questions vary. The results of several of these studies were discussed earlier in the pres-ent
article.
Whatever the original intent of these qualitative studies of elementary school gardening, common
themes run through each report and are listed below.
1. All seven studies reported that students were delighted and highly motivated by the pleasures
of gardening and the opportunity to get dirty outside and were excited by exploratory learning
framed in a garden context (Alexander, North, & Hendren, 1995; Brunotts, 1998; Brynjegard,
2001; Canaris, 1995; Faddegon, 2005; Moore, 1995; Thorp & Townsend, 2001).
2. All seven studies reported that students showed improved school attitude and pride in the
garden and its produce. The students involved their parents, who became more involved with
school. (Alexander et al., 1995; Brunotts, 1998; Brynjegard, 2001; Canaris, 1995; Faddegon,
2005; Moore, 1995; Thorp & Townsend, 2001).
3. All seven studies reported that school gardens had a strong community-building component,
promoting teamwork, student bonding, a broader range of interaction with adults, and community
WINTER 2009, VOL. 40, NO. 2 21
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17. outreach (Alexander et al., 1995; Brunotts, 1998; Brynjegard, 2001; Canaris, 1995; Faddegon, 2005;
Moore, 1995; Thorp & Townsend, 2001).
4. All seven studies found that school gardens provided a diversity of environmental-stewardship,
math, and science-education opportunities: measuring space, observing and
experimenting with natural and plant processes, learning about soil improvement, recycling,
creatively reusing materials, propagating, germinating, and saving seeds (Alexander et al., 1995;
Brunotts, 1998; Brynjegard, 2001; Canaris, 1995; Faddegon, 2005; Moore, 1995; Thorp &
Townsend, 2001).
5. Out of the seven studies, four described how vegetable gardens provided holistic food and
nutrition education, food-systems thinking, tasting, snacking, cooking dinners, food sales and
philanthropy, and good food as reward for good work (Canaris, 1995; Faddegon, 2005; Moore,
1995; Thorp &Townsend, 2001).
6. In addition, four of the seven studies reported that a nonstructured, discovery approach
successfully provided the students with opportunities to explore natural phenomena (Brynjegard,
2001; Canaris, 1995; Moore, 1995; Thorp & Townsend, 2001).
7. Four of the seven studies emphasized that school gardens required dedicated, experienced
adult volunteers, master gardeners, or paid coordinators to flourish over time (Alexander et al.,
1995; Brynjegard, 2001; Canaris, 1995; Thorp & Townsend, 2001).
8. Last, two of the seven studies noted that many elementary teachers were not agriculture-literate
and lacked knowledge of basic plant science or plant-growing skills (Brunorts, 1998;
Faddegon, 2005).
Four of the seven qualitative studies of K-12 gardening were evaluations of gardening projects
that the authors had initiated or were directly involved in. Those studies opened themselves to the
danger of overly enthusiastic reporting and biased analysis. However, those authors were also in the
best position to unravel the garden-child interactions. Researchers should understand and evaluate
such studies as best-case scenarios.
Studies of gardening involving high school students as participants are rare. A review by Sullivan
(1999) briefly mentioned a project at a rural health center in Arizona where local high school stu-dents
and project staff tended a demonstration and community garden next to the health center to
provide technical support and encouragement for home gardening in the local area. Then the same
high school students provided technical expertise for these new home gardens. Horticultural therapy
has been successfully used to increase self-confidence, pride, and self-esteem among troubled youths
in Ohio (Hudkins, 1995). However, I found no quantitative and only two qualitative studies con-necting
gardening with high school students. Although they did not fit the pattern of in-school gar-dening
encountered by researchers in elementary schools, those studies showed innovative ways for
using gardening with older students. Lekies, Eames-Sheavly, Wong, and Ceccarini (2006) reported
on a New York State 4-H children's garden consultant program in which 7 girls served as consultants
to adults in the design of children's school gardens. Those researchers described the process of men-toting
those girls through activities and garden site visits to the point where they were competent
to assist the adults. The researchers concluded that the mentored girls gained empowerment and
self-esteem and provided valuable improvements to the children's garden-design site and garden
programming. Krasny and Doyle (2002) conducted qualitative, triangulated research on Cornell
University's six-city garden mosaics program, engaging inner-city youth attending summer pro-grains
in participatory research with adult gardeners in their communities. Their research included
interviews with 4 gardeners, 11 community educators, and 28 predominantly African American
and Hispanic 9-16-year-old participants. Youth enhanced their gardening, teamwork, and research
WINTER 2009, VOL. 40, NO. 2 31
18. skills. They formed learning, helping, and often personal relationships with the gardeners with whom
they studied. These studies showed ways to successfully engage high school students in gardening,
improving their skills and self-esteem.
