Relevant bibliographies by topics / Farm schools

Academic literature on the topic 'Farm schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Farm schools":

1

Christensen, Libby O., Becca B. R. Jablonski, and Jeffrey K. O'Hara. "School districts and their local food supply chains." Renewable Agriculture and Food Systems 34, no. 03 (November 7, 2017): 207–15. http://dx.doi.org/10.1017/s1742170517000540.

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AbstractThe 2015 Farm to School Census reports that during the 2013–2014 school year there were over 5200 farm to school (FTS) programs in the USA that involved 39,000 schools and 24.1 million children. These FTS programs are intended, in part, to increase market access and therefore the viability of farms and ranches. Accordingly, the majority of FTS programs involve local food procurement directly from farmers, from non-traditional suppliers that market locally branded food products such as ‘food hubs’, or from traditional suppliers such distributors and food service management companies. Yet, there is reason to believe that transaction costs vary based on the supply chain that schools use to procure local food. Moreover, that the supply chain that schools use to procure local food has a relationship with school's expenditures on local food. We use the 2015 Farm to School Census to estimate the relationship between school district's local food expenditures per student and supply chain structure. We analyzed data using ordinary least squares regressions, controlling for the region of the USA, the type of local food products purchased, and other school-specific characteristics. Importantly, we find a negative and significant relationship between school district's non-milk local food expenditure per student, and purchases directly from the farm and from non-traditional suppliers. This implies that schools that purchase local food from traditional distributors are likely to have higher on average expenditures per student compared with schools that purchase local food directly from farmers or non-traditional distributors. Results point to the need for additional research in determining the efficacy of policies to support direct and non-traditional FTS marketing arrangements.
2

Simonian, S. V., L. L. Calderon, P. Jambazian, and J. Huffaker. "Farm Stands in Schools: Bringing Fresh Fruits to the Schools." Journal of the American Dietetic Association 108, no. 9 (September 2008): A90. http://dx.doi.org/10.1016/j.jada.2008.06.249.

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Hippert, Christine, Emma Bremer, Rileigh Van Driessche, Hana Tanberg, Mitchell Running, and Angela Rooker. "From Local Fields to School Lunch Lines: Multiple Stakeholders' Experiences with a Farm 2 School Project." Practicing Anthropology 36, no. 1 (January 1, 2014): 11–15. http://dx.doi.org/10.17730/praa.36.1.30h42g370851136k.

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Throughout the country, farm to school (F2S) programs have emerged to connect schools and local farmers within a web of practices to improve student nutrition and to strengthen local farming economies. To date, 2,571 F2S programs have been implemented in all 50 states in order to strategically link producers, food preparers, and consumers to: • strengthen local farming economies; • provide access to a wider variety of fruits and vegetables in schools; • assist food service personnel as they establish new menus for school-age children; and • support school systems and administrators in their quest to locate area producers and distributors (National Farm to School Network 2012).
4

Godfrey, Jodi. "The Farm to School Program: City of Decatur, Georgia, Public Schools." Childhood Obesity 6, no. 5 (October 2010): 285–87. http://dx.doi.org/10.1089/chi.2010.0513.

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Fitzsimmons, Jill, and Jeffrey K. O'Hara. "Market Channel Procurement Strategy and School Meal Costs in Farm-to-School Programs." Agricultural and Resource Economics Review 48, no. 3 (October 10, 2019): 388–413. http://dx.doi.org/10.1017/age.2019.18.

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Farm-to-school (F2S) local food procurement must be cost-effective to be financially sustainable without policy support. We test, among schools participating in F2S programs, whether market channel procurement strategies for local foods affect schools’ perceptions of whether meal costs decline as a result of F2S participation. Schools that buy local foods exclusively from intermediaries are 7 percentage points less likely to report lower costs from undertaking F2S initiatives. We further demonstrate that the probability that schools source local foods exclusively from intermediaries is influenced by the number of direct marketing farmers in their county.
6

Kruger, A., S. Lemke, Mars Phometsi, H. van't Riet, AE Pienaar, and G. Kotze. "Poverty and household food security of black South African farm workers: the legacy of social inequalities." Public Health Nutrition 9, no. 7 (October 2006): 830–36. http://dx.doi.org/10.1017/phn2005927.

