School-age cooking program assessment has face validity

2017 ◽  
Vol 119 (5) ◽  
pp. 1017-1027 ◽  
Author(s):  
Elizabeth Wayman ◽  
Tessa Komine ◽  
Barbara Lohse ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Nutrition Education ◽  
Fruits And Vegetables ◽  
Program Assessment ◽  
Face Validity ◽  
Healthy Foods ◽  
Content Type ◽  
Baked Goods ◽  
School Based ◽  
Northern Colorado ◽  
Practical Implications

Purpose Children’s cooking abilities are correlated with increased self-efficacy (SE) for selecting healthy foods and increased consumption of fruits and vegetables. Instruments that measure outcomes of nutrition education programs require psychometric assessment for face validity. Survey items related to cooking experience (CE), SE, and attitude used in a school-based cooking program were assessed for face validity. The paper aims to discuss these issues. Design/methodology/approach Cognitive interviews were conducted with children who had completed third to fifth grades in Northern Colorado, USA. Interviews were examined using content analysis to derive categories for children’s concepts of cooking and making food and to assess survey item comprehension. Findings In total, 24 children participated. Most were white, non-Hispanic/Latino and half had most recently completed fourth grade. Categories related to “making food” and “cooking” included foods prepared with and without a heat source, baked goods/desserts, and activities used in meal/food preparation. Most participants comprehended the survey items and provided responses that were congruent with operational definitions established from identified themes, demonstrating face validity with this sample. Practical implications Children’s concepts of “cooking,” although robust, show interpersonal variation requiring a prudent approach toward intervention evaluation and supporting use of these face valid survey items. Consider revisions of survey items that add frequency qualifiers and explicit cooking examples as appropriate. Originality/value This study addresses a gap in the literature on children’s understanding of cooking and offers face valid survey items to measure CEs, skill, and attitudes.

School-based drug education: the shaping of subjectivities

2014 ◽  
Vol 43 (1) ◽  
pp. 95-115 ◽  
Author(s):  
Cary Bennett
Keyword(s):  
Drug Use ◽  
Well Being ◽  
Drug Education ◽  
Content Type ◽  
School Based ◽  
Key Factor ◽  
The Subject ◽  
Political Dimensions ◽  
The Individual ◽  
Practical Implications

Purpose – The purpose of this paper is to explore how school-based drug education programmes in Australia have sought to reduce adolescent drug use. Design/methodology/approach – Drawing on insights from Foucault's later works and writers on governmentality, the paper considers how, through the use of various technologies, techniques and strategies, students have been encouraged to problematise their understanding of self by way of a series of choices they are required to make in relation to recreational drug use. Findings – Drugs are positioned as a key factor in the psychic and social well-being of youths insofar as their health and personal happiness is said to depend on the decisions they make concerning their use of drugs. In the process, moral and political objectives are met as students internalise norms, values and objectives consonant with a self-disciplined, self-governing society. Practical implications – By bringing into question school-based drug education, a space is created for further discussions around this historically controversial strategy. Social implications – What is common to all school-based drug education programmes is that the problem is conceptualised in terms of individual and interpersonal deficiencies or inadequacies. Conceptualised thus, both the problem and the solution lay with the individual; it is the individual who must change. Originality/value – The focus of this paper has not been on why school-based drug education is needed or how to improve it (the focus of most research on the subject), but rather on the methods employed to influence student use of recreational drugs. By identifying how school-based drug education has sought to shape student subjectivities, this paper has exposed specific moral and political dimensions of the project.

Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes

2016 ◽  
Vol 11 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Bethany Butzer ◽  
Denise Bury ◽  
Shirley Telles ◽  
Sat Bir S. Khalsa
Keyword(s):  
Theoretical Model ◽  
Student Outcomes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
Content Type ◽  
School Based ◽  
Practical Implications

Purpose – The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes. Design/methodology/approach – This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools. Findings – Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance. Research limitations/implications – Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs. Practical implications – It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels. Originality/value – This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.

