Farm-to-school (FTS) programs are supported at federal, state, and local levels as a cross-sectoral intervention to curb rising levels of obesity, strengthen local food systems, and improve school climate and academic outcomes. Comprehensive FTS programming, according to the “3-C” approach embraced by leaders in the FTS movement, includes interventions in three domains: the cafeteria, classroom, and community. FTS programming in these domains may include procurement of local food; school gardens; and education related to food, agriculture, and nutrition. Existing research supports the comprehensive FTS approach, illustrating that multi-component programs with strategies that are integrated across these environments improve outcomes for students. FTS programs have potential impacts in the sectors of public health, economic development, education, and environmental sustainability, and they involve a diverse range of stakeholders including students, teachers, school leadership, food service staff, local farmers, and state and national policymakers. However, literature on FTS programs is largely in the areas of health behavior and nutrition outcomes for students, and further investigations of other aspects may lead to improved programming. The three distinct papers in this dissertation represent an unsequenced descriptive case study, in which each article explores one of the three FTS domains. The case study methodology allowed for in-depth mixed-methods data collection about a bounded system using multiple sources of information. The case for this research was a school district in northern California with a comprehensive FTS program supported by partnership with a local non-profit partner. The first study examines the classroom through teacher involvement in FTS programming using qualitative methods. Social cognitive theory is used as a framework to understand factors that impact classroom teacher involvement and propose strategies to support teacher involvement in FTS. The second study examines the cafeteria through research of a new school lunch program connected to the district FTS programming. Through mixed-methods data collection and analysis, the second article examines the factors that supported a school district in overcoming the barriers to instituting healthier meal options as well as a broad range of student outcomes. The third study examines the community through a qualitative exploration of the relationships between schools, families, and community partners at the case study site. Specifically, it examines FTS programming as an avenue for community partner involvement and family engagement in schools. This research may support teachers, administrators, and non-profit partners in improving comprehensive FTS programming. These studies fill gaps in the research around the three domains of FTS, particularly the classroom and community, and they may contribute to further studies that seek to explore and compare the different aspects of FTS that lead to outcomes for students and schools. Each chapter may also be a resource for researchers in the fields of food, agriculture, and nutrition education; curriculum innovation; school food; and community-school partnerships.

Tall fescue is a widely used forage grass in the eastern USA and can form a symbiosis with a fungal endophyte, which can be beneficial for the plant but can cause livestock health issues. Little is known regarding the symbiotic response to predicted climate change. To address this knowledge gap, I analyzed tall fescue variety trial data collected throughout the U.S., exploring relationships between climate variables and yield for two different fescue cultivars that were either endophyte-free or infected. This study showed no endophyte or cultivar effect on fescue yield, but identified temperature, precipitation and location as significant predictors of yield, suggesting that local conditions were more important than endophyte presence or fescue genotype for this dataset. Using a field experiment located in central Kentucky, I quantified the ecophysiological responses of four tall fescue genotypes to endophyte presence, elevated temperature and increased growing season precipitation. In this study, tall fescue genotype was as important as endophyte presence in determining ecophysiological responses to climate change treatments. My thesis illustrates that tall fescue response to climate change will depend on host genetics, the presence and genetics of the fungal endophyte symbiont, and the specific changes to the environment experienced at a site.

The annual Sigmon Farm Tour was started in 1992 as an agricultural education program where students could experience being on a farm with the goal of increasing the agricultural literacy levels of the participants. Every year the entire 4th grade student population of Rockcastle County spends the day touring the farm and participating in experiential mini lessons given by the cooperating farm service and health agencies. The program has continued for 20+ years without an evaluation as to whether it is achieving its objectives. This evaluation will also exhibit the programs strengths and weakness so it can continue to improve. This study utilized the pretest, posttest and delayed posttest to ascertain the agricultural literacy level of the student before the fieldtrip, after participating in the field trip and again 90 days later.

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (Ph.D.)--Mississippi State University. Department of Human Sciences. / Title from title screen. Includes bibliographical references.

