The Instructional Practices Inventory: A Process for Profiling Student Engagment Learning for School Improvement
by Middle Level Leadership Center | 1-Aug-2005
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by Middle Level Leadership Center | 1-Aug-2005
by Smith L.L., Motsenbocker C.E. | 01-Jul-2005
An experiment was conducted to quantify the effects of a school garden and garden curriculum on the science achievement of fifth grade students in three inner-city East Baton Rouge Parish, La., elementary schools.
by Klemmer C.D., Waliczek T.M., Zajicek J.M. | 1-Jul-2005
Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods.
by Robinson C.W., Zajicek J.M. | 1-Jul-2005
The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program.
by Klemmer C.D., Waliczek T.M., and Zajicek J.M. | 1-Jul-2005
This study developed three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum.
by Graham H., Beall D.L., Lussier M., McLaughlin P., Zidenberg-Cherr S. | 1-May-2005
The purpose of this study was to determine the status of gardens in California schools.
by De Bourdeaudhuij I, Klepp KI, Due P, Rodrigo CP, de Almeida M, Wind M, Krølner R, Sandvik C, Brug J. | 1-Apr-2005
The questionnaire provides a reliable, valid and easy-to-administer tool for assessing personal, social and environmental factors of potential influence on fruit and vegetable intake in 10-11-year-olds.
by Feenstra G., Ohmart J. | 1-Sep-2004
This report provides an analysis of information collected from the Yolo County Farm to School Project during its fourth year of implementation (school year 2003/2004).
by W.K. Kellogg Foundation | 1-Jan-2004
In the pages of this guide, W.K. Kellogg Foundation hopes to give staff of nonprofits and community members alike sufficient orientation to the underlying principles of "logic modeling" to use this tool to enhance their program planning, implementation, and dissemination activities.
by Vallianatos M., Gottlieb R., Haase M. | 1-Jan-2004
Farm-to-school is a new, innovative strategy with multiple planning-related objectives. The article evaluates the significance of farm-to-school in relation to improving the health and nutrition of school-age children, particularly low-income youth; strengthening the capacity of local farmers, particularly those engaged in sustainable practices; adding to the toolkit of strategies designed to contain and ultimately reduce sprawl-inducing developments by helping preserve farmland; and helping establish a community food systems approach no longer entirely dependent on the global food system that has come to dominate food growing, processing, distribution, and consumption patterns around the world.
by Brillinger R., Ohmart J., Feenstra G. | 1-Mar-2003
This handbook focuses specifically on the salad bar component of the Davis Farm-to-School program. Although each district has unique characteristics and needs, many of the lessons learned in the Davis Farmers Market Salad Bar pilot project will apply throughout the region and beyond. Alternative programs and modifications to this model are offered at the end of the section on implementation, and much of the information in this manual is relevant to other farm-to-school projects that intersect with school food services operations.
by Christensen, H. | 28-Feb-2003
The Juanamaria Healthy Schools Project involved the implementation of a comprehensive elementary school nutrition program for students involving nutrition education, school gardens, and a farm-fresh school salad bar.
by Flock P., Petra C., Ruddy V., Peterangelo J. | 01-Jan-2003
In Olympia, WA a new program was gaining momentum in revitalizing school lunches.The Olympia School District’s Organic Choices program was inspired by the growing national Farm-to-School movement, and was concentrated on supporting local and organic agriculture. In the first year of the program, 5 local elementary schools added organic salad bars and locally grown produce to their menus.
by Desmond D., Grieshop J., Subramaniam A. | 14-Oct-2002
This paper will review the theoretical-conceptual background of Garden Based Learning as it seeks to provide insights into its role and effectiveness in education globally.
by Subramaniam A. | 1-Jul-2002
This review traces the history of garden-based learning, describes the philosophy and underlying theoretical frameworks of this approach and presents the results of specific evaluations of some garden-based programs.
by Morris J.L., Zidenberg-Cherr S. | 1-Jan-2002
by Anupama Joshi, Marion Kalb, Moira Beery | 20-Aug-2001
A resource from the National Farm to School Program, Center for Food and Justice, Occidental College and the Community Food Security Coalition. With case studies from eight states - California, Florida, Illinois, Massachusetts, Michigan, New Hampshire, North Carolina, and Oregon, the publication provides a snapshot of the diverse ways in which farm to school is making a difference nationwide.
by Waliczek T.M., Bradley J.C., Zajicek J.M. | 1-Jul-2001
The objectives of this research study were to evaluate whether children participating in garden activities benefited by an improvement in interpersonal relationships and attitudes toward school.
by Morris J.L., Neustadter A., Zidenberg-Cherr S. | 1-Jan-2001
To encourage first-graders to increase their consumption of fruits and vegetables, a garden-enhanced nutrition education program was developed and taught to them. The study was a pilot to assess the feasibility of garden-based education programs for elementary-school students.
by Lineberger S.E., Zajicek J.M. | 1-Jul-2000
The objectives of this research project were to 1) develop a garden activity guide to help teachers integrate nutrition education, specifically as it relates to fruit and vegetables, into their curricula, 2) evaluate whether students developed more positive attitudes towards fruit and vegetables by participating in the garden program, and 3) evaluate whether students developed better nutritional behavior by eating more fruit and vegetables after participating in the garden program.