New Zealand ShakeOut exercise: lessons learned by schools

2016 ◽  
Vol 25 (4) ◽  
pp. 550-563 ◽  
Author(s):  
Karlene S. Tipler ◽  
Ruth A. Tarrant ◽  
David M. Johnston ◽  
Keith F. Tuffin
Keyword(s):  
New Zealand ◽  
Emergency Response ◽  
Emergency Preparedness ◽  
Design Methodology ◽  
Large Scale ◽  
Lessons Learned ◽  
Content Type ◽  
School Based ◽  
Emergency Events ◽  
Practical Implications

Purpose – The purpose of this paper is to identify lessons learned by schools from their involvement in the 2012 New Zealand ShakeOut nationwide earthquake drill. Design/methodology/approach – The results from a survey conducted with 514 schools were collated to identify the emergency preparedness lessons learned by schools through their participation in the ShakeOut exercise. Findings – Key findings indicated that: schools were likely to do more than the minimum when presented with a range of specific emergency preparedness activities; drills for emergency events require specific achievement objectives to be identified in order to be most effective in preparing schools; and large-scale initiatives, such as the ShakeOut exercise, encourage schools and students to engage in emergency preparedness activities. Practical implications – Based on the findings, six recommendations are made to assist schools to develop effective emergency response procedures. Originality/value – The present study contributes to the ongoing efforts of emergency management practitioners and academics to enhance the efficacy of school-based preparedness activities and to, ultimately, increase overall community resilience.

How consumer-generated images shape important consumption outcomes in the food domain

2016 ◽  
Vol 33 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Sean Coary ◽  
Morgan Poor
Keyword(s):  
Social Media ◽  
Healthy Eating ◽  
Design Methodology ◽  
Healthy Foods ◽  
Content Type ◽  
Product Consumption ◽  
Consumption Experience ◽  
Consumption Data ◽  
Practical Implications ◽  
Insight Into

Purpose – The purpose of the present research is to investigate consumer-generated images (CGI), or images of products and experiences that are produced and controlled by consumers, particularly in the food domain, and the influence that producing such images has on the consumer creating the image. Design/methodology/approach – The authors present three studies that manipulate the type of food (indulgent vs healthy) and whether participants create CGI prior to consumption. Data were analyzed using a combination of ANOVA and PROCESS. Findings – It is shown that producing CGI causes a momentary active delay in consumption, which increases the savoring associated with consumption of pleasurable (i.e. indulgent) foods and, in effect, increases attitudes and taste evaluations of the experience when consumption actually takes place. When descriptive social norms regarding healthy eating are made salient, CGI can also lead to more favorable outcomes for less pleasurable (i.e. healthy) foods. Practical implications – The findings provide insight into the effects of consumers taking pictures of their food before consumption, a growing trend on social media sites (i.e. Instagram). Marketing managers can develop strategies to encourage their consumers to take pictures of their food. Originality/value – To the best of the authors’ knowledge, this research is the first to demonstrate the effects of consumer-generated images on a product consumption experience and identify the conditions and process under which these effects occur.

Mentor teachers as leaders and followers in school-based contexts in the Republic of Ireland

2015 ◽  
Vol 29 (3) ◽  
pp. 368-379 ◽  
Author(s):  
Marie Clarke ◽  
Maureen Killeavy ◽  
Ruth Ferris
Keyword(s):  
School Context ◽  
Mentor Teachers ◽  
Small Scale ◽  
Content Type ◽  
School Contexts ◽  
Teachers Perceptions ◽  
School Based ◽  
The Republic ◽  
Practical Implications

Purpose – The purpose of this paper is to exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland. Design/methodology/approach – In order to investigate mentor teachers’ perceptions of their role with reference to leadership and followership in their school contexts, a questionnaire was distributed to the full cohort of 56 mentor teachers who participated in the National Programme for Teacher Induction. Semi-structured interviews were also conducted with four mentor teacher facilitators from different regions across Ireland who were also mentors in their respective schools. Findings – The findings from this exploratory small-scale study suggest that the hierarchical nature of the school context influenced mentor teachers’ perceptions of their leadership and followership roles. They regarded themselves as leaders in a general sense and considered that all members of staff had something to contribute to the leadership process in the school. However, the school context moderated their own perceptions about their individual approaches to leadership. Participants in this study were unclear about the term followership and were reluctant to use it. They considered themselves to be performing a supportive role in the hierarchical structure of the school context. Research limitations/implications – As this is an exploratory qualitative study with a small sample size in a country where the role of a mentor teacher in schools is a relatively new concept, the findings should be interpreted with caution. Future research would benefit from multi-method approaches to data collections that examine variations in followership perceptions from individuals prior to becoming mentors in order for comparisons to be made. Practical implications – The practical implications of this study from a management perspective suggest that followership needs to be considered very carefully in school contexts as a way of contributing to the co-construction of leadership which engages all members of staff. It is clear that there is a need to move away from hierarchical interpretations of middle management posts of responsibility. More emphasis should be placed on the ways in which teachers construct their roles within schools as this impacts upon leadership processes and organizational effectiveness. Equally important is an open acknowledgement of the tensions involved in developing such roles and responsibilities. Originality/value – Followership is not researched widely in schools, particularly with reference to the role of mentor teachers. This is an interesting group as the very nature of their work involves maintaining boundaries and managing multiple relationships. They are generally collaborative in their approach and are well placed to co-construct leadership with their colleagues and their principals with appropriate supports in the school context.

