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This study investigated the impact of participation in middle school garden programs on student well-being through a mixed-methods evaluation. Set against a backdrop of escalating mental health crises among K-12 students in the United States, characterized by heightened levels of stress, depression, and anxiety, this study evaluated whether school garden programs serve as a viable intervention to enhance student well-being and supportive relationships at school. Traditional educational settings, while primarily focused on academic achievement, often overlook the potential of alternative, nature-based learning environments in addressing students' holistic well-being. School gardens, with their hands-on, collaborative nature, present a unique opportunity to bridge this gap. This research, grounded in the theoretical framework of Social and Therapeutic Horticulture (STH), sought to explore the multifaceted impact of garden programs, hypothesizing that such participation positively affects students' physiological, cognitive, psychological, and social-emotional well-being. The study employed a robust mixed-methods design, comprising both quantitative and qualitative analyses, to provide a comprehensive evaluation of the garden program's effectiveness. Quantitatively, the research utilized pre and post surveys to assess changes in student well-being among participants. Independent t-Test, ANOVA, and ANCOVA were conducted on the natural-occurring sample as well as three propensity score-matched control groups. Qualitative analysis included three grade-level-specific focus group interviews using the researcher-designed protocol to capture the nuanced experiences of students engaged in the garden program. This dual approach allowed for a deeper understanding of the program's impact, beyond what can be measured through surveys alone. Findings from the quantitative phase did not support the hypothesis. Analysis did provide some interesting findings, mainly the potential for well-being differences based upon gender. The qualitative data revealed enriched student relationships, reduced stress, heightened environmental awareness, and increased engagement in healthy behaviors as key outcomes of participation. This study contributes to the field by offering empirical evidence on the efficacy of school garden programs as a strategic intervention for enhancing student well-being. It addresses a notable gap in the literature. Moreover, the research highlights the importance of considering alternative, nature-based educational strategies within the broader context of student health and well-being initiatives. Given the findings, the study highlights the potential of school garden programs not only as educational tools but as critical components of a holistic approach to student well-being. It advocates for the inclusion of garden-based learning in educational policies and practices, emphasizing the need for further research to explore the long-term impacts of such programs, especially using a robust study design. The insights garnered from this research have profound implications for educators, parents/guardians, and students, advocating for a reimagined approach to education that places student well-being at the forefront. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present qualitative study aimed to investigate how school garden-based science pedagogy improves students' attitudes toward science learning, particularly in under-resourced urban school districts. The findings of this study suggest that the implementation of school garden-based science pedagogy can positively impact elementary students' attitudes and engagement with science learning. Notably, the involvement of academic service-learning university students as mentors and role models helps amplify the effects of garden-based science initiatives while concurrently providing reciprocal benefits for the university students, including enhanced civic awareness and applied academic development. These findings indicate that collaborative garden-based science projects could be effective strategies for supporting science education and cultivating curiosity among young students in high-needs school districts. The implications include integrating hands-on, cooperative learning pedagogical approaches more broadly across elementary science curricula in order to harness their potential for generating interest, fostering positive attitudes, and ultimately improving science learning outcomes. Further research studies could help refine best practices for implementation across various educational contexts. Additionally, the study highlights the promise of university-community partnerships as a means to develop and evaluate innovative experiential pedagogies that leverage gardening to effectively address persistent inequities in the opportunity gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to investigate the impact of participating in a school garden-based project on the sense of social connectedness of urban elementary school students and university service-learning students within the urban community. The study found that the sixth-grade participants experienced improvements in their sense of peer connectedness, non-family member connectedness, and community connectedness during the school garden-based learning project. They formed meaningful connections with members in the gardening group and further developed an interest in community engagement for the common good of the community. For the university service-learning students, who were in their first year of university studies, their previous biases and stereotypes about this urban community were challenged and subsequently transformed as they closely interacted with the sixth-grade students in this project. They reported personal and professional growth that resulted from their service-learning experience in this