Focusing on a rural community in Colchester County, Nova Scotia, this research examines the Atlantic Canadian context for farm-to-school programs, gauging interest and attitudes and examining current barriers which prevent more locally grown food from being served in the school cafeteria. A major component of this research is a comparative case study using a successful American farm-to-school program in Hancock County, Maine. By way of comparative study, this research examines how stronger farm-school partnerships can be developed in Atlantic Canada. Results in Nova Scotia indicate financial and structural barriers, as well as a number of community assets, including a strong belief on the part of relevant stakeholders that farm-to-school programs have the potential to increase student health and foster economic well being for farmers. This paper puts forth recommendations and strategies for expanding farm-to-school programs in Nova Scotia based on results from the comparative case study.

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.

Good nutrition is crucial. School-aged children battle social issues such as poor nutrition, childhood obesity, and minimal nutrition knowledge. This study was a quasi-experimental design analyzing the effects of CATCH curriculum with a Farm-to-School program to assess nutrition knowledge of third grade students, and to increase fruit and vegetable consumption behavior. Third grade boys and girls (n=65) participated in this study. The intervention consisted of two nutrition education classes and a farm tour. Data were collected at baseline and post intervention. Surveys assessed nutrition knowledge and fruit and vegetable consumption behavior. Data were analyzed with independent sample t-tests. Significant differences were found concerning knowledge of fiber and farm exposure (p<0.001). Knowledge of vitamins and minerals and reported vegetable consumption behavior at home and school were also significant (p<0.05). These findings suggest that CATCH nutrition education and farm tours can positively affect school-aged children's nutrition knowledge and consumption behavior.

Although Farm-to-School programs have been in existence for over 15 years, but limited quantitative research has assessed the effectiveness of the programs in getting children to consume greater quantities of fruits and vegetables. This study was designed to determine the effectiveness of the Springfield Farm-to-Preschool (F2P) and Families program in increasing preschool children’s intake of fruits and vegetables using both quantitative and qualitative methods. Four preschool sites in the Mason Square region of Springfield, Massachusetts were purposefully selected to represent varying participation levels in F2P programs. Green beans, carrots, and peaches were targeted because they were commonly served at all sites. Primary data collection methods included: 1) plate waste evaluations before and after lunch; 2) observations of preschool children’s meal time behaviors; 3) interviews with foodservice staff and teachers; and 4) online surveys with school administrators. Overall, no statistical significance was revealed from our plate waste assessments but there appears to be a trend toward significance when other organizational characteristics are introduced to the model. More importantly, content analysis of the classroom observations, teacher/foodservice interviews, and administrators’ surveys revealed five key themes: (1) methods for increasing fruit and vegetable consumption, (2) facilitators, (3) infrastructure, (4) benefits of a F2P program, and (5) challenges encountered by a F2P program. This study found that serving fresh fruit and vegetables alone is not enough to ensure the children will eat more of these foods. Interaction and collaboration between the multiple stakeholders involved a farm-to-preschool program is essential in order to maintain a sustainable and effective system. This study’s findings have implications for improving the dialogue between F2P partners and the schools they are servicing. Furthermore, this study produced effective and successful plate waste methods for family style serving that can inform a larger quantitative study for evaluating farm-to-preschool programs across the country.