Studies of Principals' and Teachers' Evaluations of the Effectiveness of School Gardens
Another approach to evaluating school-garden effectiveness is for researchers to measure (a) princi-pals'
and teachers' enthusiasm for gardening as a learning tool, (b) how teachers find gardens useful,
and (c) what barriers they perceive in the integration of gardens into the curriculum. Studies of prin-cipals
or teachers have involved: (a) sending questionnaires to schools or teachers whom researchers
identified as garden users, (b) sampling all schools in an area, or (c) identifying schools that have
gardens and interviewing teachers in those schools. Approaches (b) and (c) obtain the views of users
and nonusers and are reviewed separately.
DeMarco, Relf, and McDaniel (1999) sent a national school-gardening survey to 3.22 elemen-tary
school recipients of a National Gardening Association Youth Gardening Grant. The usable-survey
rate was 73%. The researchers did not specify who responded to the questionnaire, but they
implied that participating teachers were the respondents and could be potentially biased as grant
recipients. Less than 5% of respondents felt that school gardening was unsuccessful at enhancing
student learning, and 61% felt that it was very successful at enhancing student learning. Goals
for school gardening were academic (92 %), social development (83%), recreational (63%), and
therapeutic (52%). The subject areas that at least 50% of teachers reported that they taught in con-junction
with the school garden were science (92%), EE (83%), mathematics (69%), language arts
(68%), health and nutrition (59%), ethics (58%), and social studies and history (51%). DeMarco
et al. used cluster analysis to identify those factors most frequently indicated as essential for school-gardening
success. These include a person responsible for school-gardening activities, site and materi-als
availability, and support from the principal. Participants selected the factors of student ownership
and integration with other subjects as crucial for school-garden success.
In a similar study of 35 schools and 71 Florida elementary teachers who had entered their gardens
in a 1997 University of Florida contest (100% response rate), Skelly and Bradley (2000) found that
teachers used gardens for EE (97%), to help students learn better (84%), for experiential learning
(73%), and because the teacher had a personal love of gardening (6 7%). Most teachers were encour-aged
by their administration (54%). Also, 85% of students spent between 1 hr (6 8%) and 2-3 hr
(17%) per week in the garden, but usually they spent more time on gardening subjects in the class-room
(Skelly & Bradley).
California researchers provided three studies of attitudes and perceptions about school garden-ing
in schools where gardens of some type existed but where respondents were not necessarily
enthusiastically involved in gardening. Graham et al. (2005) sent a questionnaire by e-mail and by
nonelectronic postal service to all California principals (43% response rate). Of those responders,
57% (2,381) indicated that their schools had some kind of garden that grew flowers or vegetables.
The gardens ranged from in-ground gardens (6 9%), to raised-beds gardens (60%), to gardens in pots
(46%). Those various forms of gardening opportunities were used primarily for academic instruction
in kindergarten to eighth-grade science (86%), environmental studies (64%), nutrition (63%), lan-guage
arts (62%), and math (58%); and in high school science (74%), environmental studies (54%),
nutrition (40%), and agricultural studies (42%). Principals thought that gardens were moderately
to very effective in enhancing science education (6 9%). The factors that most limited combining
classroom instruction with gardening were (a) lack of time, funding, staff support, and curricular
materials linked to academic standards; and (b) lack of teacher knowledge, training, experience, and
interest in gardening.