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AbstractObjectiveTo assess socio-economic indicators, nutritional status and living conditions of farm workers and their families, with the purpose to develop research and intervention programmes aimed at enhancing nutritional status and quality of life.Design and settingThree farm schools in two districts of the North-West Province and farming communities were selected. Anthropometrical measurements, structured face-to-face questionnaires and focus group discussions were carried out in 2002 and 2003 by a multidisciplinary research team.ResultsAccess to electricity, water and sanitation, as well as monthly food rations or subsidies, vary and depend on farm owners. The majority of adults have education below or up to grade four, farm schools provide only up to grade seven. Distance to farm schools and intra-household issues hamper children's attendance and performance at school. Household food security is compromised due to a lack of financial resources, infrastructure and also household resource allocation. This impacts negatively especially on children, with half of them being underweight, stunted or wasted. Employment is usually linked to men, while most women have access to casual jobs only. Insecurity of residence and the perceived disempowered position towards farm owners add to feelings of hopelessness and stress.Conclusions and recommendationsThis study highlights destitute living conditions of farm worker families. Apart from structural and financial constraints, paternalistic structures of the past might also hamper development. Based on these findings, follow-up research projects and in-depth investigations into underlying social issues with regard to nutrition insecurity and livelihoods of farm workers were initiated.
7

Carrabba, James, Sherry Wyckoff, Melissa Scribani, Paul Jenkins, and John May. "Farm Safety Education in New York Mennonite Schools." Journal of Agromedicine 17, no. 3 (July 2012): 338–44. http://dx.doi.org/10.1080/1059924x.2012.686387.

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Lakind, Alexandra, Lihlani Skipper, and Alfonso Morales. "Fostering Multiple Goals in Farm to School." Gastronomica 16, no. 4 (2016): 58–65. http://dx.doi.org/10.1525/gfc.2016.16.4.58.

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In the United States, the farm to school movement has recently spread from fringe and grassroots to mainstream. As schools expand their participation, there is a rapidly growing demand to scale up food distribution. Yet, in the rush to support “farm” and “school,” the supply chain, made up of the aggregation, processing, distribution, and logistics services, has been overlooked. Paying attention to the ways in which the standard model is incongruent with goals of the movement incites possibilities for new types of supply chain that reorient from profit and efficiency toward regional economy and transparency. This article elucidates a cooperative framework consisting of three primary aims: sustain the values of the movement; successfully scale up food distribution, expanding access to local, nutritious food; and support the negotiations needed to achieve individual and collective goals. This university/community collaboration evinces the great potential for cooperatives to play a significant role in future supply chain partnerships.
9

Lehnerd, Megan E., Jeanne P. Goldberg, Sara C. Folta, Sean B. Cash, Timothy S. Griffin, Rebecca Lucas, and Jennifer M. Sacheck. "Qualitative Exploration of Farm to School Program Adoption and Expansion in Massachusetts Schools." Journal of Hunger & Environmental Nutrition 15, no. 2 (May 1, 2019): 230–50. http://dx.doi.org/10.1080/19320248.2019.1610539.

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Bello, Abdel Raouf Suleiman. "Factors Affecting Respondents’ Participation in Farmers Field Schools in Khartoum State, Sudan." Advances in Social Sciences Research Journal 7, no. 4 (April 19, 2020): 62–70. http://dx.doi.org/10.14738/assrj.74.7380.

