Just Do It! Teachers’ Perspectives on Garden-Based Learning

Abstract

Despite the positive effects of gardening on student health and academic performance, garden-based learning continues to face resistance from school administrators and teachers. In this article, the authors share teachers’ perspectives and offer recommendations.

Key words:

• garden-based learning
• school gardens
• sustainability
• teacher development

Additional information

Notes on contributors

Sarah E. Cramer

Sarah E. Cramer is a Visiting Assistant Professor in Sustainable Food Systems at Stetson University. Her current research is focused on examining school gardens as agents of change in both the food and public education systems. Email: [email protected]

Mercedes S. Tichenor

Mercedes S. Tichenor is a Professor of Education at Stetson University, where she teaches courses in the elementary education program. Her research interests include teacher professionalism, comparative education, and garden-based learning. Email: [email protected]