32 THE JOURNAL OF ENVIRONMENTAL EDUCATION
19. Graham and Zidenberg-Cherr (2005) used a mailed questionnaire to survey a subset of the fourth-grade
teachers at schools that the previous questionnaire indicated had gardens. The response rate
was 36% (n = 592). In all, 68% of responders used gardens for instruction. Echoing their principals,
these fourth-grade teachers thought that gardens were most important for enhancing academic
instruction (72%), but they also thought that gardens effectively enhanced social skills (41%). The
percentage of teachers indicating that gardens were moderately to very effective at enhancing specific
skills and subjects ranged from 53% for science to only 25% for healthy eating habits. Notable were
the number of no opinion answers for every category (26-40%) and the high percentages of teach-ers
who felt that gardens were not effective, slightly effective, or only somewhat effective. However,
some of the gardens at these schools were minimal, and many grew no food. Like the principals, the
teachers indicated that lack of time (67%), lack of teacher interest (63%), lack of experience (61%),
and lack of knowledge (60%) were major barriers to using gardening for instruction.
Graham et al. (2004) obtained a 59% response rate to a distributed questionnaire aimed at all
teachers (N = 118) participating in Farm to School Connections, a three-school pilot program in
Davis, California, that combined school gardens, cafeterias, and classrooms to improve elemen-tary
school children's eating habits. These three schools had a garden coordinator (a retired and
experienced teacher paid by the state), multiple gardens, farm-to-school salad bars, and school
Ilunch-plate-waste composting projects. These teachers were more receptive to school gardening
than were the general sample of California fourth-grade teachers. The percentages of teachers using
gardens to teach academic subjects were 90% for science, 71% for nutrition, 64% for language arts,
60% for environmental studies, 59% for health, 57% for agricultural studies, and 56% for math.
perceived barriers were lack of time and lack of curriculum linked to standards, but cited barriers did
not include lack of teacher interest, training, or knowledge of gardening.
A major methodological problem with the aforementioned mail-and-distribution studies was non-response
bias. Response rates are higher when respondents have a special interest or involvement in
the topic of study (Donald, 1960). DeMarco et al.'s (1999) and Skelly and Bradley's (2000) studies of
gardening teachers had response rates of 73% and 100%, respectively. Graham et al.'s (2004) study of
teachers adequately supported at gardening schools had a 59% response rate. Teachers from schools
where gardens were promoted at the state level without perceived adequate attention to time and
training had a 36% response rate (Graham & Zidenberg-Cherr, 2005). Unmotivated nonresponders
were likely to differ systematically from the responders in variables most critical to interpreting the
study results (Ellis, Endo, & Armer, 1970). In the case of those mail-and-distribution studies, teacher
and administrator attitudes toward the efficacy of school gardening in terms of learning outcomes
was the most critical variable.
Discussion
Research Question and Methodological Issues
The question addressed by this review of the literature is whether a school garden, without educa-tors'
either changing the schoolyard extensively or integrating broader environmental fieldwork into
the curriculuim, would provide sufficient experiential education to cause measurable and observable
changes in student achievement and behavior. The results of the reviewed research were positive. In
all, 9 out of 12 quantitative studies reinforced the results of Lieberman and Hoody (1998), showing
increased science achievement and behavioral improvement in schools that use school gardening
as their integrating context for learning. Also, 9 qualitative studies unanimously reported positive
learning and behavior effects of school gardening or garden involvement. Mabie and Baker (1996),
Rahm (2002), and Waliczek et al. (2003) have shown a positive impact of outdoor gardening or
WINTFTR 2009, VOL. 40, NO. 2 33
20. nature programs on higher order cognitive skills. Teacher surveys showed that academic achievement,
particularly in the area of science, was the most frequently cited reason for using school gardens.