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This study was conducted to determine the socioeconomic factors influencing farmer participation in the Farmer Field Schools (FFS) program in Bahari Locality of Kharoum State, Sudan. Eighty farmers were selected randomly and interviewed for this study where Frequency distribution and multiple regressions were used to analyze the data. The study findings indicate that more than 95.0% of respondents were economically active, 88.7% had formal education, 83.0% managed their own farm and 86.3% were currently married. Multiple regressions revealed that the level of participation in FFS was significantly associated with education, farm ownership, farm size, and the period of residency. In addition, the data showed that the level of application of received agricultural innovations was significantly associated with education level, farm ownership, farm size, and total income. The study recommended some interventions to improve and develop the practices and approach of the FFS approach.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Farm schools":

1

Mphahlele, Leuba Alfred. "Parents' perceptions about the health and well-being of farm schools / Leuba Alfred Mphahlele." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1625.

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Various research reports and articles in the popular press have highlighted the obstacles and negative conditions that learners experience at some farm schools in South Africa. These obstacles and conditions are not conducive to the health and well-being of farm schools and violate farm school learners' rights to receive a high quality of education. The aim of this research was to establish how parents of farm school learners perceive the health and well-being of farm schools. A literature study and a qualitative investigation were undertaken to achieve the aim of the research. The literature study focused on the health and well-being of schools with specific reference to farm schools. In the qualitative part of the research, focus group interviews were conducted with 38 parents of learners who attend farm schools in the Mopani District of the Department of Education in the Limpopo Province. The qualitative data analysis revealed the following findings: • Parents who participated in the research have negative perceptions of the health and well-being of the farm schools that their children attend. • Their negative perceptions can be ascribed to various health-related problems/issues that prevail at these schools. Based on the research findings, various recommendations were made with a view to improve the health and well-being of these farm schools.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
2

Gale, Frances. "A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1003595.

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The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
3

Segale, Mbaco Talita. "Educators' perceptions about the health status of farm schools / Mbaco Talita Segale." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4994.

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It is common to find farm schools some distance from the villages where learners reside, and in most cases these do not look good from the outside and are normally not given as much support as they should get. There are many challenges facing educators who are teaching learners in farm schools. Some of the problems emanate from home, including the socia-economic status and parental involvement. Other problems are as a result of the environmental conditions, including a lack of basic services like water, electricity and others. The education system is believed to be failing farm school learners in a way when it comes to issues like a lack of teaching or learning aids, a lack of a referral system, a lack in high schools, a lack of funding, managing and controlling the feeding scheme. At times some additional problems are caused by the learners themselves, including latecoming, absenteeism, a high drop-out rate, teenage pregnancy and vandalism. The bad road conditions and the fact that learners have to walk long distances to school, also impact negatively on the learners. Educators in farm schools feel that they are over-burdened in their task of teaching because of issues like multi-grade classes, too much administration, and lack of support from the department and the parents, as well as financial constraints. The above factors cause much frustration in the teaching profession and educators become drained and experience serious fatigue, which impacts negatively on their work. The aim of this study is to investigate the general perceptions of educators about the health status of farm schools. To attain this aim, the study had following specific objective: To determine the perceptions of educators about the health status of farm schools. A qualitative research design was considered to be the most appropriate for gaining in depth insight into the educators' perceptions about the health status of farm schools. Data was collected through phenomenological semi-structured interviews and direct observations. This data was then organised into categories and subcategories, and direct quotations were presented verbatim. Research findings were compared to the relevant literature to identify existing information and possible differences, and the findings were then recorded The study showed that there are many barriers in farm schools that hinder the smooth running the of school, in other words the learning and teaching. It is necessary to eliminate these barriers where possible, and to minimise and control the barriers that can be detrimental to the health status of farm schools. Findings from this research were classified according to the following main categories: • Difficult working conditions experienced by educators in the classroom. • Poor socio-economic status of learners. • Lack of support to learners from outside the school. • Dissatisfaction with the Department of Education's management. Lack of transport and bad road conditions on the way to school. • The adverse effect of the status quo on educators. • Learners’ negative attitude. • Struggles with helper mothers.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
4

Barnett, Jyl Marie. "Farm-to-school in Humboldt County : opportunities for economic growth for small farmers and strategies for change in public schools /." California : Humboldt State University, 2005. http://hdl.handle.net/2148/21.

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Kucelin, Ana. "Teacher Practices, Attitudes, and Perceptions About the Decatur Farm to School Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/nutrition_theses/11.

