Evaluation of school vegetable garden projects in two Auckland primary schools

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dc.contributor.advisor Utter, J en
dc.contributor.advisor Clinton, J en
dc.contributor.author Cheung, Ada en
dc.date.accessioned 2011-05-03T03:44:49Z en
dc.date.issued 2011 en
dc.identifier.uri http://hdl.handle.net/2292/6698 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract he aim of the present study was to determine the impact of school edible gardens on the whole school community. Specifically, the objectives were to describe the initiation and integration of two new school edible garden projects in two primary schools in Auckland, to determine the short-term impact of the edible gardens on consumption of fruit and vegetables among students, and to describe the shortterm impact of the edible gardens on students, teachers, families and the wider community. The two schools that participated in this study were in neighbouring suburbs in areas of high deprivation in Auckland. A mixed-method methodological approach utilising lunchbox observations, focus groups with teachers, parents/caregivers and students, and analysis of school documents and observations was used. Focus groups, document analysis and observations provided information on how the initiation of the garden was integrated into the curricula. Lunchbox observations were conducted to assess changes in fruit and vegetable consumption. To determine the impact of the garden on the personal level, social and physical environments, focus groups were conducted with students, parents and teachers in each school. The findings were integrated for analysis. Edible gardens were perceived as a positive activity in schools for students, teachers and parents/caregivers. Students appeared to have gained the greatest benefits amongst the groups. The development and strengthening of relationships was particularly noticed. School gardens also led to benefits to the social environment within the whole school community. Participants reported on children’s changes in attitudes toward fruit and vegetables but actual fruit and vegetable consumption was not found to be affected in this study. Difficulties and challenges identified by teachers included lack of time and planning within the organisational structure during the implementation of the garden projects. The findings highlighted the importance of embedding the school gardens into the curriculum and creating a school culture of community and cooperation around the gardens. This will help create a sustainable edible garden for the whole school community. School edible gardens appeared to be a promising initiative in creating a healthy eating environment and its sustainability may support healthy eating for the wider community long-term. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99217045014002091 en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Evaluation of school vegetable garden projects in two Auckland primary schools en
dc.type Thesis en
thesis.degree.discipline Public Health en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.peer-review false en
pubs.elements-id 209607 en
pubs.record-created-at-source-date 2011-05-03 en


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