project. Overall, both the sixth-grade participants and the university service-learning participants built meaningful connections with the school garden-based learning group and developed a sense of social connectedness within the urban community. The findings of this study provide significant information for leaders at public schools, particularly those in low-resourced school districts, faculty of service-learning courses and leaders of civic engagement programs in higher educational institutions, and leaders of community outreach at non-profit organizations. The findings can assist these leaders in fostering effective collaborations to enhance students' academic and social-emotional learning while also establishing meaningful relationships with their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research aims to develop an innovative agricultural program that promotes agriculture literacy among children in urban neighborhoods, fostering self-sufficiency and cultivating future agricultural leaders. While current agriculture secondary education programs in the United States are effective, there is a need for a revised curriculum that incorporates hands-on experiences to engage the current generation and stimulate agricultural interest in urban populations. Limited resources currently exist to teach urban students responsible and independent food cultivation, primarily due to space constraints. Given the growing population, agricultural leaders must explore new and creative approaches to promote agricultural knowledge, encouraging individuals to grow their own food and view agriculture as a viable career option. The FDUA (Future Development of Urban Agriculture) program is an agricultural education initiative designed to enhance agricultural literacy, encourage agricultural career choices, and educate future leaders. A logic model has been carefully developed to assess the potential of the FDUA program, providing a framework for guiding the collection, analysis, and utilization of crucial information. Once the agricultural education program is established, insights from managers and staff will aid in the design of leadership education tailored to urban neighborhoods. A participatory evaluation will assess the program's feasibility and outcomes for students interested in agriculture. It will ensure the necessary components are in place and uncover the anticipated impact and lasting results for the students involved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Rising food and nutrition insecurity across the U.S. poses a significant health concerns. Despite the expansion of federal support and food aid programs, insecurity persists. This dissertation asks about the extent to which national funding initiatives and local emergency food organizations as mediated by the university-based agriculture Extension system may addressed and failed to address the increase in hunger. This three-article dissertation format examines efficacy and sustainability of food pantry nutrition education curricula and volunteer-based fruit and vegetable donation gardens in times of relative stability and in times of crisis, as exemplified by the COVID-19 pandemic. Specifically, the collection of articles examines challenges to program and character related to various stakeholders' participation in planning and implementation. Methods include document review, systematic review and a meta-analysis, and content analysis. The first article, a document review of a statewide Extension Master Gardener food donation garden program in Iowa, found that patrons were largely uninvolved in program planning and decision making. The second article, a systematic review and meta-analysis of literature on nutrition education related to fresh produce, found that nutrition education had a positive effect on fruit intake but not on vegetable intake; it likewise found participants were seldom involved in curriculum design and implementation. The third article, a mixed-method study examining master gardener participation in fruit and vegetable production and donation before and during COVID-19, found the pandemic years marked a decrease in volunteering and donations, associated with social distancing. Improved understanding of the social and educational factors at the root of hunger will better inform policy makers, Extension educators, and local food aid organizations to improve the efficacy and sustainability of food security and nutrition education programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study researched how a school could increase parental participation and community engagement while building a new Culinary Garden and Teaching Kitchen project. This engagement was foundational for expanding parental participation opportunities and further developing the community school. The study explored ways to balance power relationships between the home and school to develop an implementation plan that better reflects the community being served. Theoretical lenses such as CRT and LatCrit were the basis for centering the voices of Latinx families and valuing their various forms of capital consistent with the Community Cultural Model. Participants influenced the design of the garden and kitchen space, inform the curriculum, infuse health and nutrition, teach environmentalism, provide more opportunities for volunteers and community activities, and ensure the wealth of knowledge from the community is revered and taught to the youth. This study is significant because it offered an alternative form of parental participation, expanded community engagement to a level of shared leadership at the school, and resulted in collective pride and sense of ownership for the program developed. The school saw increased participation in volunteer opportunities because the project was an access point for connection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Progressive Movement in the United States was