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Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is limited. Teachers are a key component of any F2S program, since their acceptance and support influences program implementation and sustainability. The purpose of this study was to examine teacher practices, attitudes, and perceptions about the Decatur F2S Program. Methods: City Schools of Decatur teachers completed a questionnaire designed to obtain information concerning their practices, attitudes, and perceptions regarding the Decatur F2S Program. Participants indicated their level of agreement with 18 statements using a Likert scale rating, answered an open-ended question, and recorded both implemented and desired F2S activities. Cumulative frequencies were determined for all questionnaire items, and themes were extracted for the open-ended question. Results: Seventy percent of K – 12 teachers would like to see F2S activities implemented in their classroom, and 28% of these teachers already implement some F2S activity. The majority of teachers had positive perceptions about the Decatur Farm to School Program’s impact on students, the local economy, and the environment. Teachers perceived that the F2S programs encompassed four themes: 1) supplying schools with locally grown foods; 2) educating children on healthy eating, food, and nutrition; 3) educating children on gardening and growing foods; and 4) building a strong connection between local farms, schools, and communities. Conclusion: There is a high degree of interest and support for the Decatur F2S Program by City Schools of Decatur teachers, which is consistent with efforts to implement F2S Programs across the country. Most teachers were not familiar with the CSD F2S Program but would desire F2S activities in their schools.
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Mojapelo, Sandra Senthakeng. "Schooling experiences in farm schools of the Capricorn District (Mogodumo and Polokwane Circuits) in Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2008. http://hdl.handle.net/10386/626.

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Thesis (M.Ed.) --University of Limpopo, 2008
This dissertation describes the schooling experiences of learners in farm schools in the Capricorn District of the Limpopo Province. The study examines how learners and teachers cope with the daily challenges they face in farm schools. The study followed a qualitative approach, where a case study design was used. Two methods of data collection were used, namely, interviews and observations. The study found that schooling in farm schools was characterized by a lack of basic learning and teaching resources such as classrooms, chalkboards, and basic amenities such as toilets. It was also found that the use of the multi-grade system adversely affected quality schooling
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Mashoko, Oremeng Lawrens. "Perceptions of school management teams (SMTs) with regard to health and well-being of farm schools/public schools on private property (PSPP) / by Oremeng Lawrens Mashoko." Thesis, North-West University, 2007. http://hdl.handle.net/10394/772.

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This study was undertaken in five (5) farm schools in the Maquassi Hills Area Project Office (APO) with the intention to assess whether the School Management Teams (SMT's) are given necessary guidance to deal with health and well-being of schools. The Constitution of South Africa stipulates that human values (dignity, freedom and equality) form the most important challenges that condone and maintain that a safe and discipline environment should be created for effective teaching and learning. Focus group interviews were conducted to gather information which was relevant to the study. The findings show that SMT's of farm schools have problems with the managerial tasks as well as the functional tasks of schools' daily activities. The researcher infers that both the landowners and the DoE must ensure that electricity and water is provided where contractual agreements exist, as power affects the usage of visual aids and administering school businesses. The Department of Education (DoE) has no legal structure within which farm schools should operate to guarantee equal educational opportunities, and create a positive disciplined schools where learners and educators not only know what is expected, but feel secure. The officials who are responsible for the dispatch of learning support materials (LSM) hold the SMT's back in assigning duties to the educators because of lack of LSM. The study shows that the official seem to be ignorant of basic education to farm school learners, and how the DoE manages farm schools, reflects how it still clanged to the red-tape of funding farm schools. Other essentials like water and phones are not given attention to communicate problems that need immediate attention like illness, danger or accident. Learners still have to travel long distances which is a safety thread. The researcher eludes that it is in the interest of the landowners and the DoE that the conditions that prevail on farm schools should not impede with the work of the SMT's. The landowners and the DoE should come to a consensus in making the school environment for SMT's inviting. The DoE through school-based support teams from Area Project Office (APO) should support SMT's and guide them in managerial tasks.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
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Nongauza, Anthony Davidson Mbulelo. "The role of a principal in an academically successful farm school: a case study." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003631.

