The Effects of an Informal Nutrition Education Approach Conducted in Conjunction with a High School Lunch Program in Two Northern New Jersey High Schools PDF Download
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Author: Leslie John Herzog
Publisher:
ISBN:
Category : National school lunch program
Languages : en
Pages : 216
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Author: Leslie John Herzog
Publisher:
ISBN:
Category : National school lunch program
Languages : en
Pages : 216
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Author: Rachel Erin Taylor Calhoun
Publisher:
ISBN:
Category : School children
Languages : en
Pages : 62
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Book Description
In the U.S., the weight status of overweight and obesity in children is increasing from recent decades (Carrol & Ogden, 2010). Research shows that the prevalence of children developing chronic diseases is influenced by obesity and overweight statuses, shown by existing risk factors (Freedman, Dietz, Srinivasan, & Berenson, 1999). Recent legislation of the National School Lunch Program has aimed to improve the nutritional value of school lunches in elementary schools by requiring fruit and vegetable meal components be provided on each lunch tray (Nutrition Standards, 2012). This quasi experimental study aimed to increase fourth graders nutrition knowledge and fruit and vegetable intake during school lunch by applying concepts of the Health Belief Model (HBM) to a nutrition education session. A convenience sample of 25 fourth graders was selected and administered a pre and post questionnaire along with a plate waste survey to measure fruit and vegetable consumption before and after a nutrition education lesson was given. A paired samples t-test indicated that student's nutrition knowledge significantly increased (t(21)=2.60, p=.015) after the nutrition education lesson was implemented. However, more research is needed to determine the frequency and length of nutrition education programs needed to increase fruit and vegetable consumption in children. Frequency distribution of HBM concepts recorded on the questionnaires also suggests that students appeared to notice fewer barriers to eating fruits and vegetables. This study showed that concepts of the HBM may be effective and appropriate for use in developing positive nutrition education lessons for children. --Page iv.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Mary Jane German
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Adolescents, who have been shown to be at nutritional risk, and having poor nutritional knowledge and sporadic eating habits, are in need of comprehensive, sequential nutrition education. The purpose of this study was to develop, implement, and evaluate a nutrition education unit for inclusion in the health education curriculum of secondary schools. The two-week unit which included nutrient density concepts was evaluated in two high schools in Utah. Data from a mail survey of health educators (n=74) revealed their need for nutrition training and resources, and guidance for integrating nutrition into health classes. High school health teachers were provided with teacher training materials, lesson plans and instructional aids. Four treatment groups (n=92) were exposed to the nutrition unit and two control groups (n=45) received no nutrition information during the test period. All subjects were pre- and post-tested to determine change in knowledge of and attitude toward nutrition, and completed food frequency questionnaires for purposes of measuring behavioral changes. The treatment groups improved their nutrition test scores by 12 percentage points from pre- to post-test. Students were shown to reliably mark semantic differential scales measuring attitude. Overall attitude toward nutrition improved slightly. The nutrient density concept was mastered by students and proven to be an effective nutrition education tool. Post-food frequency data showed a consistent trend of decreased frequency of almost all food categories for controls as well as treatment groups, illustrating the importance of control groups in nutrition education studies. Participating health teachers positively evaluated the unit and indicated that their nutrition training and resource needs were sufficiently met.
Author: Food and Agriculture Organization of the United Nations
Publisher: Food & Agriculture Org.
ISBN: 9251336164
Category : Health & Fitness
Languages : en
Pages : 322
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School-based food and nutrition education (SFNE) helps schoolchildren and the school community to achieve lasting improvements in their food practices and outlooks; build the capacity to change and to adapt to external change; and pass on their learning to others. SFNE has also an important role in complementing efforts that are being made globally to improve food environments, and in empowering children and adolescents to become active participants in shaping the food system to be better able to deliver healthy and sustainable diets. Despite increasing interest for SFNE, the evidence that supports it and its potential, much of traditional SFNE, particularly in LMICs, is largely underfunded, not delivering results, and disconnected from other key interventions that aim to support the food, nutrition, environment, and education nexus. SFNE is under-resourced, with capacity development opportunities lacking throughout the school system.This White Paper is the first document of its kind, and it is based on the evidence, professional expertise, and field experience, lessons learned, and documented challenges of SFNE work in a variety of contexts. It presents the case for raising the profile and transforming the vision and learning model of SFNE. This document is directed firstly to a technical audience working in governmental organizations that deal with schoolchildren and adolescents and is also of interest to researchers, technical advisors, decision-makers, donors and investors, civil society, and UN organizations.
