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New forms of urban agriculture : an urban ecology perspective / / edited by Jessica Ann Diehl, Harpreet Kaur
| New forms of urban agriculture : an urban ecology perspective / / edited by Jessica Ann Diehl, Harpreet Kaur |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (343 pages) |
| Disciplina | 630.91732 |
| Soggetto topico |
Urban agriculture
Urban ecology (Sociology) Ecologia urbana Agricultura urbana |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3738-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910547290203321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Research approaches in urban agriculture and community contexts / / edited by Levon T. Esters [and three others]
| Research approaches in urban agriculture and community contexts / / edited by Levon T. Esters [and three others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (189 pages) |
| Disciplina | 630.91732 |
| Collana | Urban Agriculture |
| Soggetto topico |
Urban agriculture - Research
Agriculture Agricultura urbana |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-70030-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- List of Contributors -- Chapter 1: An Introduction of Research Approaches in Urban Agricultural and Community Contexts -- 1.1 Conclusion -- Chapter 2: What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective -- 2.1 Motivational Framework to Specify "Active Ingredients" in Garden-Based Education -- 2.2 Learning Gardens Laboratory -- 2.2.1 Research on Engagement in the Learning Garden -- 2.3 Research Questions -- 2.4 Sample, Design, and Measures -- 2.5 Results -- 2.5.1 Implications for the Enrichment and Study of Garden-Based Educational Programs -- 2.6 Enriching Garden-Based Educational Experiences -- 2.7 Guiding Motivational Research on Garden-Based Educational Programs -- 2.8 Conclusion -- References -- Chapter 3: Developing a Researchable Question: Open Inquiry in a School Garden -- 3.1 Introduction -- 3.2 Instructional Models for Open Inquiry -- 3.3 Motivating Questions for Scientific Inquiry -- 3.4 School Gardens as a Strategic Context for Open Inquiry -- 3.5 The Study -- 3.5.1 Rationale and Research Questions -- 3.5.2 Methodology -- 3.5.3 Instructional Design: After-School Garden Science Class -- 3.5.4 Setting and Participants -- 3.5.5 Procedures for Conducting the Study -- 3.5.6 Data Sources and Analyses -- 3.6 Findings and Discussion -- 3.7 Part I: Continuity of Students' Research Interests -- 3.8 Part II: Role of Focal Instructional Features for Supporting Student Interests -- 3.8.1 Case Study of Nina -- 3.8.2 Case Study of Laura -- 3.8.3 Case Study of Allison -- 3.9 Discussion -- References -- Chapter 4: Science in the Learning Gardens: Collaboratively Designing Middle School Curriculum to Bring the Next Generation Science Standards to Life -- 4.1 Introduction and Rationale.
4.2 Curriculum Design of Science in the Learning Gardens -- 4.3 SciLG Included the Following Programmatic and Research Endeavors -- 4.3.1 Research on the Core Idea of Engineering Design -- 4.3.2 Culturally Responsive Place-Based and Experiential Pedagogy -- References -- Chapter 5: Science in Action: Biological and Ecological Principles of Urban Agriculture -- 5.1 Introduction -- 5.2 Learning Progressions -- 5.3 Rationale for Urban Agriculture Learning Progression Core Ideas -- 5.4 Learning Progressions for Urban Agriculture -- 5.5 Teaching Implications of a Learning Progression in Urban Agriculture -- 5.6 Conclusions -- References -- Chapter 6: Urban Agricultural Experiences: Focusing on Twenty-First Century Learning Skills and Integrating Science, Technology, Engineering, and Mathematics (STEM) Education -- 6.1 Introduction -- 6.2 School Gardens and Urban Initiatives -- 6.2.1 School Gardens -- 6.2.2 Urban Garden Initiatives -- 6.3 Theoretical Framework -- 6.3.1 Place-Based Education and Social Justice -- 6.3.2 Experiential Learning -- 6.3.3 Stewardship -- 6.3.4 Pedagogical Orientations and Integrated STEM Education -- 6.4 The Study: School Gardens in the Grow to Learn Urban Agriculture Initiative -- 6.4.1 Rationale and Research Questions -- 6.4.2 Methodology -- 6.5 Findings -- 6.5.1 Fostering Environmental Literacy and Awareness -- 6.5.2 Focusing on Social Justice and Community Building -- 6.5.3 School Gardens and Integrated STEM Education -- 6.6 Discussion and Implications -- References -- Chapter 7: Developing Environmental Action Competence in an Urban High School Agriculture and Environmental Program -- 7.1 Introduction -- 7.1.1 Environmental Action Competence -- 7.1.2 The California Partnership Academy Model -- 7.2 Research Objectives and Questions -- 7.3 Methods -- 7.3.1 Study Context: Tate Environmental Organization (TEO). 7.3.2 Data Collection -- 7.3.3 Data Analysis -- 7.3.4 Ecological Literacy -- 7.3.4.1 Civics Literacy -- 7.3.4.2 Values Awareness -- 7.3.4.3 Self-Efficacy -- 7.3.4.4 Taking Action -- 7.3.4.5 Demonstrating Environmental Action Competence -- 7.4 Discussion -- 7.5 Conclusion -- References -- Chapter 8: Growing a Culture of Sustainability: Urban Agriculture Experiences and Undergraduate Student Attachments and Behaviors -- 8.1 Introduction -- 8.2 Conceptual Framework for Agriculture-Based Education -- 8.3 Campus Food Production as an Embodied Ecological Paradigm -- 8.4 Background of Yale Farm and PEAS Farm -- 8.5 Methods: Qualitative Inquiry -- 8.6 Findings: Development of Pro-Environmental and Social Behaviors -- 8.7 Discussion -- 8.8 Conclusions -- References -- Chapter 9: An Overview of Urban Agriculture Youth Programs in Major Cities of the U.S. and the Integration of STEM Curriculum and Activities -- 9.1 Introduction -- 9.1.1 Theoretical Framework -- 9.1.2 Garden Learning -- 9.1.3 The Rise of Urban Agriculture Programs -- 9.1.4 Purpose and Research Questions -- 9.2 Methods -- 9.2.1 Urban Agriculture Program Selection -- 9.2.2 Website Review -- 9.2.3 Survey Instrument and Procedure -- 9.2.4 Qualitative Data Analysis -- 9.2.5 Urban Agriculture Program Typology -- 9.3 Results -- 9.3.1 Urban Agriculture Youth Programs in Major US Cities -- 9.3.2 Types of UAPs that Integrate STEM Curriculum into their Youth Program -- 9.3.3 Common STEM Topics and Approaches Used by UAPs -- 9.3.4 Does Participation in UAPs Increase Interest in STEM? -- 9.3.4.1 Case Study: Washington Youth Gardens, Washington DC -- 9.4 Discussion -- 9.5 Future Research -- References -- Index. |
| Record Nr. | UNINA-9910495229603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching and learning in urban agricultural community contexts / / Isha DeCoito [and three others]
| Teaching and learning in urban agricultural community contexts / / Isha DeCoito [and three others] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer International Publishing, , [2021] |
| Descrizione fisica | 1 online resource (211 pages) |
| Disciplina | 630.91732 |
| Collana | Urban Agriculture |
| Soggetto topico |
Urban agriculture - Social aspects