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This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.
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Fox, Jonathan Franklin. "HOW EFFECTIVE ARE PUBLIC HEALTH EDUCATION PROGRAMS, UNFETTERED FARM MARKETS AND SINGLE SEX SCHOOLS?" Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195813.

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My dissertation examines the effectiveness of three policy choices in meeting socio-economic goals. The first analyzes the impact of public health education and poverty relief on child mortality in the early twentieth century, when infant and child mortality rates in the United States were startlingly high. During the 1920s, the rates dropped significantly and only part of the declines can be attributed to major sanitation and water projects in cities.Using a fixed effects identification strategy and adjusting to 2007 dollars, about $29,000 in public health education spending and about $781,000 in poverty relief spending were each associated with an infant death avoided. In comparisons with many modern programs, these costs associated with saving infant lives in the early 1920s were low. After controlling for city-specific trends in mortality, the effect of public health education programs is attenuated. This potentially suggests that with public health education, it is the stock of knowledge that is important.The second part of my dissertation examines the sensitivity of agricultural prices and output to local and non-local weather fluctuations in the United States prior to 1932, when markets were relatively open and largely unfettered by modern farm programs. The price sensitivity to these local and non-local weather fluctuations is estimated for the crops cotton and wheat, which have relatively low transport costs and are primarily exported to non-local markets, as well as for corn and hay, crops with high transport costs and used in local productive activities.For cotton and wheat, changes in local weather seem to have little effect on farm-gate prices, while changes in weather affecting the aggregate market play an important role. Corn and hay prices are much more sensitive to changes in state-level temperature, precipitation, and drought conditions.The third study examines the returns to education for women who attended a college with a predominantly female population. Using the program evaluation framework and matching techniques, I find that attending a female-dominated school yields positive labor market effects on the order of about 15 percent upon first entry into the labor market but that these effects seem to diminish over time.
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Davids, Lizl Nanazilee Shareen. "Parental involvement in the education of learners on farm schools in the Citrusdal area." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2615.

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Magister Educationis - MEd
This research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents' involvement in their children' education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children's education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children's education and that mothers are more involved than fathers in their children's education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children's education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children's education.
South Africa
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Books on the topic "Farm schools":

1

Egan, Tim. Serious farm. Boston: Houghton Mifflin, 2003.

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Rissman, Rebecca. Going to a farm. Chicago, Ill: Heinemann Library, 2012.

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Hinrichs, C. Clare, Kai A. Schafft, Dara Bloom, and Erin McHenry-Sorber. Growing the links between farms and schools: A how-to guidebook for Pennsylvania farmers, schools and communities. Harrisburg, PA: Center for Rural Pennsylvania, 2008.

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Gaganakis, Margaret. Farm schools in South Africa: An introductory review. Braamfontein, Johannesburg, South Africa: South African Institute of Race Relations, 1987.

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J. F. de V. Graaff. Farm schools in the western Cape: A sociological analysis. [Stellenbosch]: Research Unit for Sociology of Development, University of Stellenbosch, 1990.

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Apps, Jerold W. Letters from hillside farm. Golden, Colorado: Fulcrum Publishing, 2013.

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Rexroad, Zoe. Lizzy Ida faces the real world, or, 'Miz Liz do you dye your hair? Kearney, NE: Morris Pub., 1997.

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Richardson, Arleta. Eighteen and on her own. Elgin, Ill: Chariot Books, 1986.

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Hurst, Elva. When school bells call. Eugene, Oregon: Harvest House Publishers, 2015.

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Gordon, A. Another mealie in the bag: Opportunities and constraints facing the farm schools in a peri-urban area of South Africa. Pretoria: Human Sciences Research Council, 1987.

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Book chapters on the topic "Farm schools":

1

Eaklor, Vicki L. "Education in an Imagined Community: Lessons from Brook Farm." In Schools as Imagined Communities, 33–49. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_2.

