Appendix A: Example Annotated Bibliography

Note: this Annotated Bibliography was originally formatted for APA Style 7th edition. Some formatting changes have been made for this publication.

What educational and social benefits do school gardens offer in elementary schools?

An Annotated Bibliography

By Randi Hartley

Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15–38. https://doi.org/10.3200/JOEE.40.2.15-38

Blair’s article reviews a wide body of research on school gardening and its academic, social, and emotional impacts on children. The author argues that gardening positively affects student achievement, social skills, and engagement across subject areas. Blair does not present original data but uses multiple peer-reviewed studies to demonstrate the extent of gardening’s benefits. Topics include experiential learning, teamwork, and increased motivation, particularly for young or disadvantaged students. This article is peer-reviewed, published in a respected environmental education journal, and written by a credible researcher with expertise in the field. It is reliable and current in terms of its continued relevance to environmental education. The article includes a variety of educational perspectives, though it mostly features US-based research. It will help demonstrate how gardening supports child development and provide a foundational argument for including garden programs in schools.

Chung, K. (2021, May 21). How school gardens are teaching students skills for life. Mindfood. https://www.mindfood.com/article/how-school-gardens-are-teaching-students-skills-for-life

This article from a lifestyle magazine discusses how school gardens help students develop life skills such as responsibility, teamwork, and resilience. It includes interviews with teachers and students and highlights examples of schools integrating gardening into their daily routines. The article emphasizes the emotional, social, and practical benefits of outdoor learning through real-life stories and reflections, while also showcasing how gardening fosters long-term environmental awareness and personal growth. While not scholarly or peer-reviewed, this article offers reliable, well-sourced information and presents current, real-world applications of school gardening. It includes diverse voices and perspectives, including educators and students. Though it lacks formal data, its narrative style and accessible language make it a credible supplement for understanding community-based impacts of garden programs. This article helps illustrate how garden programs influence students beyond academic measures. Researchers can use it to demonstrate the broader social, emotional, and behavioral impacts of gardening. It provides valuable anecdotal evidence that supports claims made in more data-driven studies and can enhance arguments with real-world voices and examples.

Cramer, S., & Tichenor, M. (2023). Collaboration and cross-pollination: Teaching garden-based learning through PDS partnerships. PDS Partners (Online). https://www.emerald.com/insight/content/doi/10.1108/pdsp-06-2023-0023/full/pdf

This article explores how Professional Development School (PDS) partnerships promote garden-based learning by combining teacher training with hands-on classroom gardening experiences. It highlights case studies in which preservice teachers collaborated with mentor teachers and elementary students to design and implement garden-based curricula that support academic standards and environmental education. The authors argue that these partnerships foster innovation, reflective practice, and deeper engagement with sustainability and experiential learning concepts. They emphasize the value of mentorship, community collaboration, and co-teaching as strategies for preparing future educators. This is a peer-reviewed article published by a reputable academic press, written by experienced teachers/educators and researchers. The content is reliable, well-documented, and current, reflecting best practices in teacher education and experiential learning. It includes diverse classroom settings and collaborative voices, offering both theoretical grounding and practical applications, though its findings are somewhat limited to specific PDS contexts. It effectively bridges theory and practice while supporting broader education reform efforts. This source is ideal for showing how teacher preparation impacts the success and sustainability of garden-based education. Researchers can use it to support arguments about the importance of educator readiness, innovation, and collaboration in implementing meaningful, lasting garden programs.

Deniz, U. H., & Kalburan, N. C. (2022). Preschool educators’ opinions and practices on school gardening. Urban Education, 59(9), 2709-2737. https://doi-org.ezproxy.fhsu.edu/10.1177/00420859221125710

This study investigates preschool educators’ perspectives and practices related to school gardening. Through detailed surveys and interviews, it explores the perceived benefits, challenges, and degree of integration of gardening activities into early childhood curricula. Findings reveal that while educators strongly value the developmental benefits of gardening, such as enhanced sensory engagement, emotional regulation, and social cooperation, they frequently face barriers, including a lack of resources, inadequate training, and insufficient institutional support, especially in underfunded urban schools. Published in a peer-reviewed academic journal, this source is credible, scholarly, and grounded in current research. The authors are experienced researchers in early childhood education, and the study uses a mixed methods approach, incorporating both qualitative and quantitative data for a well-rounded analysis. It presents diverse educator voices from multiple school contexts, adding to its relevance and depth. Although the study is geographically limited, it offers valuable insights into real-world challenges. This article is especially useful for understanding practical implementation issues. Researchers can use it to support arguments for increasing professional development, resources, and policy reform to enhance school gardening programs. It also amplifies underrepresented urban educator voices, emphasizing the need for equity and long-term structural support in early childhood education initiatives.

Huys, N., De Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., De Lepeleere, S., & Deforche, B. (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren. PLoS ONE. https://doi.org/10.1371/journal.pone.0214320

This article evaluates the effectiveness of a school garden program on increasing vegetable consumption among primary school students. It analyzes how factors like motivation, knowledge, and social influences are affected. Using both quantitative and qualitative data, the researchers found only small improvements in vegetable intake but positive effects on awareness and behavior determinants. The study included pre- and post-intervention measures. The source is peer-reviewed and published in a credible, open-access scientific journal. The authors are academic researchers with expertise in public health and education. The study is current and uses original, real-world data, enhancing its validity. Although the behavior changes were limited, the research design is thorough, transparent, and replicable. The study is slightly limited by self-reported intake and contextual variability. This article is useful for showing how garden programs influence children’s eating behavior. Researchers can use this source to demonstrate evidence-based outcomes and the challenges of achieving measurable dietary change. It provides useful background and supports arguments about the potential and limitations of school gardens as health interventions in educational settings.