Gardening studies are most commonly performed with third- to sixth-grade students, although
researchers cannot say that younger or older children would not benefit.
However, given the methodological problems mentioned previously, the research hypotheses
addressed by the qualitative studies cannot be uniformly affirmed. Short-term, quasi-experimental
designs are not considered valid or reliable. Systematic biases in data-collection techniques imply that
the results reported by the quantitative researchers were most likely more positive than was valid. The
quantitative studies I have reviewed suffered from lack of both rigorous sampling procedures and
random assignments of control and experimental groups. At least four studies used testing instru-ments
without proven validity.
In designing their studies, future researchers will need to control the previously uncontrolled
teacher and classroom effects, ethnicity effects, and nonresponse biases. Teacher attitudes toward
gardening, EE, and experiential education should be control variables in any quantitative study
where random selection of gardening classrooms is not an option. Use of propensity scores is a way of
accounting for the bias inherent in nonrandom assignment to groups, as in these quasi-experimental
studies of the effects of gardening on student achievement, attitude, and behavior. Researchers can
evaluate teachers and schools on important variables, such as support and enthusiasm for outdoor
EE, and a composite score can be used as a control variable to test whether treatmeni. differences
maintain their effect when teacher or school effects are constant. However, sample sizes must be large
enough for researchers to compare subgroups (Rosenbaum, 1991; Rosenbaum & Rubin, 1983).
Mail surveys suffer from nonresponse bias. Case studies of gardens are often first-person accounts
by their initiators. In each case of bias, results may appear more positive than they are in reality.
Qualitative results are applicable only to the situation studied and can be used to form a hypothesis,
but researchers cannot extend them to other situations. However, there is consistency in the results of
the seven reviewed qualitative studies in Tables 5 and 6 from around the United States, which would
lead researchers to accept the legitimacy of their findings.
Overall, the methodology in the evaluation of school-gardening programs needs to be much more
rigorous. Ozer (2007) suggested a combination of systematic qualitative and quantitative methods
emphasizing direct observation because implementation of school gardening cannot be assumed to
be uniform, even within the same school. Phibbs and Relf (2005) suggested longitudinal research.
Students should act as their own controls, as in McAleese and Rankin's (2007) study. Outcomes
should be documented in ways that will affect educational policy toward school gardening and
subsequent funding.
Environmental and Social Impacts of School Gardens
From an environmental perspective, school gardens may seem to researchers to be a limited sub-stitute
for redesigning the whole schoolyard or for interacting more closely with nearby landscapes.
However, Moore (1995) reported that the school vegetable garden was the most feasible pedagogical
vehicle for promoting daily environmental learning in his project's fully redesigned schoolyard. In
particular, annual vegetable and flower gardens enabled a yearly full start from bare soil. Each year,
students could be full participants in designing the garden and the act of regeneration, the regenera-tive
act of embedding tiny seeds in dirt and food-scrap compost, and nurturing those seeds during
their transformation into flowers or vegetables. Researchers have frequently commented on how
excited children were to put their hands in dirt. Birds, insects, spiders, weeds, and mammalian preda-tors
were players in this process, so that the school's environmental complexity flourished. Food pro-duction
connected students to sensual pleasures, sustenance, and the agri-systems of daily life in and
34 THE JOURNAL OF ENVIRONMENTAL EDUCATION
21. beyond the school. Butterfly, habitat, and pond gardens required less summer maintenance and also
provided diverse opportunities for observing natural systems. Educators found that gardens produced
the ecological diversity that had been missing from monocultural schoolyards, allowing children to
work directly with energy transformation and entropy. A school garden can be a frequent, if not daily,
experience, a place owned by the students. With attention, gardens can also create delight and pride
and foster the kind of unfettered play that children create in simple hidden spaces (Mergen, 2003).