a complex, multifaceted, and organic reform movement, comprised of diverse reformers who instituted unique social and educational initiatives to improve society. This historical study focused on the establishment and success of the Children's School Farm of New York, an early twentieth-century school garden program that utilized John Dewey's emergent educational theories. The application of John Dewey's nascent theories in this school garden program revealed that institutions of higher education, national publications, and academic journals influenced the swift and dynamic spread of pioneering Progressive ideals and reforms, reinforcing the organic and grassroots nature of the Movement and its imprint on society. The Children's School Farm of New York was a vital social and educational reform of the Progressive Movement; influenced the spread of the national School Garden Movement, and provided value to the urban poor, especially in New York City. This scholarship also scrutinized the role and contributions of its founder, Fannie Griscom Parsons, who was a Progressive New Woman, a category of Progressive reformer that has received limited recognition in Progressive Era scholarship. Additionally, this study examined the complex and multilayered influences of the municipal government and the federal government in sustaining the Children's School Farm of New York and the School Garden Movement, which eclipsed the minimal support the local school boards provided for this innovative Progressive reform initiative. Evidence from this research suggests that school gardens were a vital social and educational program of the Progressive Movement; and that the Progressive New Woman and the municipal government were instrumental in implementing and sustaining these valuable, often minimally-researched, Progressive reforms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation in practice examines the absence of an advocacy framework for Black placemakers in southwest Springfield neighborhoods seeking to transform vacant spaces into vibrant pocket parks, green spaces, and community gardens. This critical community-based participatory research addresses inadequate public policies, resources, and technical assistance to create and sustain neighborhood sites for endurance, belonging, and resistance. Thematic findings indicated that systemic issues, street-level organizing, and sustainability are primary barriers and opportunities. An action intervention and change process was developed to establish the Springfield Park and Green Space Ecosystem (SPGE). The action plan focuses on a community coalition of power building, a community benefits agreement, zoning revisions, and public-private partnerships with results-based accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research on the use of gardens as an integral part of school curriculum has the potential to address many concerns in the American classroom, such as students' lack of interest in school, teachers feeling disempowerment and lack of administrative support, and school and community disconnection. Many school districts have gained recognition for their work with gardens and how it has impacted student academic achievement. Yet little research is available about garden spaces used as magnets for collaboration between communities and schools. The purposes of this qualitative interview study were to explore educators' experiences and perceptions on the use of gardens as a teaching tool and space for school and community collaboration. The data for this research was collected through semi-structured interviews with nine educators incorporating gardens in their lessons, observations, field notes of educators and their students in the garden spaces, and lastly, established literature in the field. The main research criteria were active usage and integration of the garden space into lessons, an active understanding of eco-consciousness, and identifiable teaching philosophy. Barriers to the successful implementation and sustenance of a school garden included a lack of administrative and teacher buy-in, community reluctance, lack of professional development opportunities, funding, and challenges faced during school closures. Strategies to facilitate efforts to transcend barriers included investing in high-quality professional development seminars, institutionalizing school and community support through school-based community gardens, and giving more administrative support. Holistic integration of garden spaces into the curriculum using Eco pedagogical approaches such as place-based education (PBE) and ecojustice education (EJE) holds the answers to many challenges faced in schools today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this three-article dissertation, I explore the history of Western gardens in educational literature as well as the ontologies and epistemologies that underpin contemporary learning in gardens. Through a critical posthumanist and Indigenous scholarship lens, I collaborated with a school garden, a community garden and an indigenous garden to examine onto-epistemologies that permeate the relationships between humans and more-than-humans in gardens, revealing ways of being and knowing that are favored and the ones that are pushed out of gardening experiences, while exploring entryways to non-Western ways of being and learning in the garden. While each article stands on its own, taken together they paint a complex, rich and nuanced picture of more-than-human relationalities that occur in gardens and of human engagement deriving from different ontoepistemological orientations. This research contributes to the existing literature by exploring issues regarding environmental and sustainability education's (ESE) approach to learning in gardens, specifically the salient role of gardens in ESE's strategy in attenuating the climate crisis, by examining how gardens are conceptualized, who has agency