Raw vegetable salad consumers in full-service restaurants

2015 ◽  
Vol 117 (3) ◽  
pp. 1136-1149
Author(s):  
Mariana Schievano Danelon ◽  
Elisabete Salay
Keyword(s):  
Nutrition Education ◽  
Social Desirability ◽  
Demographic Variables ◽  
Content Type ◽  
Health And Nutrition ◽  
The Social ◽  
Health And Nutrition Education ◽  
The City ◽  
Probabilistic Type ◽  
Practical Implications

Purpose – The purpose of this paper is to identify the profiles of those frequenting full-service restaurants and eating raw vegetable salads, as well as to analyze the influence of socio-demographic variables and of the tendency for social desirability in consumption frequencies. Design/methodology/approach – A non-probabilistic consumer sample (n=630) was interviewed in the city of Campinas, Brazil. Besides the frequency of eating in full-service restaurants and the frequency of eating salads (as a function of the meal type and week day) in this type of restaurant, the survey instrument was also composed by socio-demographic variables and a social desirability scale. To compare data, non-parametric tests were used. Findings – Of the interviewees, 52.3 percent were shown to eat in full-service restaurants at least once a week. The frequency of eating salads in full-service restaurant stood out as being significantly higher (p<0.05) for weekday lunches. Individuals who graduated in the areas of health or food showed a significantly higher frequency for the consumption of salads at weekends. Apparently the social desirability did not influence the responses of the consumers with respect to the frequencies studied. Research limitations/implications – The sample was of a non-probabilistic type, bringing reservations with respect to generalizations. Practical implications – Socio-demographic variables should be considered in elaborating strategies for promoting vegetable salads consumption in restaurants. Health and nutrition education programs can be effective in aiding consumers to choose healthier food in this context. Originality/value – Studies about frequency of salad consumption in restaurants are scarce. The influence of social desirability bias on reported frequency was analyzed in this paper.

Retrieving the forgotten influence of Herbart on subject English

2016 ◽  
Vol 15 (1) ◽  
pp. 40-54
Author(s):  
Don Carter
Keyword(s):  
Curriculum Design ◽  
New South ◽  
Secondary English ◽  
Content Type ◽  
English Curriculum ◽  
School Based ◽  
South Wales ◽  
Specific Analysis ◽  
New Education ◽  
Practical Implications

Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

Is the French sociology of organisations specifically French?

2014 ◽  
Vol 22 (4) ◽  
pp. 534-550 ◽  
Author(s):  
Yves Frederic Livian
Keyword(s):  
Design Methodology ◽  
Field Studies ◽  
Analysis Model ◽  
Content Type ◽  
School Based ◽  
Scientific Project ◽  
English Speaking ◽  
French Sociology ◽  
Practical Implications ◽  
Sociology Of Organisations

Purpose – The purpose of this paper is to study the contribution of French sociology of organisations (mainly represented by M. Crozier, E. Friedberg and J.D. Reynaud) to the knowledge of organisations in the French context, specially through the “bureaucratic phenomenon”. Design/methodology/approach – The author shows that the work has provided a relevant picture of some of the main characteristics of a “French way of organising”, but shows in a second part that French specificities are only a part of the authors’ scientific project, and discusses some of the reasons why it did not get a large international recognition in the English-speaking literature. Findings – The article provides a summary of the analysis and a discussion of its relevance to the French context today. It opens a reflection about the question as to whether a sociological school based on field studies can be used outside of its original context of conception. Research limitations/implications – The author does not have the ambition of an exhaustive overview of the international impact of this school. Practical implications – The author aims at a reevaluation of the contribution, for English-speaking academics, and at a development of the thinking about the use of the “strategic analysis” model. Originality/value – An examination of the today relevance of the “bureaucratic” model in France, and a better knowledge of the interest of this school outside France.

