Opportunities for School Garden-Based Health Education in a Lower-Income, Diverse, Urban School District

Autor/inn/en	Greer, Anna E.; Rainville, Kristin; Knausenberger, Ann; Sandolo, Cristina
Titel	Opportunities for School Garden-Based Health Education in a Lower-Income, Diverse, Urban School District
Quelle	In: American Journal of Health Education, 50 (2019) 4, S.257-266 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2019.1616010
Schlagwörter	Gardening; Health Education; Poverty; Low Income; School Districts; Elementary Schools; Principals; Administrator Attitudes; Student Diversity; Teacher Attitudes; Urban Schools; Computer Software; Barriers; Teaching Methods; Community Involvement; Immigrants; English (Second Language); Second Language Learning; Clubs; Food; Experiential Learning; Cultural Relevance; Educational Opportunities; Maintenance; Achievement Tests + Suchen Sie Ihr Suchwort? Gartenarbeit; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Armut; Niedriglohn; School district; Schulbezirk; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Club; Klub; Lebensmittel; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsangebot; Bildungschance; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Background: Researchers have documented inequities in garden-based learning opportunities for students in lower-income, racially and ethnically diverse school districts. Purpose: This study examined principals and teachers' perceptions of garden-based learning in a lower-income, ethnically diverse, urban community. Methods: For this qualitative study, we used a semi-structured interview guide. Interviews were conducted with elementary principals (n = 12) and teachers (n = 9) in a lower-income, diverse urban school district. Using Atlast.ti qualitative software, data were coded and reviewed to identify code categories, which could be taken to represent themes. Results: Principals and teachers identified challenges to school garden programming including limited resources and a focus on standardized testing. Perceived facilitators included: school garden lessons which align with their school district's curriculum, garden supply donations, and community member involvement. Participants discussed how many of their students live in poverty, are immigrants, and speak multiple languages. These student characteristics presented both challenges (eg, transient study body) and opportunities (eg, immigrant families with rich gardening heritage) for their school garden programs. Discussion: The findings identify opportunities for developing and enhancing school garden programs in lower-income, diverse, urban communities. Translation to Health Education Practice: Health educators can use the findings to advocate for, and implement, school garden programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01