Muzaffar, H., Guenther, E., Bosse, O., & Nii-Aponsah, H. (2023). Effectiveness of gardening-only, cooking-only, and combined cooking and gardening programs in elementary schools to improve fruit and vegetable intake: A systematic review. Nutrients, 15(13), 3008. https://doi.org/10.3390/nu15133008

This systematic review analyzes the effectiveness of 40 international studies on school gardening, cooking, and combined programs aimed at improving children’s dietary habits. The authors argue that gardening only programs improve fruit and vegetable intake, but combining gardening with cooking produces the best results. The article covers behavioral, nutritional, and educational outcomes and creates quantitative findings from studies published in peer-reviewed journals. This is a scholarly, peer-reviewed source published in Nutrients, a nutrition journal, and written by researchers in public health and education. It is reliable and incorporates culturally diverse studies, enhancing its credibility and inclusiveness. One limitation is that the quality and scope of the original studies vary, but the authors account for this in their conclusions. This resource provides measurable outcomes tied to garden-based learning and supports the argument that gardening has benefits beyond academics.

Pascoe, J., & Wyatt-Smith, C. (2013). Curriculum literacies and the school garden. Literacy Learning. https://go-gale-com.ezproxy.fhsu.edu/ps/i.do?p=AONE&u=klnb_fhsuniv&id=GALE%7CA318107199&v=2.1&it=r

This article explores how school gardens can support literacy development by integrating language-rich experiences into gardening activities. It examines how students build vocabulary, comprehension, and communication skills through authentic, contextual learning tied to real-world tasks. The authors argue that gardens serve as interdisciplinary teaching tools that promote deeper understanding when educators intentionally connect gardening with reading, writing, and oral language objectives. The article includes examples of classroom activities, such as journaling, labeling plants, and collaborative discussions, that support literacy goals while fostering student engagement. Published in a peer-reviewed education journal, the article is scholarly, current, and highly relevant to both literacy and environmental education. The authors are experts in literacy instruction, and their work is established in theories as well as direct classroom practice. The source is reliable, well cited, and reflects inclusive, student-centered pedagogies, although it does not include original empirical data or experimental results. This article is valuable for linking garden-based education to core academic standards. Researchers can use it to support arguments that gardening fosters academic growth across subject areas. It broadens the conversation around school gardens by highlighting their potential to improve literacy outcomes and support holistic, engaging instruction.

Rye, J. A., Selmer, S. J., Pennington, S., Vanhorn, L., Fox, S., & Kane, S. (2012). Elementary school garden programs enhance science education for all learners. TEACHING Exceptional Children, 44(6), 58–65. https://doi.org/10.1177/004005991204400606

Rye and colleagues describe how garden-based science activities improve understanding and inclusion for elementary students, including those with learning disabilities. The article argues that gardens help students engage with science content through hands-on learning and real-world application. It presents case examples and teacher testimonials, rather than original research, to highlight how gardens make STEM learning accessible and meaningful. Although the journal TEACHING Exceptional Children is not peer-reviewed in the traditional academic sense, it is highly respected in the field of special education and is published by a leading professional organization. The authors are experienced educators and researchers, lending authority to the work. The information is reliable, current, and focused on equity and access in science education. A limitation is the lack of quantitative data, but its practical insights are valuable. It demonstrates how gardening can support equity in education and provide access to meaningful science experiences for students with a range of needs and abilities.

Shinn, M. (2012). From the editor. Horticulture. https://research-ebsco-com.ezproxy.fhsu.edu/c/3d73dw/viewer/html/73bx7dwzuf

This editorial highlights the growing movement of school gardens and their role in fostering environmental awareness and healthier lifestyles in children. It discusses gardening as a powerful tool for reconnecting children with nature, encouraging healthy eating habits, and enriching overall educational experiences. The article emphasizes the value of outdoor, hands-on learning in helping students understand sustainability, responsibility, and personal growth. While not a formal research study, the piece presents support and examples of positive outcomes from integrating gardening into school environments, particularly in fostering student well-being and curiosity. The source appears in Horticulture, a respected popular magazine rather than a scholarly journal, meaning it is not peer-reviewed. However, it is current, well-written, and informative for general audiences, providing accessible commentary on a widely supported educational trend. The editorial reflects real-world enthusiasm and captures public opinions, though it lacks original data. This editorial is useful for framing the broader cultural and community-based support for school gardens. Researchers can use it to demonstrate widespread interest, media visibility, and the growing perception of gardening as a meaningful and transformative educational tool outside formal academic contexts.

Watts, A. (2011). Every nursery needs a garden: A step-by-step guide to creating and using a garden with young children (1st ed.). https://ebookcentral-proquest-com.ezproxy.fhsu.edu/lib/fhsu/reader.action?docID=672445

This book offers a detailed, practical guide for integrating gardens into early childhood settings. It covers a wide range of topics, including planning, planting, maintaining a garden, curriculum integration, and fostering children’s curiosity, empathy, and care for the natural world. Watts draws from years of firsthand experience to argue that gardens promote emotional, social, and cognitive development in young children by providing real-world, hands-on learning opportunities through nature-based play and exploration. The book emphasizes how gardening can encourage teamwork, patience, problem-solving, and responsibility in early learners. The author is a respected early childhood educator with classroom and training experience. Although not peer-reviewed, the book is published by a reputable educational press and is widely cited and used in early education programs. It is credible, practical, and current for its field, offering actionable strategies rooted in best practices. The content reflects inclusive, child-centered education, though it lacks observed research or data-driven evaluation. This source is valuable for grounding school garden research in realistic classroom practice. Researchers can use it to support arguments about the feasibility and appropriateness of garden-based learning in preschool environments and to complement scholarly, research-based sources.