Development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool: An Evidence-Based Model for School Garden Integration

Burt, Kate Gardner; Koch, Pamela; Contento, Isobel R.

doi:10.1016/j.jand.2017.02.008

Cited by 38 publications

(47 citation statements)

References 23 publications

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“…Students' motivation and behavior showed that 'Small Change is Beautiful" as the students increase the self-confidence, self-pride, and self-esteem through school gardening activities. Consistent with previous qualitative studies on students' gardening experiences (Burt, Koch, & Contento, 2017;Ohly, Gentry, Wigglesworth, Bethel, Lovell, & Garside, 2016;Rawson, 2016), this study shows that all the research participants were enthusiastic about school gardening and generally enjoyed it. Similar to findings of the researched by Rees-Punia, Holloway, Knauft, & Schmidt, (2017) found that the positive outcomes of school-gardening initiatives in the areas of science achievement but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening.…”

Section: Discussionsupporting

confidence: 90%

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Lin¹

2020

HES

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 1 Antonina Lukenchuk, National Louis University, USA Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Barbara N. Martin, University of Central Missouri, USA Cristina Sin, CIPES (Centre for Research in Higher Education Policies), Portugal Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Donna.Smith , The Open University, UK Hüseyin Serçe, Selçuk University, Turkey James Badger, University of North Georgia, USA Laith Ahmed Najam, Mosul University, IRAQ Meric Ozgeldi, Mersin University, Turkey Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nicos Souleles, Cyprus University of Technology, Cyprus Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia Prashneel Ravisan Goundar, Fiji National University, Fiji Robin Rawlings, Walden University, USA Sadeeqa Sadeeqa, Lahore College for Women University Lahore, Pakistan Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Semiyu Adejare Aderibigbe, University of Sharjah, UAE Teguh Budiharso, Center of Language and Culture Studies, Indonesia Yousef Ogla Almarshad, Aljouf University, Saudi Arabia

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Section: Discussionsupporting

confidence: 90%

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Lin¹

2020

HES

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“…The Mini Garden, which is included in the school garden, is defined as a park that is maintained as a learning environment to create meaningful experiences for students and is the most important part of school culture that is used continuously over time. The Ozer" is a garden preparation system as follows: 1) Garden logistics: planning (location determination), budgeting, maintenance, development and support organization circles, 2) Children's learning experience: curriculum, design time, type of activity, learning experience, learning development opportunities, 3) School Culture: organizational structure of the caretaker of the garden, involvement of parents, social activities of the harvest, environmental policies and regulations, evaluation of activities [16]. Mini garden uses tools and containers, one of which is Crop-box, which is a method of crop production by the process of modifying containers (recycling) into a controlled environmental space using a hydroponic system for crop production.…”

Section: Introductionmentioning

confidence: 99%

The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

Rachmawaty¹,

Warid²

2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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Children's self-regulation is built from environmental support. This research is motivated by the lack of teacher knowledge in designing smart pedagogy as a learning strategy. This affects the ability of selfregulation in children who are still low in daycare, this is known as preliminary information for researchers with the results of discussions with parents on daycare about the child's ability to control themselves and organize themselves in the scope of simple daily tasks. Then the researchers also obtained observations through documents that showed the teacher also did not design learning strategies that were good enough to improve the ability of self-regulation in the design of routine activities on the daily activity sheet. Even gardening is limited to playing in the yard and there are no specific learning goals. Some daycare centers make mini-gardens, but are not designed as daily programs that can be integrated with self-management skills. The stages of the implementation of the Mini Garden provide rules and allow children to explore and practice self-regulation. The function of Mini Garden is not only as a vacant lot in daycare. This study was designed on an action research model, which was created by testing Cycle 1 and Cycle 2 to find out whether the Mini Garden that has been created makes self-regulation in 30 children increase, the instrument used in this study is through observation and data checklist using self-indicators-regulation children aged 5-6 years. The indicators used are derived from the development of aspects of self-regulation, namely attention regulation, emotion regulation, and behavior regulation, which are used in the stages of mini garden activities and visualized through poster regulations for mini garden activities. The results showed that in the second cycle there was an increase in children's self-regulation ability to 84.3%, which was previously only 42.9%.

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“…School garden programs (Ozer, 2007) and experimental kitchens emerge as strategies to achieve these goals (Robinson-O’Brien, Story & Heim, 2009; Wang et al, 2010; Scherr et al, 2017). Despite the studies on school gardens, little is known about how gardens can be effectively integrated and maintained in a school (Burt, Koch & Contento, 2017). According to Ozer’s definition (Ozer, 2007), a well-integrated school garden program includes three main components of implementation: a garden site and gardening activities, formal curriculum (including “hands-on” education), and involvement of parents and the community.…”

Section: Introductionmentioning

confidence: 99%

Healthy eating promoting in a Brazilian sports-oriented school: a pilot study

Massarani

Citelli

Canella

et al. 2019

PeerJ

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Background Adolescents, particularly athletes, have high exposure to ultra-processed foods, which could be harmful to their health and physical performance. School environments are capable of improving eating patterns. Our study is aimed at capturing changes in students’ food consumption three years after they enrolled at an experimental school, considered a model of health promotion in Rio de Janeiro city. We also aimed to depict the promising nature of the healthy eating promotion program implemented in the school and share the learnings from its implementation. Methods Our pilot study was a follow-up on the implementation of a school garden, experimental kitchen activities, and health promotion classes. We evaluated 83 adolescent athletes’ food consumption twice during the study: at its beginning (2013) and end (2016), by administering a food frequency questionnaire (FFQ) that inquired about the frequency of foods consumed in the past week. To evaluate how effectively the activities were established, integrated, and sustained in schools, the Garden Resources, Education, and Environment Nexus (GREEN) tool was used, and the school’s adherence to the school garden program was classified as high (scored 47 points out of 57). Results In 2013, 89 adolescents (mean ± SD 11.9 ± 0.4 years, 54% male) participated in the study, of which 83 continued until 2016 (14.8 ± 0.5 years, 55% male). In 2013, the mean frequency of raw salad and fruits consumption was 1.4 (CI [1.0–1.9]) and 4.3 (CI [3.8–4.9]) days per week, respectively. Three years later, the frequency of raw salad and fruits consumption was 2.2 (CI [1.6–2.7]) and 5.0 (4.5–5.5), respectively. Considering that five meals were offered at school (five days/week), it may be possible to assume that the program raised awareness on the importance of healthy eating. Conclusion Our results suggest that such integrated healthy eating promotion programs may improve adolescent athletes’ eating habits, by increasing the frequency of their consumption of unprocessed foods. This pilot study’s results inspired us to implement an expanded project at the municipal level. Since 2018, teachers who participated in this program are working with Rio de Janeiro’s Municipal Secretary of Education for Coordination of Curricular Projects. Some learnings from this pilot study on implementing the garden/experimental kitchen project in this school are being applied in 65 schools of the municipal network: joint activities must be fostered among students, teachers, and parents; healthy eating needs to be a respected value among adolescent athletes and become an example for parents and teachers.

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Development of the GREEN (Garden Resources, Education, and Environment Nexus) Tool: An Evidence-Based Model for School Garden Integration

Cited by 38 publications

References 23 publications

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

The Improvement Self-Regulation of Children Aged 5–6 Years Through Activities in a Mini Garden

Healthy eating promoting in a Brazilian sports-oriented school: a pilot study

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