Many studies have observed the involvement of stakeholders in farm to school (FTS) programming to further understand their role, yet no study had previously assessed the role of Utah farmers in FTS programming. As a result, the purpose of this research was to describe Utah farmers' role in FTS programming and their interest in institutional marketing of local foods. The researcher sent an online descriptive survey to 5,470 farmers belonging to the Utah Farm Bureau. The survey used Dillman's Tailored Design Method. Of the 184 survey responses received, 143 surveys were usable. The theory of planned behavior was the theoretical framework for the study. Respondents reported a positive attitude toward FTS programming, although a majority (83.6%) had not participated. They indicated that building relationships with community members and increasing awareness of local food were top benefits associated with FTS programming. Top barriers to participating in FTS programming included a lack of information about schools seeking to purchase local products and restriction of growing seasons. Respondents indicated that they intended to host farm tours for students and food service personnel. Their training and resource needs related to FTS programming included small business assistance. Demographics characteristics revealed a majority of respondents were male and had more than 22 years of farming experience. The subjective norm and perceived behavioral control components of the theory of planned behavior statistically predicted the intention of respondents to participate in farm to school programming. Theory components, including attitude, accounted for 67.2% of the variance in intention to participate in FTS programming. These findings suggest other influences contributed to the intention of respondents to participate in FTS programming. One future research recommendation for FTS programming includes conducting similar studies with different groups of farmers. The researcher recommends continued use of the theory of planned behavior as a theoretical framework for studies assessing involvement in FTS programming. Variables not included in this study may discover further influences on farmers' intention to participate in FTS programming. One recommendation is to increase outreach and marketing to farmers who may be interested in FTS programming.

AN ABSTRACT OF THE THESIS OF Danielle Wleklinski, for the Master of Science degree in Food and Nutrition, presented on December 7, 2010, at Southern Illinois University Carbondale. TITLE: ILLINOIS SCHOOL FOODSERVICE EMPLOYEES' AND PURCHASERS' PERCEIVED BENEFITS, OBSTACLES, AND ATTITUDES TO PURCHASING MORE LOCAL FOODS MAJOR PROFESSOR: Dr. Sylvia Smith Due to the recent surge in environmental consciousness and childhood obesity, Farm to School Programs have gained interest. Previous research studies indicate school foodservice purchasers perceive benefits and obstacles to purchasing local foods (32,74,78,80-81). However, no studies have investigated school foodservice employees' perceptions to benefits, obstacles, and interest to purchasing local food, and if purchasers view benefits and obstacles differently based on school size. Our study sought to further understand perceived benefits, obstacle and attitudes to purchasing local food among school foodservice employees and purchasers. Our study (N=151) found purchasers and employees agree to 13 benefits and 16 obstacles to purchasing local food. Purchasers from large- and medium-size schools perceive less "less use of pesticides" and "ability to know product sources" as stronger benefits to purchasing local food and perceive "cost of food", "adequate volume", "reliable supply of food quantity", "payment arrangement", and "packing material" as stronger obstacles to purchasing local food (p<≤>¡Ü05). Results also show purchasers and employees are interested in receiving training to prepare and serve more local foods; however, purchasers only slightly agree they have resources to train their employees to prepare more meals with local foods and slightly disagree they are willing to pay more for local foods. Results suggest training programs may be needed to encourage local food procurement in schools. Further research should be performed to validate this study's findings; if differences in purchasers' perceived benefits and obstacles based on school size are identified, researchers should investigate where differences lie and why they exist.