in gardens, and what knowledges are privileged in gardens as learning spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Obesity is an issue that negatively effects the health and wellbeing of children across the U.S. The problem addressed by this study was the increasing percentage of obesity among elementary students in a southeastern school district. Guided by Bandura's social learning theory, the purpose of this basic qualitative study was to explore the perceptions of elementary teachers about increasing student obesity and the challenges they faced in teaching students about health issues in the local school setting. Ten elementary teachers who had knowledge of nutrition and awareness of the student obesity and overweight issues at the study site participated in semistructured interviews. Data were analyzed using inductive, open coding to identify themes. Six themes emerged: (a) students are overweight and need nutrition instruction, (b) teachers are vital for modeling and empowering students to make healthy choices for lifelong impact, (c) teachers use various strategies to teach students health and nutrition, (d) school influence relates to providing free and healthy choices in the cafeteria, (e) schools need to involve and educate parents regarding nutrition, (f) teachers need resources, specifically for a garden. Findings suggest that teachers and school communities are an integral part of supporting student health and wellness aimed at overcoming childhood obesity. As a result, positive social change can occur by capitalizing on the critical role of the school community in educating students about nutrition through embedding health and wellness concepts into the school day, thereby empowering students with the knowledge and skills they need to lead a healthier lifestyle for a lifetime. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to describe the perceptions middle school students had about agriculture and gardening as part of the GrOW (Gardening and Overall Wellness) Program. This included multiple constructs, including students' gardening efficacy, perceptions of those who had already completed the GrOW Program, perceptions of those who had not completed the GrOW Program, and students' future interests in gardening. The population for this study was sixth-grade students at the Partnership Middle School in Starkville, Mississippi. A quantitative instrument was used to assess the perceptions of the students (n = 222).Overall, students had positive perceptions about the GrOW Program. They believed it would help them in being able to assist their families in raising a garden. Students understood that watering and weeding were important in keeping a garden healthy, and they liked being outdoors. Several recommendations for future research were revealed through this study. Surveying other middle schools that also have gardening programs with similar and different demographics would provide a complete evaluation of gardening perceptions. For future studies on this program, having sixth-grade students complete the survey at the beginning and end of the school year would provide a more detailed view of what the students perceptions of the GrOW Program were for that school year. Finally, since students' views tend to change over time, a longitudinal study to better explain student perceptions of agriculture and gardening. The GrOW program has potential in serving as a model and providing resources for other schools wanting to develop a curriculum-based gardening program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This engaged scholarship study includes three parts, a grant proposal to redesign the greenhouse at Dr. Pedro Albizu Campos High School into a learning garden and two mixed method studies. The Costco Charitable Giving grant proposal to redesign the greenhouse is provided as a supplemental document to this dissertation. The two mixed method studies were designed around a garden-based science curriculum. The first study investigated the effects of the curriculum on students' attitudes toward science. The second investigated this same curriculum on students' attitudes toward and consumption of fruits and vegetables. Paper 1, prepared for Science and Education, utilized the validated Assessment of Attitudes in Science Constructs (AASC-4) survey to evaluate perceptions of science teacher, self-efficacy for science, fear of failure in course, value of science, enjoyment of science, motivation toward science, attitudes of friends and peers toward science, and attitudes of family (parents) toward science as pre- and post-tests. Both the gardening and the non-gardening groups completed the surveys and were compared to determine change in attitude toward science. Fifty-one total paired surveys were collected, 40 in the non-garden group and 11 in the gardening group. In addition, the gardening group completed a subjective gardening survey (n = 17) and a few students were interviewed (n = 3). There were no significant interactions between gardening vs. non-gardening groups on any of the variables. However, profile plots for value, enjoyment, and motivation showed potential positive results. Subjective data and interviews confirmed this. Paper 2, prepared for Health, Education & Behavior, utilized the Health Beliefs Survey (HBS) and the SPAN (School Physical Activity and Nutrition) survey for nutrition behavior to evaluate students' social support, self-regulation, self-efficacy, outcomes expectations, and consumption. Both tools were modified to focus specifically on fruit and vegetable consumption and were provided as both the pre- and post-tests. Forty-nine total paired surveys were collected, 39 in the non-garden group and 10 in the gardening group. Results from the gardening survey and interviews were also considered. The results showed no significant interactions (p < 0.05) for any variable when comparing gardening to non-gardening