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Lessons from the garden: Garden base...

Martin, Caroline Lucille.

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Lessons from the garden: Garden based nutrition education at two elementary schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lessons from the garden: Garden based nutrition education at two elementary schools./
Author:	Martin, Caroline Lucille.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
Description:	194 p.
Notes:	Source: Masters Abstracts International, Volume: 50-02, page: 1017.
Contained By:	Masters Abstracts International50-02.
Subject:	Nutrition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1500772
ISBN:	9781124945255

Lessons from the garden: Garden based nutrition education at two elementary schools.
Martin, Caroline Lucille.

Lessons from the garden: Garden based nutrition education at two elementary schools. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 194 p.

Source: Masters Abstracts International, Volume: 50-02, page: 1017.

Thesis (M.S.)--Michigan State University, 2011.

American children consume inadequate amounts of fruits and vegetables. Establishing adequate fruit and vegetable intake during childhood is an important step in establishing lifelong intake. Garden-based nutrition education (GBNE) has been shown to positively impact childrens' knowledge about, preference for and intake of fruits and vegetables. This study explored student and staff experiences with GBNE at two elementary schools. Data were obtained by conducting interviews and participant observation, and by collecting student work. Perceived outcomes, facilitators and barriers associated with GBNE emerged as themes. Outcomes, included: (1) enhanced nutrition knowledge, attitudes and behaviors, (2) improved understanding of food systems, (3) enhanced school learning experience, (4) character development, (5) enhanced life experience, (6) intergenerational relationships and community engagement, and (7) feelings of enjoyment, wonder and therapeutic effects. Facilitators included: (1) funding and community support, (2) presence of a garden champion and garden allies, (3) communication and school support, and (4) positive student feedback. Barriers included: (1) limitations in garden design, (2) seasonal limitations, (3) vandalism, (4) funding restrictions, (5) time constraints, (6) large classes, behavior problems and perceived lack of control, and (7) limited communication. Outcomes were used to develop a conceptual model describing the route through which GBNE increases students' fruit and vegetable intake. Facilitators and barriers were used to identify recommendations for the practical implementation of GBNE programs.

ISBN: 9781124945255Subjects--Topical Terms:

517777
Nutrition.

Lessons from the garden: Garden based nutrition education at two elementary schools.
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500 $a Source: Masters Abstracts International, Volume: 50-02, page: 1017.
500 $a Adviser: Katherine Alaimo.
502 $a Thesis (M.S.)--Michigan State University, 2011.
520 $a American children consume inadequate amounts of fruits and vegetables. Establishing adequate fruit and vegetable intake during childhood is an important step in establishing lifelong intake. Garden-based nutrition education (GBNE) has been shown to positively impact childrens' knowledge about, preference for and intake of fruits and vegetables. This study explored student and staff experiences with GBNE at two elementary schools. Data were obtained by conducting interviews and participant observation, and by collecting student work. Perceived outcomes, facilitators and barriers associated with GBNE emerged as themes. Outcomes, included: (1) enhanced nutrition knowledge, attitudes and behaviors, (2) improved understanding of food systems, (3) enhanced school learning experience, (4) character development, (5) enhanced life experience, (6) intergenerational relationships and community engagement, and (7) feelings of enjoyment, wonder and therapeutic effects. Facilitators included: (1) funding and community support, (2) presence of a garden champion and garden allies, (3) communication and school support, and (4) positive student feedback. Barriers included: (1) limitations in garden design, (2) seasonal limitations, (3) vandalism, (4) funding restrictions, (5) time constraints, (6) large classes, behavior problems and perceived lack of control, and (7) limited communication. Outcomes were used to develop a conceptual model describing the route through which GBNE increases students' fruit and vegetable intake. Facilitators and barriers were used to identify recommendations for the practical implementation of GBNE programs.
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