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Abstract
The purpose of this mixed methods research was to determine the types of garden-based learning programs utilized by agricultural education instructors in Agricultural Education (AG) programs in Georgia, along with current practices, perceived benefits, barriers, and resources of AG instructors as related to garden-based learning practices and school gardens in public schools. Over 100 AG instructors completed a quantitative survey; Ten of those instructors then participated in in-depth qualtitative interviews. The findings were extremely encouraging and revealed many positive benefits perceived by instructors with school gardens including the chance to coordinate learning with other disciplines such as science, mathematics and humanities. By participating in school garden, children gain knowledge about cooperation, planning, designing and executing long-term experiences, acting in accordance with a community and providing sustainable resources in the form of healthy produce. Students benefit greatly from instructional practices. Learning is enhanced and enthusiasm for working with instructors is increased. The study also found a number of unanticipated benefits that students derive from school gardens such as hands-on and project-based learning, and problem solving. A variety of barriers must be overcome (e.g., time, space and funding) exist but clearly the many benefits outweigh challenges and provide the rationale for reasons to promote and sustain school garden programs. This valuable data contributes to and supports literature on school gardens and should be used to benefit AG instructors to develop/implement horticultural-based curricula, tie lessons with STEM disciplines, and assist Georgia AG Education State Staff in planning professional development opportunities for teachers for school gardens and garden-based learning. INDEX WORDS: School gardens, Garden-based learning, Agricultural Education, Hands-on learning, Cooperative Learning