scholarly journals The Translation of School Based Nutrition into Home Eating Behaviors (OR13-05-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Pamela Weisberg-Shapiro ◽  
Victoria Biancavilla ◽  
Camille Chan ◽  
Tiffany Yeh
Keyword(s):  
New York ◽  
Elementary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Low Income ◽  
Eating Behaviors ◽  
Fruits And Vegetables ◽  
Theory Approach ◽  
Upstate New York ◽  
School Based

Abstract Objectives The purpose of this study was to assess how a school based nutrition education program in a low-income rural elementary school in upstate New York influenced families’ eating behaviors. Methods Students attending an elementary school in a low-income, rural community in upstate New York attended monthly nutrition education sessions and cooking demonstrations that included child-friendly recipes for fruits and vegetables. Recipes from the cooking demonstration were sent home with the children. In year two and three of the program, twenty caregivers participated in 45–75 qualitative interviews assessing how the program influenced the families’ eating behaviors. Interviews were transcribed verbatim and coded in Atlas TI using a grounded theory approach. In addition, the community's food availability was assessed using google maps and ground truthing. Results Preliminary findings indicate that families did not change their eating behaviors in response to the school based nutrition program. Most parents reported that they received the recipes from school and some reported trying recipes. However, with the exception of one family, overall eating patterns and food routines did not change. Parents who described a low consumption of fruits and vegetables indicated that barriers to incorporating the recipes, and healthy foods in general, into their food routines included perception of children's food preferences, time constraints and financial constraints. Parents who described a high consumption of fruits and vegetables indicated that they did not incorporate recipes into their routines because they already had healthy eating routines. Conclusions School based programs should engage families in community events and family cooking classes. These events should aim to assist parents in navigating barriers to healthy eating. Funding Sources Engaged Cornell.

scholarly journals The impact of a school-based nutrition education intervention on dietary intake and cognitive and attitudinal variables relating to fruits and vegetables

2005 ◽  
Vol 8 (6) ◽  
pp. 650-656 ◽  
Author(s):  
AS Anderson ◽  
LEG Porteous ◽  
E Foster ◽  
C Higgins ◽  
M Stead ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Primary Schools ◽  
Fruits And Vegetables ◽  
Control Group ◽  
Fruit Intake ◽  
Education Intervention ◽  
Intervention Programme ◽  
Whole School ◽  
School Based ◽  
The Impact

AbstractObjectiveTo assess the impact of a school-based nutrition education intervention aimed at increasing the consumption of fruits and vegetables.DesignThe intervention programme increased the provision of fruits and vegetables in schools and provided a range of point-of-purchase marketing materials, newsletters for children and parents, and teacher information. Curriculum materials at age 6–7 and 10–11 years were also developed and utilised. Evaluation was undertaken with groups of younger (aged 6–7 years) and older (aged 10–11 years) children. Methods included 3-day dietary records with interview and cognitive and attitudinal measures at baseline, with follow-up at 9 months, in intervention and control schools.SettingThe work was undertaken in primary schools in Dundee, Scotland.SubjectsSubjects comprised 511 children in two intervention schools with a further 464 children from two schools acting as controls.ResultsChildren (n = 64) in the intervention schools had an average increase in fruit intake (133±1.9 to 183±17.0 g day-1) that was significantly (P < 0.05) greater than the increase (100±11.7 to 107±14.2 g day-1) estimated in children (n = 65) in control schools. No other changes in food or nutrient intake were detected. Increases in scores for variables relating to knowledge about fruits and vegetables and subjective norms were also greater in the intervention than in the control group, although taste preferences for fruits and vegetables were unchanged.ConclusionsIt is concluded that a whole school approach to increasing intakes of fruits and vegetables has a modest but significant effect on cognitive and attitudinal variables and on fruit intake.

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