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Implementing and Sustaining School Gardens by Integrating the Curriculum

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Objective: We sought to determine how teachers integrate and utilize school gardens to meet educational objectives and create meaningful academic, health, and psychosocial learning experiences for students. Methods: We conducted surveys and interviews with participants at 21 elementary and middle schools in New York City during 2013-2014. Results: Teachers emphasized the importance of utilizing or creating standards-based garden lessons to meet the demands of the current assessment-based educational environment. However, lack of horticultural knowledge and time to develop educational materials were cited as barriers limiting garden implementation. Conclusions: Policies are necessary to provide critical resources (like time for garden-related professional development and collaboration) to build capacity within schools to integrate and sustain gardens.
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Keywords: FARM-TO-SCHOOL; HEALTH EDUCATION; NUTRITION EDUCATION; SCHOOL GARDENS; SCHOOL HEALTH

Document Type: Research Article

Publication date: September 1, 2017

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  • Health Behavior and Policy Review is a rigorously peer-reviewed scholarly bi-monthly publication that seeks manuscripts on health behavior or policy topics that represent original research, including papers that examine the development, advocacy, implementation, or evaluation of policies around specific health issues. The Review especially welcomes papers that tie together health behavior and policy recommendations. Articles are available through subscription or can be ordered individually from the Health Behavior and Policy Review site.
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