Farm to School is a program that connects local and regional foods and other farm products to school meals, develops school gardens, and develops other types of Farm to School experiential learning programs for K-12 students. Since Farm to School began in the mid-1990\'s, Farm to School programs have been developed in all 50 states and Washington D.C. The National Farm to School Network has estimated that almost 12,500 schools are involved with Farm to School, and that during the 2011-2012 school year, 5.7 million students were reached through Farm to School programs and activities. Research to date investigating Farm to School has primarily focused on food system and school system stakeholders including school nutrition directors, food distributors, farmers, school teachers, students, and principals. Not as much research has explored Cooperative Extension\'s role in Farm to School. Farm to School programs are one method for Extension professionals to support community food system development while addressing pressing social concerns related to agricultural viability and public health. Drawing on reasoned action theory and social movement theory, the purpose of this study was to explore food system change through an analysis of Cooperative Extension\'s role in the Farm to School movement. In this two-phase explanatory sequential mixed methods research study, the behavioral intentions/behaviors of Cooperative Extension professionals were analyzed. Additionally, the goals, strategies, and knowledge production of Cooperative Extension professionals participating in the Farm to School movement were explored. Data were collected through an online survey distributed to Extension professionals in eight states. A total of 931 Extension professionals completed the questionnaire resulting in a 48 percent response rate. Data were also collected through a state-based case study that explored Ohio State University (OSU) Extension involvement and leadership in the Ohio Farm to School Program. The case study included 21 interviews with OSU Extension professionals and Farm to School program partners. Regression models were developed to explore which behavioral intentions are statistically significant in explaining Extension participation in the Farm to School movement. Results show that past participation in a Farm to School training program, knowledge about Farm to School, attitude towards Farm to School, perceived social norms towards Farm to School, and perceived behavioral control towards Farm to School are positively associated with participation in the Farm to School movement. Drawing on Stevenson, Ruhf, Lezberg, and Clancy (2007), qualitative analysis found that OSU Extension professional\'s goals for the Farm to School movement were primarily related to food system transformation and inclusion, and their strategies were primarily related to connection. Drawing on Eyerman and Jamison (1991), qualitative analysis also found that OSU Extension professionals were producing primarily organizational knowledge through participation in the Farm to School movement. Additionally, qualitative analysis found that Cooperative Extension Systems are home to several Farm to School movement intellectuals. This study concludes with a discussion of recommendations for Cooperative Extension participation in the Farm to School movement, recommendations for Farm to School program partners, and recommendations for future research in Farm to School. / Ph. D.

Research suggests school-based interventions and health education programs can increase children's fruit and vegetable exposure and consumption to improve their diet quality and reduce the risk of diet-related chronic diseases during adulthood. Nevertheless, children have limited availability and access to fruits and vegetables in school environments, which is a barrier to healthy eating. Farm to school (FTS) programs are one of many synergistic interventions to increase children's intake of locally and regionally produced fruits and vegetables at school. In 2015, the United States (U.S.) Department of Agriculture reported that 42% of U.S. school districts and 57% of Virginia schools participated in FTS programs. However, there is a lack of research on FTS programs in Montgomery County, Virginia. This MS thesis describes a mixed-methods, Q Methodology study to explore the views of diverse stakeholders (n=14) regarding the benefits, opportunities, and challenges to implement FTS programs for children, aged 5-11 years, in primary schools in Montgomery County, Virginia. Objective 1 was used to identify and mapped stakeholders invested in or affected by FTS programs in Virginia. Objective 2 used Q Methodology and factor analysis to identify the views of stakeholders regarding the benefits, opportunities, and challenges of FTS programs in Montgomery County. Results found two factors that summarized all 14 participants' viewpoints. Factor one (n=12), Appreciators of Child-Centered Benefits and factor 2 (n=2), Advocates for Legislative Change. Objective 3 described policies and future actions needed to institutionalize and sustain FTS programs in Montgomery County and southwestern Virginia. / Master of Science / Research suggests school-based interventions and health education programs can increase children’s fruit and vegetable exposure and consumption to improve their diet quality and reduce the risk of diet-related chronic diseases during adulthood. Nevertheless, children have limited availability and access to fruits and vegetables in school environments, which is a barrier to healthy eating. Farm to school (FTS) programs are one of many synergistic interventions to increase children’s intake of locally and regionally produced fruits and vegetables at school. In 2015, the United States (U.S.) Department of Agriculture reported that 42% of U.S. school districts and 57% of Virginia schools participated in FTS programs. However, there is a lack of research on FTS programs in Montgomery County, Virginia. This MS thesis describes a mixed-methods, Q Methodology study to explore the views of diverse stakeholders (n=14) regarding the benefits, opportunities, and challenges to implement FTS programs for children, aged 5- 11 years, in primary schools in Montgomery County, Virginia. Objective 1 identified and mapped stakeholders invested in or affected by FTS programs in Virginia. Objective 2 used Q Methodology and factor analysis to identify the views of stakeholders regarding the benefits, opportunities, and challenges of FTS programs in Montgomery County. Results found two factors that summarized all 14 participants’ viewpoints. Factor one (n=12), Appreciators of Child-Centered Benefits and factor 2 (n=2), Advocates for Legislative Change. Objective 3 described policies and future actions needed to institutionalize and sustain FTS programs in Montgomery County and southwestern Virginia.

