Engaging K-8 Students through Inquiry-Based Learning and School Farms

Autor/inn/en	Fifolt, Matthew; Morgan, Amy F.
Titel	Engaging K-8 Students through Inquiry-Based Learning and School Farms
Quelle	In: Journal of Education for Students Placed at Risk, 24 (2019) 1, S.92-108 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1545583
Schlagwörter	Inquiry; Active Learning; Experiential Learning; Foods Instruction; Learner Engagement; Gardening; Urban Schools; Principals; Elementary School Teachers; Middle School Teachers; Experience; At Risk Students; Partnerships in Education; Teacher Characteristics; Educational Innovation; Educational Benefits; Alabama (Birmingham) + Suchen Sie Ihr Suchwort? Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Lebensmittelkunde; Gartenarbeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Erfahrung; Hochschulpartnerschaft; Instructional innovation; Bildungsinnovation; Bildungsertrag
Abstract	Student engagement in under-resourced public schools remains an ongoing challenge in the United States. Moreover, there is no panacea for student disengagement in high poverty urban schools. However, experts have suggested that appropriate interventions for early and middle grade students can increase motivation and interest and promote a growth mindset. The purpose of this case study was to explore principal and teacher experiences with Jones Valley Teaching Farm (JVTF), a Birmingham-based 501 (c)(3) nonprofit that uses a hands-on food education model to teach academic standards-based lessons via onsite school farms and school-embedded JVTF instructors. The research team used a descriptive case study method to conduct semi-structured interviews with principals (n = 5) and focus group interviews with classroom teachers (n = 15). Participants viewed JVTF as a catalyst for student engagement and a model that has great potential for contributing to the retention of students at high risk of dropping out of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01