These gardens can be private spots for observing, fostering the imagination, or simply reading among
the fava beans (Brynjegard, 2001). Uniformly, the qualitative studies of kindergarten to sixth-grade
gardening that are summarized in Tables 5 and 6 showed the following positive behavioral and social
outcomes: heightened motivation and enthusiasm, improved sense of self, teamwork, community,
and parental involvement. The amount of structure that children encounter in relating to a garden
may determine whether they benefit both cognitively and emotionally (Thorp & Townsend, 2001).
How much structure is appropriate is an area for further school-gardening research.
Teachers' Need for Support and Training
The teacher and principal are major variables in school-garden success. In particular, more needs
to be known about the principal's effect. Major teacher issues are lack of personal interest and limited
capabilities, knowledge, and time. Samples of gardening teachers and teachers with adequate garden-ing
support (Graham et al., 2004) were more enthusiastic about the potential of school gardens than
were mixed samples of gardening and nongardening teachers (Graham & Zidenberg-Cherr, 2005).
Support may come in the form of (a) enthusiastic principals, (b) effective and credible lead teachers
who promote school gardening through contagious student excitement rather than through personal
power (Vesilind & Jones, 1998), or (c) the semiretirement-lead gardener programs for teachers, such
as at the Davis, California, schools (Graham et al.). In Las Vegas, sequential surveys of principals in
gardening and nongardening schools regarding potential problems and barriers to school gardening
led to the hiring of a community-based instructor to provide training and coordinate the gardening
program and the volunteer master gardeners (O'Callaghan, 2005).
Additional studies are necessary on how educators can best remove barriers to implementing and
keeping school gardens running. Studies have not addressed school-garden continuity or failure, but
they have addressed the lack of teacher preparation for using gardens in instruction. Portillo (2002)
reported that elementary teachers with some agricultural training are more likely to use school gardens
as a learning tool. Dobbs, Reif, and McDaniel (1998) reported that 98% of the 205 Virginia kindergar-ten
to sixth-grade teachers whom they surveyed wanted to participate in additional gardening training.
School-gardening experience and plant science could become a part of teachers' preservice education, so
that all teachers can feel prepared to use school gardening as a potent form of experiential education.
Conclusions and Suggestions for Further Research
The results of qualitative, quantitative, and survey research have supported the conclusion that
school gardening can improve students' test scores and school behavior. Teachers believe that gardens
promote academic instruction. However, methodological shortcomings of the quantitative studies
have reduced faith in these results. Gardens can improve the ecological complexity of the schoolyard
in ways that promote effective experiential learning in many subject areas, particularly the areas
of science, EE, and food education. Researchers and educators should pay attention to how they
design the garden and the learning experience in the garden. Both preservice and in-service teach-ers
need more training to effectively use gardening as a teaching tool. Teachers are the mainstay
of school gardening. However, gardens require embedded support mechanisms that lighten the
teacher's burden.
WINTER 2009, VOL. 40, NO. 2 35
22. To improve school-gardening outcomes research, researchers need to (a) use well-designed longitu-dinal
studies that combine qualitative and quantitative elements with appropriate sample design, (b)
use validated instruments, and (c) control for teacher and ethnicity effects. More qualitative studies
of smoothly functioning school gardens that examine how success is managed and maintained are
also necessary. Other productive future research would be (a) studies of reasons for garden failure
and (b) reports on creative means of maintaining gardens over time and moving the workload away
from teachers. More research would be useful on the level of structure versus self-exploration in a
garden that best serves the student's learning needs. Researchers and educators also need to know
whether the changes in environmental sensitivity and observation skills reported in qualitative studies
of gardening are transient or long lasting, affecting behavior as a child matures.
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38 THE JOURNAL OF ENVIRONMENTAL EDUCATION
25. COPYRIGHT INFORMATION
TITLE: The Child in the Garden: An Evaluative Review of the
Benefits of School Gardening
SOURCE: J Environ Educ 40 no2 Wint 2009
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