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Farm to school is taking place in all 50 states, D.C. and U.S. Territories! Select a location from the list below to learn more or contact a Core Partner.
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Use the search criteria on the left to narrow your search results or scroll through our entire library, located below. Checking boxes in multiple search categories will narrow your results; checking multiple boxes in the same category will expand your results. Words or phases entered in the keyword search field must be an exact match. The date listed on a resource indicates when it was published if that date is known; otherwise the date indicates when the resource was added to this website.
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.
by Prevention Institute | 1-Aug-1999
This framework is useful for programs using community-wide approaches.
by Skelly S.M. | 1-Oct-1998
The objectives of this research project were to 1) develop an interdisciplinary garden activity guide to help teachers integrate environmental education into their curricula and 2) evaluate whether children developed positive environmental attitudes by participating in the activities.
by Alexander J., North M.W., Hendren D.K. | 1-Jun-1995
The Master Gardener Classroom Garden Project provides inner-city elementary school children in the San Antonio Independent School District with an experiential way of learning about horticulture, gardening, themselves, and their relationships with their peers. Qualitative interviews indicate that participation in the gardening project had many positive effects on the children.
by Canaris I. | 1-Jun-1995
Describes activities a public school class of 40 children in grades 1 through 4 at Westminster, Vermont, participated in during an integrated curriculum encouraging hands-on, inquiry-based learning in a cooperative setting. The activities revolved around a snack garden whose original purpose was to improve nutrition and nutritional awareness.
by Harvey M. | 1-Jan-1990
This inquiry evaluates the impact of the landscape upon children at 21 junior schools in England.
by Bunting, Trudi E.; Cousins, Lawrence R. | 1-Oct-1983
Reports on the development and psychometric attributes of an instrument testing values, attitudes, and predispositions toward the external environment. Also discusses variations in grade, sex, geographic residence of children (9-16 years old) in association with differences in environmental personality as measured by the instrument.