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

A presente dissertação aborda aspectos relativos à formação de jovens que estudam em regime de alternância na Casa Familiar de Manfrinópolis no sudoeste do Paraná. O foco da pesquisa concentrou-se em analisar a relação entre trabalho e capital presente na referida CFR sob o prisma do método materialista histórico dialético. A formação para o trabalho desenvolvida na CFR está atrelada intimamente à Secretaria de Educação do Paraná que sede a estrutura curricular, professores e apoio financeiro para a manutenção da proposta da Pedagogia da Alternância no Paraná. Isto faz com que haja uma impossibilidade de transformação social e permite a perpetuação do modo de produção capitalista dominante. A ênfase de ensino na CFR de Manfrinópolis está pautada na qualificação em agroecologia, porém, o que constatamos é que esta formação anda na contramão da base econômica do município, que por sua vez é voltada às atividades do agronegócio. Por fim, demonstramos as contradições constatadas na CFR bem como as possibilidades e limites. / This dissertation discusses aspects related to the formation of young people studying on an alternate basis at Casa Familiar Manfrinópolis in southwestern Paraná. The focus of the research has focused on analyzing the relationship between labor and capital in this CFR referred through the prism of historical materialist dialectical method. Training for work in developed CFR is closely linked to the Department of Education headquarters of Paraná that the curriculum, teachers and financial support for the maintenance of the proposed Pedagogy of Alternation in Paraná. This means there is an impossibility of social change and allows the perpetuation of the dominant capitalist mode of production. The emphasis on the teaching of Manfrinópolis CFR is based in the qualification in agroecology, however, what we find is that this training goes against the economic base of the city, which in turn is geared to agribusiness activities. Finally, we demonstrate the contradictions found in the CFR and the possibilities and limits.

