ORCID

https://orcid.org/0000-0003-0453-1039

Date of Award

2026

Document Type

Dissertation

Degree Name

Curriculum and Instruction (Ph.D.)

Department

Curriculum and Instruction

First Advisor

Mary Beth Schaefer

Second Advisor

Nancy P. Morabito

Third Advisor

Daniel Ness

Abstract

This study employed an explanatory sequential mixed-methods research design, grounded in a constructionist framework, to investigate the educational significance and perceived impact of school learning gardens in urban settings. It examined the intended outcomes of various school garden models, including their contributions to academic achievement, health, community engagement, and social-emotional well-being. The study explored similarities and differences among school gardens and the perceptions of school administrators and garden facilitators regarding their value, as well as how garden design and characteristics relate to student experiences and educational goals. Quantitative data were drawn from publicly available sources, including the NYC DOE’s Sustainability Coordinator Survey and Garden Census. The findings showed that nearly two-thirds of schools reported at least one type of learning garden, most often container or hydroponic systems adapted to limited urban space. Schools identified multiple intended outcomes, combining practical skill-building with goals related to social-emotional learning, health, and environmental stewardship. Quantitative results revealed clear configuration patterns: hydroponic systems were linked to edible-use and on-campus tasting, while container and outdoor gardens aligned with social-emotional and stewardship aims. Qualitative findings indicated that impact depended less on the garden’s presence and more on structured access, embedded scheduling, and shared facilitation. Integrated results suggest that learning gardens function as multi-purpose educational spaces whose effectiveness relies on intentional design, consistent use, and alignment with broader school goals.

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