groups, however, the group mean for self-efficacy significantly increased from pre-test to post-test. In addition, self-efficacy was a significant predictor of consuming fruits and vegetables. Subjective data and interviews substantiate the importance of self-efficacy for fruit and vegetable consumption. This research shows promise that a garden-based science curriculum can provide the framework to improve attitudes toward science as well as improve self-efficacy towards consuming fruits and vegetables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students with disabilities (SWD) have struggled in regular classrooms for decades. Much research has been done regarding the effects of Garden Based Learning (GBL) on students without disabilities over the last 20 years (Blair, 2009; Ozer, 2007; Williams & Dixon, 2013). While most of that research showed positive effects, SWD were rarely included in those studies. This study used qualitative data gathered via interviews, observations, and surveys at an elementary school that utilized GBL to describe the experience of SWD in a school garden (SG). This study's main purpose is to narrow the gap in the literature concerning SWD and SGs and provide a basis for further research. This study examined how SWD functioned in a GBL setting and documented the benefits and concerns associated with that setting. Findings agreed with the literature for students without disabilities regarding access to the science curriculum and GBL being an active, positive experience for SWD with beneficial outcomes beyond the academic. Finally, this study includes recommendations for future research and implications for practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Currently there is no urban forestry and natural resources curriculum available to Louisiana K-12 students. In addition, there has not been any assessment of the perception, willingness of teachers and or students in Louisiana for Urban Forestry. This study assessed the above gaps in urban forestry and natural resources education and addressed the potential for providing solutions. The objectives of the study were (1) To develop a new survey instrument for a tailored urban forestry assessment; (2) To assess the willingness of high school teachers to integrate urban forestry and greening subject matters into the existing curriculum; (3) To assess the perception of teachers about the importance of urban forestry and greening education in schools; (4) To assess the needs of teachers for additional training in urban forestry and greening; (5) To utilize the results in developing a set of recommendations for the North Baton Rouge High Schools (NBHS). According to the results obtained, 94% of the teachers surveyed either strongly agreed (60%) or agreed (34%) that urban forestry (as defined in the instrument) should be included in their teaching. 91% of the teachers surveyed strongly agreed (56%) or agreed (35%) that urban agriculture, urban farming, or urban gardening as defined in the survey instrument should be taught in school. 98% of the teachers surveyed strongly agreed (62.5%) or agreed (35.5%) that arboriculture as defined in the survey instrument should be taught in high schools. 96% of the teachers surveyed strongly agreed (69%) or agreed (27%) that urban ecology as defined in the survey instrument should be taught in high schools. 96% of the teachers surveyed strongly agreed (67%) or agreed (29%) that the concept of sustainable city science as defined in the survey instrument should be taught in high schools. 93.8% of the teachers surveyed strongly agreed (62.5%) or agreed (31.3%) that GIS science as defined in the survey instrument should be taught in high schools. 93.8% of the teachers surveyed strongly agreed (54.2%) or agreed (39.6%) that science of Entomology as defined in the survey instrument should be taught in high schools. 100% of teachers surveyed strongly agreed (66.7%) or agreed (33.3%) that Pollution science as defined in the survey instrument should be taught in high schools. 96% of the teachers surveyed also strongly agreed (65%) or agreed (31%) that Plant Pathology science as defined in the survey instrument should be taught in high schools. 91.3% of the teachers surveyed strongly agreed (58.3%) or agreed (35%) that they are well informed about the benefits of urban forestry and outdoor nature learning for social, emotional, and overall student learning. 91.7% of the teachers strongly agreed (56.3%) or agreed (35.4%) that they are well informed about the benefits of urban agriculture, urban gardening, and urban greening. 91.7% of the teachers strongly agreed (64.6%) or agreed (27.1%) that they need more training opportunities are needed for teachers about urban agriculture, urban gardening, and urban greening. 94% of the teachers surveyed also strongly agreed (48%) or agreed (46%) that a certificate program is needed for teachers in urban forestry, urban greening and urban agriculture. 94% of the teachers surveyed strongly agreed (46%) or agreed (48%) that their high schools are supportive of enhancing learning through additional outdoor activities. 96% of the teachers surveyed strongly agreed (56%) or agreed (40%) that the State Colleges and Universities could be helpful in assisting them with the necessary teachers training. The results indicated that teachers strongly support integration of urban forestry sciences and their components into their teaching and existing curriculum. There is a great opportunity for the local, state and other institutions of higher education to deliver training for the teachers in NBHS. Southern University and A&M College is uniquely qualified and positioned to be the main urban forestry educational provider to teachers in NBHS. Several recommendations are made based on the results of this study for the integration of urban forestry sciences into their teaching and curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]