The farm to school movement is partially supported by unofficial actors in the policymaking process who promote legislation to encourage activities such as local procurement, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of support and advocacy for farm to school activities when compared to other states. Unofficial actors, such as advocates, producers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in scholarly literature as there is limited research on the role that unofficial actors play in promoting farm to school during the legislative process. In this qualitative, case-study, the Stages Heuristic Model was used as a theoretical framework to explore unofficial actors' experiences as they participate in the agenda-setting and policy formulation stages of policy cycle in the Northern Virginia Region. The findings uncovered experiences that unofficial actors believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages of advocacy were also examined. Further, participants provided suggestions to all policymaking actors to improve the process in the future. Key findings revealed the importance of themes such as collaboration, connectedness, and relationship building in the policymaking process. Additionally, unofficial actors generally found success in the "small wins'' of advocacy, such as increasing farm to school awareness, as opposed to more extensive legislative outcomes. / The farm to school movement is partially supported by active citizens in the policymaking process who promote legislation to encourage activities such as purchasing local foods, school gardening, and agricultural education. However, farm to school legislation can vary in its level of effectiveness and implementation throughout the United States. Research shows that Virginia has a low level of political advocacy for farm to school activities when compared to other states. Individuals such as advocates, farmers, and school nutrition professionals are uniquely qualified to identify challenges, opportunities, and suggestions on improving the policymaking process, due to their experiences with farm to school. This study addressed a gap in the academic community as there is limited research on the role these individuals play in promoting farm to school during the legislative process. In this study, a policymaking model was used as a foundation to explore individuals' experiences as they participate in the farm to school legislative process in the Northern Virginia Region. The findings uncovered experiences that respondents believed either prevented or made their engagement in policymaking more challenging. Opportunities and successes during these stages were also examined. Further, respondents provided suggestions to all policymakers for improving the process in the future. Key findings revealed the importance of collaboration, connectedness, and relationship building in the policymaking process. Additionally, respondents generally found success in "small wins," such as increasing farm to school awareness, as opposed to more extensive legislative outcomes.

Doctor of Philosophy / Department of Geography / Bimal Kanti Paul / Farm-to-school (FTS) programs are promoted as direct-marketing opportunities for farmers. As such, they are regarded by advocates and state and federal agencies as a pathway to rural economic development. The implementation of FTS food procurement poses significant challenges, however. Farmers make decisions regarding whether or not to market products to schools after learning about the program and considering an array of signals from multiscalar policies and governance structures. Research to date has left a gap in understanding farmers’ agency as it relates to governance structures and policy signals. This research on farmers’ engagement with the Oklahoma FTS Program contributes evidence to bridge this gap by examining the experiences not only of producers who participated in a FTS program but also of those who ceased participation or who chose not to participate. Employing a phronetic approach to social science, this explanatory, sequential, mixed-methods case study obtained quantitative and textual data from a mail survey, as well as data from two stints of qualitative fieldwork, in fall 2011 and fall 2012, which involved semistructured interviews and participant observation. Archival research completed the study methods used to gain a deeper understanding of farmers’ perspectives, practices, values, and experiences that informed their decisions to participate or not in a top-down-administered FTS program. Data collection was driven by the concept of farmers’ engagement. As such, eight categories of farmers’ engagement with the Oklahoma Farm to School Program emerged. This research answers these value-rational questions (Flyvbjerg, 2001): (1) Which farmers gain, and which farmers lose, by which mechanisms of power? (2) Is this desirable? (3) What should be done? Results provide evidence of geographically uneven development of a FTS program and incompatibilities between small- to midscale farming and the structure and governance of federal child-nutrition programs.