Issues surrounding the impact of food insecurity on child development and academic achievement have led to increased attention surrounding food access and nutrition security. This attention includes spaces such as schools and initiatives like the Farm to School Movement. A 2022 survey administered to over 4,000 Arizona educators explored variations in farm to school programs. This research analyzed responses from four survey questions to understand current status, existing barriers and access issues related to farm to school programming across Arizona. Next, farm to school related policies written for states in the Southwest were reviewed for inspiration on what Arizona could do to develop support for farm to school programs. A list of three recommendations was developed based on the results of the data analysis and the policy review. These recommendations include passing a Farm to School Enhancement Funding Bill, establishing the Arizona Farm to School Task Force to partner with stakeholders, and designating an Arizona School Garden Day to promote school gardens. There already is incredible work happening to support farm to school programs in Arizona and this effort is recognized. The ultimate purpose of this paper is to provide inspiration and insight into the status and future of farm to school programs in Arizona informed by the educators regularly involved.

Behavior challenges impact children and educational professionals on a daily basis; however, it is difficult for educators to obtain high quality training in behavior management. The purpose of this study was to compare cognitive apprenticeship and group work, two teaching methods, to determine which provides better knowledge and implementation outcomes for educators taking a course on behavior analysis. Seventeen educational professionals currently working with students who display challenging behavior were randomly assigned to the cognitive apprenticeship or group work conditions. The difference between the conditions is the introduction of a coach in the cognitive apprenticeship condition. The coach guides learners through the process of understanding and using behavior analysis throughout the course by providing feedback, scaffolding, and encouraging reflection and exploration. Participants completed pre-, post-, and post-posttests that measured their knowledge of behavior analysis and how well they implemented the skills taught in the course. Additionally, they completed weekly quizzes and reported how often they used the skills in real-life situations. Overall group differences across time points for knowledge and implementation scores were analyzed using a repeated measures analysis of variance (ANOVA). There were significant differences across time for both scores but not condition or time by condition. A covariance pattern model was used to determine if self-efficacy, self-confidence, previous behavior knowledge, or overall quiz performance predicted the variance in knowledge and implementation scores on the pre-, post-, and post-posttests across conditions. Time was the only significant predictor of knowledge scores, while time, condition and self-efficacy significantly predicted the variance in implementation scores. Additionally, one-way ANOVAs were used to find condition-based differences in quiz scores and practical skill use, neither of which were significant. Finally, a linear regression was used to determine if on quiz performance predicts the use of skills in real-world settings, which it did not. The courses impact on learning, skill use, and student behavior as well as future applications are discussed.