scholarly journals Forecasting Your Future: Nutrition Matters Curriculum with Teacher Training Promotes Students to Try New Fruits and Vegetables

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Elizabeth Kaschalk-Woods ◽  
Alyce D Fly ◽  
Elizabeth B Foland ◽  
Stephanie L Dickinson ◽  
Xiwei Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Training ◽  
Hierarchical Linear Modeling ◽  
Fruits And Vegetables ◽  
Hierarchical Linear Model ◽  
Dietary Guidelines ◽  
Controlled Study ◽  
School Students ◽  
New Curriculum

ABSTRACT Background Many high school students do not consume the recommended amounts of fruits and vegetables. Objective This study evaluated student outcomes from a new nutrition curriculum that includes messages from the 2015–2020 Dietary Guidelines for Americans with a teacher training component for high school Family and Consumer Sciences (FACS) teachers. Methods A cluster-randomized controlled study was conducted with 1104 students in FACS classes from 35 schools, taught by teachers trained in implementing a new curriculum (intervention) and teachers using their usual curricula (control). Students completed online surveys at the beginning and end of the semester, that is, pre- and postexposure to the nutrition curricula. Intention-to-treat analyses as hierarchical linear modeling were performed to determine if the intervention students had significant changes compared with the control students for knowledge of nutrition concepts, familiarity of, preferences for, affinity toward, number of times trying new, and daily times eating fruits and vegetables. Per-protocol analyses used the same hierarchical linear model but instead of control and intervention groups, students were split into 3 levels describing the amount of the new curriculum they received (0%, 1–50%, and 51–100%). Results Students exposed to 51–100% of the new curriculum tried more fruits and vegetables than both the control students and the students that received 1–50% of the curriculum (P = 0.009 for fruits and P = 0.002 for vegetables). Additionally, there were higher increases in the number of times intervention students tried a new fruit (P = 0.027) and vegetable (P = 0.022) compared with the control students, regardless of the amount of curriculum received. Conclusions Our findings show that the curriculum, Forecasting Your Future: Nutrition Matters, has promise for increasing exposure to new fruits and vegetables for students. If teachers use most of the curriculum, students are likely to try more new fruit and vegetables, which could ultimately contribute to improved health.

Gender- and school-level correlates of growth in health-related fitness knowledge among US high-school students

2018 ◽  
Vol 77 (8) ◽  
pp. 927-938 ◽  
Author(s):  
Xihe Zhu ◽  
Justin A Haegele
Keyword(s):  
High School ◽  
Growth Rate ◽  
High School Students ◽  
Hierarchical Linear Model ◽  
School Level ◽  
Student Health ◽  
School Students ◽  
Knowledge Growth ◽  
Health Related ◽  
Health Related Fitness

Objective: Health-related fitness knowledge holds the potential for physical activity and behavioural changes. The purpose of this retrospective longitudinal study with retrospective data was (a) to examine high-school students’ health-related fitness knowledge growth through the 9th, 10th and 11th grades under one curriculum condition and (b) to examine gender- and school-level correlates of students’ health-related fitness knowledge and its rate of growth. Method: This study used existing data collected by school districts as they implemented the curriculum. Participants were students ( n = 9,883, 49.4% girls) from 40 high schools following the same curriculum. Health-related fitness knowledge performance was assessed annually for 3 years using an online platform. Potential student- and school-level correlates were collected. A three-level hierarchical linear model was used to examine student health-related fitness knowledge growth and its relation to gender- and school-level correlates. Results: The results showed that high-school student health-related fitness knowledge growth was linear during the 3-year period, with an estimated growth rate of 9.14 ± 1.40% per year under the curriculum condition. Girl students had a higher growth rate than boys, holding other factors constant. Other school-level variables were not significant predictors of health-related fitness knowledge. Conclusion: Overall, the curriculum context was conducive to student health-related knowledge growth. The different knowledge growth rate between boys and girls was a possible reason for gender discrepancy at the 11th grade.

Talent research and teacher training for gifted education

2012 ◽  
Vol 29 (2) ◽  
pp. 162-173
Author(s):  
Imre Dávid ◽  
László Balogh
Keyword(s):  
High School ◽  
High School Students ◽  
Teacher Training ◽  
Gifted Education ◽  
Training Programme ◽  
Historical Background ◽  
School Students ◽  
Psychological Examination ◽  
The University ◽  
The Relationship

The objective of our article is to give an outline of the work carried out in assisting gifted individuals at the University of Debrecen. We also give an account of the historical background of our institute, including the relationship between our doctoral programme and gifted education; in addition, we run a teacher training programme that awards a specialist degree in gifted education. The second section contains the description of a research project that focused on a multi-aspect psychological examination of teachers working with gifted high school students.

Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations

2013 ◽  
Vol 44 (2) ◽  
pp. 416-463 ◽  
Author(s):  
Douglas A. Grouws ◽  
James E. Tarr ◽  
Óscar Chávez ◽  
Ruthmae Sears ◽  
Victor M. Soria ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Hierarchical Linear Modeling ◽  
Integrated Curriculum ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
Teaching Experience ◽  
Linear Modeling ◽  
School Students ◽  
Subject Specific

This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. The study involved 2,161 students in 10 schools in 5 states. Within each school, approximately 1/2 of the students studied from an integrated curriculum (Course 1) and 1/2 studied from a subject-specific curriculum (Algebra 1). Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over students who studied from a subject-specific curriculum on 3 end-of-year outcome measures: Test of Common Objectives, Problem Solving and Reasoning Test, and a standardized achievement test. Opportunity to learn and teaching experience were significant moderating factors.

The effect of computer models as formative assessment on student understanding of the nature of models

2017 ◽  
Vol 18 (4) ◽  
pp. 572-581 ◽  
Author(s):  
Mihwa Park ◽  
Xiufeng Liu ◽  
Erica Smith ◽  
Noemi Waight
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Hierarchical Linear Modeling ◽  
Measurement Instrument ◽  
Computer Models ◽  
Formative Assessments ◽  
Linear Modeling ◽  
School Students ◽  
Post Test

This study reports the effect of computer models as formative assessment on high school students' understanding of the nature of models. Nine high school teachers integrated computer models and associated formative assessments into their yearlong high school chemistry course. A pre-test and post-test of students' understanding of the nature of models using a published measurement instrument on the nature of models were conducted. A four-step hierarchical multiple regression and a two-level (level 1 – student and level 2 – teacher) hierarchical linear modeling were used to test the effect of the intervention on students' understanding of the nature of models. Our analysis revealed a significant effect of frequencies of using computer models for four of the five sub-scales related to the nature of models. The implications of these findings are that, as students have more experience using computer models in their classroom, they develop a better understanding of the nature of models. However, their understanding of models as multiple representations didn't show a significant improvement, possibly due to the lack of support from teachers, who in turn need both content and pedagogical supports within their teaching.

scholarly journals Effects of Green Tea Gargling on the Prevention of Influenza Infection in High School Students: A Randomized Controlled Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (5) ◽  
pp. e96373 ◽  
Author(s):  
Kazuki Ide ◽  
Hiroshi Yamada ◽  
Kumi Matsushita ◽  
Miki Ito ◽  
Kei Nojiri ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Green Tea ◽  
Influenza Infection ◽  
Randomized Controlled Study ◽  
Controlled Study ◽  
School Students ◽  
Randomized Controlled
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