Author: Angela D. Odom
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
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Author: Kellie Marie O'Connell
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages :
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"The prevalence of overweight among adolescents in the U.S. has increased rapidly over the past two decades. This problem is closely related to poor dietary behaviors. Two preliminary, school-based studies were conducted in Guilford County Schools, which demonstrated that: 1) cafeteria environments do not foster healthy eating, and 2) a milk promotion program is a feasible intervention. These studies provided the rationale for the HEROS (Healthy Eating to Reduce Obesity through Schools) Study. The central hypotheses were that by increasing the availability of fruits, vegetables, and dairy products (FVD) and the awareness of the health benefits of choosing FVD: 1) intake would increase; and 2) the prevalence of obesity would decrease among middle school students. Participants were 489 seventh grade students from six schools (e.g., paired for socioeconomic status and ethnicity). The schools were randomly assigned to control or intervention groups. Intervention components were implemented over 23 weeks. Intervention components included: 1) nutrition education through curriculum, school dinners, and mailing information to families and 2) changes to cafeteria environments to increase the availability and awareness of FVD. Outcome measures were taken pre- and post-intervention and included: 1) estimated FVD intake at school lunch using the O'Connell School Food Diary; 2) estimated overall daily FVD intake using the Youth and Adolescent Food Frequency Questionnaire; and 3) overweight and obesity prevalence using body mass index and triceps skinfold thickness. Analysis of variance and Chi-square analyses were used to test for significant differences between groups at baseline. Change scores were calculated for pre- and post-intervention measures. A general linear model was used to test for intervention effects on these outcome variables. Significance was identified at p
Author: Deborah Hinchey
Publisher:
ISBN:
Category : Body size
Languages : en
Pages : 0
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The weight-normative approach posits that weight is a primary determinant of health, that it is an individual-level problem to be managed and that weight loss improves health outcomes. This paradigm contributes to several negative outcomes including weight cycling, weight bias and stigma, the development of disordered eating behaviors, and weight-based bullying. Not only is weight-based bullying the most common form of bullying worldwide, but rates of eating disorders have increased significantly in youth in the United States and globally in the past few years. Weight-inclusive approaches, on the other hand, suggest that anyone can be healthy at any size and that it is health behaviors, such as exercising and eating a healthy diet, that are the underlying contributors to health and longevity, rather than weight. Weight-inclusive approaches have demonstrated success in improving body acceptance, decreasing dieting behaviors and anti-fat attitudes, improving overall health outcomes, and may decrease weight-based bullying. Teaching about nutrition is a crucial component of high school health education, with the potential to shape student's perceptions about nutrition, weight, and bodies and improve health outcomes. However, as a primary organizational context for health promotion activities, schools in the US may be inadvertently contributing to negative outcomes through an emphasis on programming focused on weight as a determinant of health as opposed to health behaviors like nutrition and physical activity. This dissertation, rooted in critical obesity studies and a social-ecological framework, presents two papers. Through interviews with eight high school health teachers and ten key stakeholders, an exploratory case study methodology allowed for a comprehensive understanding of nutrition education in Vermont high schools. Documents, including policies, available curriculum, and materials such as agency webpages and sources consulted by teachers, provided additional data. The first paper explores whether high school nutrition in Vermont is being taught through a lens that is consistent with the principles of weight-normativity or weight-inclusivity as well as teacher-perceived factors that influence curricular decision-making. The second paper investigates the perspectives of key stakeholders at multiple ecological levels that have high interest in and the potential to influence nutrition education in Vermont. Little is currently known about the paradigm through which nutrition is taught in high schools in Vermont, or the factors that influence curricular content or implementation, and this work serves to fill this gap. Findings from this study indicate that weight-normative activities and values dominate nutrition curriculum in Vermont high schools. Multiple levels, including within-school peers and state policies, exert influence on teacher curricular decisions. Guidance around nutrition curriculum content is not only lacking but necessary, and state-level policy is crucial to the valuing and implementation of consistent curricula. Findings from this study confirm a need for the development and implementation of a weight-inclusive nutrition curriculum for high schools, professional development for health teachers, and policy-level interventions, as potential strategies to improve health outcomes, prevent the adoption of disordered eating behaviors, and decrease weight-based bullying.
Author: Magali O. Gamio
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 152
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Author: Renee A. Levine
Publisher:
ISBN:
Category : Nutrition
Languages : en
Pages : 140
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