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Hippert, Christine. "Farm to School." In Encyclopedia of Food and Agricultural Ethics, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-007-6167-4_617-1.

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Hippert, Christine. "Farm to School." In Encyclopedia of Food and Agricultural Ethics, 874–79. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-024-1179-9_617.

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Aziabah, Maxwell Akansina. "Privatisation of Compulsory Education in Ghana: Examining the Developments so Far." In Private Schools and School Choice in Compulsory Education, 133–50. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_9.

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Macdonald, Ian, Clive Dixon, and Tony Tiplady. "The context of Far North Queensland." In Improving Schools Using Systems Leadership, 111–20. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315149868-13.

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Muckle, James. "The Story So Far." In Portrait of a Soviet School under Glasnost, 44–53. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21077-0_4.

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Motta, Victor. "The Impact of Farm-to-School and Local Food Expenditures on School Foodservice Revenues." In Financial Decision-Making in The Foodservice Industry, 151–72. Includes bibliographical references and index.: Apple Academic Press, 2019. http://dx.doi.org/10.1201/9780429292712-9.

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Kempf, Arlo. "The School as Factory Farm: All Testing All the Time." In The Pedagogy of Standardized Testing, 13–28. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137486653_2.

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Barrueco, Sandra. "Family-School Partnership Research with the Migrant and Seasonal Farm Working Community." In Ethnocultural Diversity and the Home-to-School Link, 89–108. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14957-4_6.

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Eubanks, William S. "Textbox: The U.S. Farm Bill and Textbox: The National School Lunch Program." In International Food Law and Policy, 713–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07542-6_30.

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Conference papers on the topic "Farm schools":

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Kokolova, L. M., and N. M. Gerasimova. "The role of agro-specialized schools of the Republic of Sakha (Yakutia) in the development of rural farm and school agri-environmental education." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-61.

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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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Chernyavskaya, V. S., I. I. Cheremiskina, and V. S. Shibaev. "The Psychological Predictors for Self-Disclosure of High School Students’ Abilities (E.G. Eleventh-Graders of Vladivostok School)." In International Scientific Conference "Far East Con" (ISCFEC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.400.

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Piatek, Krzysztof, Andrzej Firlit, and Daniel Wojciechowski. "Field experience with Statcom in application to wind farms." In 2015 International School on Nonsinusoidal Currents and Compensation (ISNCC). IEEE, 2015. http://dx.doi.org/10.1109/isncc.2015.7174694.

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Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.

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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.
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Zahkarova, A. N., T. V. Talanova, and G. S. Dulina. "Features of Economic Representations of Russian High School Students." In International Scientific Conference "Far East Con" (ISCFEC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.018.

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Pati, Jogesh C. "WITH GRAND UNIFICATION SIGNALS IN, CAN PROTON DECAY BE FAR BEHIND?" In Proceedings of the International School of Subnuclear Physics. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812778253_0009.

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Augusto Silveira Braga, Cícero, Lorena Vieira Costa, and Mateus de Carvalho Reis Neves. "EFFECTS OF OFF-FARM WORK AND CLIMATE SCHOCKS ON TIME USE IN RURAL BRAZIL." In 59º Congresso da SOBER e 6º EBPC 2021. ,: Even3, 2021. http://dx.doi.org/10.29327/soberebpc2021.342288.

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Mamedova, L. V., Yu V. Kobazova, and I. J. Shakhmalova. "Psychological and Pedagogical Methods for Development of Assertive Behavior in High School Students." In International Scientific Conference "Far East Con" (ISCFEC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.294.

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Reports on the topic "Farm schools":

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.
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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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Cain, Rachel Louise, Marcus Goll, Tyler Hood, Colton Lauer, Matthew McDonough, Brett Miller, Shea Pearson, Scott Rodriguez, and Travis Riley. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, August 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.

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This report presents preliminary results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The purpose of the project is eventually to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. Before continuing with assessments of the remaining states, Professors Eckstein and Hardberger present in this report the results developed thus far, and now seek feedback about the overall project, including its objectives, methodology, and preliminary results.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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