Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

Bolshakova, Virginia L. J.; Gieng, John; Sidhu, C. Sheena; Vollinger, Mary; Gimeno, Lorena; Guild, Jessica

doi:10.5195/jyd.2018.621

Cited by 3 publications

(3 citation statements)

References 32 publications

(37 reference statements)

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“…Additionally, these programs allow opportunities for team building and improve peer relationships [ 62 ] while also encouraging implementation of cooking skills for younger youth at home [ 74 ]. A long-term nutrition and gardening program utilizing teen teachers for elementary-aged youth provides an excellent example and highlights the scalability of a program of this nature [ 75 , 76 ]. Applying this model employs adolescents that are culturally competent being from the same community and living within the same contexts as the younger youth they are teaching [ 76 ].…”

Section: Discussionmentioning

confidence: 99%

“…A long-term nutrition and gardening program utilizing teen teachers for elementary-aged youth provides an excellent example and highlights the scalability of a program of this nature [ 75 , 76 ]. Applying this model employs adolescents that are culturally competent being from the same community and living within the same contexts as the younger youth they are teaching [ 76 ].…”

Section: Discussionmentioning

confidence: 99%

“…Adolescents have been found to be as effective, if not more effective than adult educators [ 77 ]. Cross-age teaching programs provide opportunities for community service for teen teachers in addition to opportunities for improving the health and self-efficacy of participants, whether teaching or learning, and increasing opportunities for introducing food literacy concepts to youth [ 72 , 75 , 76 , 78 , 79 ]. Beyond food literacy-related constructs, cross-age teaching is also beneficial for developing leadership, critical thinking, and problem-solving skills that are essential as adolescents mature [ 80 , 81 ].…”

Section: Discussionmentioning

confidence: 99%

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Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

2021

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Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

2021

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Educational Gardens and Climate Change Education: An Analysis of Spanish Preservice Teachers’ Perceptions

et al. 2022

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Educational gardens are powerful outdoor learning environments to address the subject of climate change and foster climate action. Using an online questionnaire, this study examines the influence of the main sociodemographic and academic factors, and the role of connectedness to nature, on the perception of educational gardens as contexts of climate change education (CCE) among Spanish preservice teachers (PSTs). The sample consisted of 889 PSTs enrolled in 9 university campuses of Spain. The statistical analyses performed evidenced that women are more likely to use educational gardens than men and that there is a progressive decrease in the positive perception of PSTs about the usefulness of gardens for CCE as the educational level at which they are being trained increases. Statistics also revealed that the variable connectedness to nature and the rating of the importance of educational gardens in CCE are not significantly related. Nevertheless, the Mann–Whitney U test indicated that PSTs who scored higher on connection to nature wished to broaden their knowledge of sustainable agriculture and, thus, connectedness to nature could be considered a predictor of environmental attitudes, each influencing the other. Based on these findings, recommendations for PSTs’ training in the CCE context are provided.

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Perspectives of 4-H Professionals: Practices to Engage Immigrant Youth in 4-H Teens as Teachers Programs

Moncloa

Rodrı́guez²

2022

jhse

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Immigrant youth in the United States face historical and systemic challenges in American schools. Out-of-school mentoring programs, such as the 4-H Teenagers as Teachers model, have a positive impact on diverse youth outcomes. This qualitative study presents practices associated with engaging immigrant youth as teachers in urban 4-H youth development programs. Purposeful sampling identified 11 4-H professionals from three regions: West, Midwest, and Northeast. Five professionals are immigrants, and six are of White European descent. Building on the essential elements of teenagers as teachers programs and immigrant mentoring research, 4-H professionals indicated that cultural competence, including empathy and commitment to immigrant teens, is essential. They regard English language acquisition, acculturation, and support of youth and family well-being as critical components of culturally relevant mentoring. Study findings translate into recommendations for positive immigrant youth-adult mentorships practices that youth development program educators are encouraged to operationalize based on local interests, needs, and resources.

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Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

Cited by 3 publications

References 32 publications

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Educational Gardens and Climate Change Education: An Analysis of Spanish Preservice Teachers’ Perceptions

Perspectives of 4-H Professionals: Practices to Engage Immigrant Youth in 4-H Teens as Teachers Programs

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