This research aimed to analyze the processes of identification made possible to the students of the Agricultural School Minister Leonor Barreto Franco, in the municipality of Cristinápolis – SE, by the curriculum developed. The context of the research is within the scope of Agricultural Teaching, specific to the Agricultural Technical course as an area that may or may not contribute to the development of processes of identification of the subjects of the field as a place of life. This research was developed in a qualitative, case-study approach. As research instruments, questionnaires, interviews and analysis of school documents were used. It was observed that the school develops a curriculum based on technical training, providing students with knowledge that allows them to operate in the perspective of sustainable agriculture. However, the eminently technical nature of the curricular proposal makes it difficult to train subjects committed to social and political practices related to the understanding of the field as a space for the production of life, not contemplate the diversity of elements that compose the Brazilian field. Identification in a perspective of the formation of a rural identity in the students was little evidenced. Therefore, it is understood that the curriculum in analysis reaffirms the presence of different perspectives between what is understood as Field Education and Agricultural Teaching, thus demarcating issues that are fundamental for the discussion about the historical training course of education in rural areas. / Esta pesquisa objetivou analisar os processos de identificação possibilitados aos estudantes da Escola Agrícola Ministra Leonor Barreto Franco, no município de Cristinápolis – SE, pelo currículo desenvolvido. O contexto da pesquisa situa-se no âmbito do Ensino Agrícola, em específico do curso Técnico Agrícola como uma área que pode ou não contribuir para o desenvolvimento de processos de identificação dos sujeitos do campo como lugar de vida. Esta pesquisa foi desenvolvida numa abordagem qualitativa, do tipo estudo de caso. Como instrumentos de pesquisa foram utilizados questionários, entrevistas e análise de documentos escolares. Observou-se que a escola desenvolve um currículo pautado na formação técnica, proporcionando aos estudantes conhecimentos que lhes possibilitam operar na perspectiva de uma agricultura sustentável. Contudo, o caráter eminentemente técnico da proposta curricular dificulta a formação de sujeitos comprometidos com práticas sociais e políticas relacionadas à compreensão do campo como espaço de produção da vida, não contemplando a diversidade de elementos que compõem o campo brasileiro. A identificação numa perspectiva de formação de uma identidade rural nos estudantes foi pouco evidenciada. Portanto, compreende-se que o currículo em análise reafirma a presença de diferentes perspectivas entre o que é compreendido como Educação do Campo e Ensino Agrícola demarcando assim, questões fundamentais para a discussão acerca do percurso histórico formativo da educação no meio rural.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-30T14:29:22Z No. of bitstreams: 1 2008 - Ant?nio Roque Sarmento de Oliveira.pdf: 2410060 bytes, checksum: 48fb15db1a9375b37517df56da372cd5 (MD5) / Made available in DSpace on 2017-05-30T14:29:22Z (GMT). No. of bitstreams: 1 2008 - Ant?nio Roque Sarmento de Oliveira.pdf: 2410060 bytes, checksum: 48fb15db1a9375b37517df56da372cd5 (MD5) Previous issue date: 2008-07-09 / Due to the shortage in the labour market, it is necessary to provide an education that stimulates the student to conquer a profession. Not just the mere transmission of knowledge. There is a need for action liberating, in which the teaching profession give rise to the task of educator. Thus, the technical-vocational education represents an alternative, because at the same time that teaches, ensures a profession. The objective of this research was improving knowledge in the field of education and understand the reality of vocational education, taking as the object of study the Agrot?cnica Federal School of Salinas. This study was conducted with the students of the second series of technical course in Agriculture. The methodology is based on qualitative research. A questionnaire was used by students, supervised by Professor advisor for the collection of information among family farmers. The council was divided into 05 regions, totaling 50 respondents. The search diagnosed the economic importance of the creation of pigs and the parameters evaluated were the profile of the interviewees, position in the process of agricultural production, current insertion in the labour market agricultural, socioeconomic and participation policy. Through the results, it was concluded that most respondents residing for a long time in the farm and are owners of the property. Although the sugar cane is cultivated by most producers it is not widely used as an alternative food for pigs. It assessed the participation of students in the search through a questionnaire aimed at assessing the importance of research for them and encourage them to basic scientific research. Another segment was the search done with pigs in the process of termination. The Escola Agrot?cnica, provided a complete cycle of pigs, facilitated the conduct of the trial. The objective of the research was to evaluate the effects of the replacement of 15% of sugar cane by the diet provided. The effects were studied performance, quality of the carcass, morphology of gastrointestinal tract and economic analysis. The study based on the inclusion of sugar cane in the diet of pigs, replacing 15% of the dry matter-of the diet, because by its energy wealth to sugar cane can be considered a viable alternative in the feeding of these animals. The ration provided to them was formulated in order to meet nutritional requirements. In performance were analyzed the consumption of diet, weight gain and feed conversion. The amount of feed given not caused reduction in the thickness of bacon and not influenced the weight of the digestive and other organs of finish pigs. / Devido ? escassez de m?o-de-obra especializada no mercado de trabalho, ? necess?rio ministrar uma educa??o que estimule o estudante ? conquista de uma profiss?o. N?o basta a simples transmiss?o de conhecimentos. Torna-se necess?ria uma a??o libertadora, em que a profiss?o de professor ceda lugar ? miss?o de educador. Assim, o ensino t?cnico-profissionalizante representa uma alternativa, pois ao mesmo tempo em que ensina, garante uma profiss?o. O objetivo desta pesquisa foi aprimorar os conhecimentos na ?rea da educa??o e compreender a realidade educacional do ensino profissionalizante, tomando como objeto de estudo a Escola Agrot?cnica Federal de Salinas. O presente trabalho foi desenvolvido juntamente com os alunos das segundas s?ries do curso t?cnico em Agropecu?ria. A metodologia fundamentou-se na pesquisa qualitativa. Um question?rio foi utilizado pelos discentes, supervisionados pelo professor orientador, para a coleta de informa??es junto aos agricultores familiares. O munic?pio foi subdividido em 05 regi?es, totalizando 50 entrevistados. A pesquisa diagnosticou a import?ncia econ?mica da cria??o de su?nos e os par?metros avaliados foram: o perfil dos entrevistados, posi??o no processo de produ??o agropecu?ria, atual inser??o no mercado de trabalho agr?cola, n?vel socioecon?mico e participa??o pol?tica comunit?ria. Atrav?s dos resultados, concluiu-se que a maioria dos entrevistados reside h? muito tempo na fazenda e s?o propriet?rios dos im?veis. Embora a cana-de-a??car seja cultivada pela maioria dos produtores ela ? pouco utilizada como alternativa alimentar para su?nos. Foi avaliada a participa??o dos alunos na pesquisa atrav?s de um question?rio visando a avaliar a import?ncia da investiga??o para os mesmos e incentiv?-los a inicia??o cient?fica. Outro segmento foi ? pesquisa feita com su?nos em fase de termina??o. A Escola Agrot?cnica, provida de uma suinocultura de ciclo completo, facilitou a condu??o do experimento. O objetivo da pesquisa foi avaliar os efeitos da substitui??o de 15% de cana-de-a??car pela dieta fornecida. Os efeitos estudados foram: o desempenho, qualidade da carca?a, morfologia do trato gastrointestinal e an?lise econ?mica. O estudo fundamentou-se na inclus?o da cana-de-a??car na dieta alimentar dos su?nos, substituindo 15% da mat?ria-seca da dieta, porque pela sua riqueza energ?tica a cana-de-a??car pode ser considerada uma alternativa vi?vel na alimenta??o desses animais. A dieta fornecida a eles foi formulada de modo a atender ?s exig?ncias nutricionais. No desempenho, foram analisados o consumo de ra??o, ganho de peso e convers?o alimentar. A quantidade de dieta ministrada n?o ocasionou redu??o na espessura de toucinho e nem influenciou no peso dos ?rg?os digestivos e demais ?rg?os de su?nos em termina??o