Agricultura urbana |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-72888-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Contributors -- Chapter 1: An Introduction: Teaching and Learning in Urban Agricultural Community Contexts -- 1.1 Overview of Urban Agriculture -- 1.2 Framework of Urban Agriculture Education -- 1.3 Overview of Chapters -- 1.4 Summary -- References -- Chapter 2: Community as Curriculum: Dewey's Theory of Inquiry in the Context of an Urban Agriculture Project -- 2.1 Urban Agriculture as a Link to Connect School and Curriculum -- 2.2 John Dewey's Theory of Inquiry as Analytical Framework -- 2.3 Urban Agriculture Project at PACHS -- 2.3.1 School and Community Context -- 2.3.2 Development of the Urban Agriculture Project at PACHS -- 2.3.3 Researchers' Roles -- 2.4 Analysis of Urban Agriculture Project Through Dewey's Framework -- 2.4.1 Relevance -- 2.4.1.1 Initiation of Inquiry Based on Students' Experiences Outside School -- 2.4.1.2 Lesson Planning with the Community's Resources -- 2.4.2 Participation -- 2.4.2.1 Students' Participation Modes Through Various Challenges -- 2.4.2.2 Collaboration Beyond the School -- 2.4.3 Significance -- 2.4.3.1 Changes in the Situation -- 2.4.3.2 Students' Experience as the Goal -- 2.5 Discussion -- 2.5.1 Urban Agriculture Project at PACHS: Investigating a Significant Problem for Community Action -- 2.5.2 Adopting Dewey's Theory for Curriculum Innovations -- References -- Chapter 3: Forging Research Pathways to Sustainable Farms and Food Systems with an Interdisciplinary Evaluative Framework for Urban Agriculture -- 3.1 Forging Research Pathways to Sustainable Farms and Food Systems with an Interdisciplinary Evaluative Framework for Urban Agriculture -- 3.2 Origination: The Need for a Custom Framework and Research Method -- 3.3 Built-in Interdisciplinarity: The Comprehensive Evaluative Framework -- 3.3.1 Value Metrics for Farm System Analysis -- 3.3.2 Assessment Matrices.
3.4 Interdisciplinary and Experiential Learning through Urban Agriculture Research: From Concept to Practice -- 3.4.1 Course Learning Objectives -- 3.4.2 Teaching Strategies and Student Engagement to Support Learning Objectives -- 3.4.3 The Research Process -- 3.4.4 The Holyoke Edible Forest Garden: One Case Study Research Summary -- 3.4.5 The Value of Experience -- 3.4.6 Contemporary Urban Agriculture Information Gathering and Scholarship -- 3.4.7 Challenges to Contemporary Urban Agriculture Research at College-Level -- 3.5 Conclusion and Next Steps -- References -- Chapter 4: Engaging Nashville's Youth in Farming, Food Choice, and Food Access Issues: Two Programs by a Nashville Nonprofit -- 4.1 Introduction -- 4.2 Crop City -- 4.2.1 Overview -- 4.2.2 Participant Population -- 4.2.3 Origins -- 4.2.4 Learning Objectives -- 4.2.5 Curriculum -- 4.2.6 Crop City Program Evaluation Results -- 4.2.7 Learning Outcomes -- 4.2.8 Cost Analysis -- 4.2.9 Implementation Considerations -- 4.2.10 Future Research -- 4.3 Communities and Food Internship -- 4.3.1 Overview -- 4.3.2 Origins -- 4.3.3 Curriculum -- 4.3.4 Evaluation Design -- 4.3.5 Outcomes -- 4.3.6 Cost Analysis -- 4.3.7 Conclusion -- References -- Chapter 5: Resurfacing Environmental Identity in Coastal Peru -- 5.1 Introduction: Outdoor Education in Peru -- 5.2 Urban Agriculture Education -- 5.3 Importance of Access to Nature -- 5.4 Environmental Identity -- 5.5 Environmental Literacy -- 5.6 The Project: A Forest for Ancon -- 5.7 Background on the Location -- 5.8 Project Partners -- 5.8.1 Conciencia -- 5.8.2 Las Colonias School -- 5.8.3 Financial Partnership Through Corporate Social Responsibility -- 5.8.4 Visiting Students -- 5.9 Designing an Agriculture Learning Project: Strategies and Consideration -- 5.9.1 Human-Centered Design -- 5.9.2 Children and Trees: Fostering Environmental Literacy and Identity. 5.9.3 Example Activity -- 5.9.4 Designing for Teachers -- 5.10 Prototyping: Trial and Error -- 5.10.1 Teachers' Perspectives -- 5.11 Agriculture Education as Punishment and Therapy -- 5.12 Conclusions and Looking Ahead -- 5.12.1 Our Recommendations for Future Designs in Urban Agriculture Education -- 5.12.2 Team Diversity -- 5.12.2.1 Making the Project Financially Viable -- 5.12.2.2 Suggestions to Remove Barriers: Teachers' Perspective -- 5.13 Scaling Up Urban Agriculture Education: ANIA Case Study -- References -- Chapter 6: Permaculture in Action: Urban Farming as Continual Science Learning -- 6.1 Introduction: Permaculture Teaching as Human Adaptation -- 6.2 Permaculture Teaching as Continual Science Learning -- 6.3 Urban Permaculture Teaching -- 6.4 Context of this Setting -- 6.5 Participants -- 6.6 Integrated Principles and Program -- 6.6.1 Goals and Methods for Teaching -- 6.7 The Program Teaching Plan-Community Science -- 6.8 Data Collection and Analysis -- 6.9 Findings -- 6.10 Discussion -- References -- Chapter 7: Learning to Become "Good Food" Educators: Practices and Program Development of an Urban Agriculture Education Organization -- 7.1 Introduction to the Urban Agriculture Education Organization -- 7.2 Urban Agriculture and Garden Education -- 7.3 Theoretical Lens -- 7.4 Methods -- 7.5 Findings -- 7.6 Participating in the Community Ecosystem -- 7.7 Balancing Fertility -- 7.8 Improving Structure -- 7.9 Enhancing Biologic Activity -- 7.10 Summary -- 7.11 Implications for Practice -- 7.12 Afterword -- References -- Chapter 8: The USDA Future Scientists Urban Agriculture Program -- 8.1 Introduction -- 8.2 Design -- 8.3 Implementation -- 8.4 Educational Outcomes for Learners -- 8.5 Conclusion -- References. Chapter 9: Forging the Farm-To-School Connection: Articulating the Vision Behind Food-Based Environmental Education at The Dalton School -- 9.1 Introduction: Creating a Food-Based Curriculum -- 9.2 Putting Food at the Center of Environmental Education -- 9.3 Food-Based Focus on the Natural and Applied Sciences and STEAM Subject Areas -- 9.4 Creating Spaces for Food-Based Environmental Education -- 9.5 The Pivot Toward Food-Based Environmental Education as Anti-Racist Education -- 9.6 Conclusion: Food-Based Education as the Basis for a New Environmental Ethic -- References -- Chapter 10: Urban Beekeeping as a Tool for STEAM Education -- 10.1 Introduction -- 10.1.1 CASE 1: Observation Hive in the Classroom -- 10.1.1.1 Case Study: Mission Hill Elementary School -- 10.1.1.2 Case Study: Fenway High School -- 10.1.2 CASE 2: Langstroth Hive -- 10.1.2.1 Case Study: Northeastern University Co-op Students at The Best Bees Company -- 10.1.3 CASE 3: Citizen Science Projects (with Wild Bees) -- 10.1.4 CASE 4: Pollinator Gardens and Insect/Bee Hotels -- 10.1.4.1 Case Study: Massachusetts College of Art and Design -- 10.2 Summary -- References -- Index. |
| Record Nr. | UNINA-9910502638503321 |
| Cham, Switzerland : , : Springer International Publishing, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Urban agriculture & regional food systems / / American Society of Agronomy and Crop Science Society of America
| Urban agriculture & regional food systems / / American Society of Agronomy and Crop Science Society of America |
| Pubbl/distr/stampa | Madison, WI : , : American Society of Agronomy ; , : Crop Science Society of America, , [2016]- |
| Descrizione fisica | online resource |
| Disciplina | 338.17 |
| Soggetto topico |
Urban agriculture
Agriculture - Social aspects Agriculture - Economic aspects Agricultura urbana Condicions socials Condicions econòmiques |
| Soggetto genere / forma |
Periodicals.
Revistes electròniques. |
| ISSN | 2575-1220 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Urban agriculture and regional food systems |
| Record Nr. | UNINA-9910418005803321 |
| Madison, WI : , : American Society of Agronomy ; , : Crop Science Society of America, , [2016]- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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