Exploring North Carolina Family and Consumer Sciences Teachers’ Attitudes Towards Breastfeeding and Infant Feeding Education Practices

2019 ◽  
Vol 36 (4) ◽  
pp. 766-775
Author(s):  
Nicola Singletary ◽  
L. Suzanne Goodell ◽  
April Fogleman
Keyword(s):  
High School ◽  
North Carolina ◽  
Child Development ◽  
Secondary Schools ◽  
Infant Feeding ◽  
Family And Consumer Sciences ◽  
School Level ◽  
World Health ◽  
Consumer Sciences ◽  
Teachers Attitudes

Background The World Health Organization (WHO) and the United Kingdom Committee for UNICEF recommend that secondary schools include infant feeding education in the curriculum. However, little attention has been given to the study of educators’ views and practices regarding infant feeding education. Aims The aims of this research were to (1) explore North Carolina Family and Consumer Sciences teachers’ attitudes towards infant feeding education in secondary schools and (2) describe North Carolina Family and Consumer Sciences teachers’ infant feeding education practices. Methods Researchers conducted interviews ( N = 19) and a survey ( N = 137) using a sequential mixed methods design. The constant comparative method was used to analyze interview transcripts. Subsequently, a 33-item survey was developed to assess teachers’ attitudes and practices, and this survey was tested for validity and reliability. Results The majority of participants supported including infant feeding ( n = 119, 86.9%) and breastfeeding ( n = 116, 84.7%) education in high school. Approximately half of the participants supported including infant feeding ( n = 71, 51.9%) and breastfeeding ( n = 64, 46.7%) education in middle school. Participants reported that they taught infant feeding at both levels; topics taught included complementary foods, patterns of infant feeding, and the safe preparation of infant formula. Breastfeeding content was covered primarily in the high school Parenting and Child Development course. Conclusions North Carolina Family and Consumer Sciences teachers have positive attitudes towards teaching about breastfeeding at the secondary school level. Content about infant nutrition and breastfeeding is currently included in courses that cover child development and human nutrition.

scholarly journals Bridging the Knowledge Gap between Secondary and Higher Education

2003 ◽  
Vol 64 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Zorana Ercegovac
Keyword(s):  
Higher Education ◽  
High School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Collaborative Work ◽  
School Level ◽  
High School Level ◽  
Educational Levels ◽  
Physics Teacher ◽  
Literacy Standards

This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.

scholarly journals Nutrition Curriculum Training for Indiana High School Family and Consumer Sciences Teachers: Short-term Improvements in Knowledge and Self-efficacy (P16-057-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Elizabeth Kaschalk ◽  
Alyce Fly ◽  
Elizabeth Foland
Keyword(s):  
High School ◽  
Self Efficacy ◽  
School Size ◽  
Intervention Group ◽  
Training Session ◽  
Food Service ◽  
Family And Consumer Sciences ◽  
Baseline Survey ◽  
Nutrition Curriculum ◽  
Consumer Sciences

Abstract Objectives To examine training outcomes in high school Family and Consumer Sciences (FACS) teachers utilizing a new nutrition curriculum: Forecasting Your Future: NUTRITION MATTERS created by Indiana Department of Education and Indiana University. To compare responses of untrained teacher controls (CON) with responses from teachers before curriculum training in an intervention group (INT) to prepare for a later randomized controlled intervention with students in Fall 2018. Methods FACS teacher volunteers were recruited for a curriculum training session prior to a state conference. Teachers were randomly assigned to INT (n = 40, spring 2018 training) or CON (n = 40, delayed training, spring 2019) after stratifying by school size. Teachers completed a 60-item Qualtrics baseline survey that assessed self-efficacy to teach nutrition, daily need for fruit (F) and vegetables (V), other knowledge from Dietary Guidelines for Americans (DGA), attitudes towards FV, and partnering with foodservice. Groups were compared at baseline with Independent t-tests and Chi-square, where α = 0.05. INT completed a second 22-item Qualtrics survey post-training. Changes in knowledge of DGA and self-efficacy to teach nutrition were determined by paired t tests. Frequency of teachers satisfied with training, and methods learned to partner with food service were recorded. Results Of 80 teachers recruited, 22 INT and 24 CON enrolled in the study. INT and CON were similar in age (P = 0.986), sex (P = 0.291), school size (P = 0.81), and, prior to training, overall knowledge of DGA (P = 0.076), nutrition teaching self-efficacy (P = 0.984), attitudes towards F (P = 0.056), V (P = 0.259), intentions to eat F (P = 0.894), V (P = 0.597), and estimated intake of F (P = 0.267), V (P = 0.543). Post-training (INT post vs INT pre), self-efficacy to teach nutrition (P = 0.026) and knowledge of DGA(P = 0.002) increased. Most INT (90.9%) were satisfied with training, 81.8% learned strategies to partner with food service and 95.5% felt confident teaching the curriculum. Conclusions Outcomes and satisfaction from training indicate this training may facilitate implementation of the curriculum. The lack of any significant differences between INT and CON suggests teacher groups are equivalent at baseline for student intervention. Funding Sources USDA TEAM Nutrition.

scholarly journals Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Theodore S. Kaniuka
Keyword(s):  
High School ◽  
North Carolina ◽  
High School Students ◽  
High Schools ◽  
Student Performance ◽  
College Readiness ◽  
Parental Education ◽  
School Level ◽  
School Factors ◽  
Level Performance

Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools.

scholarly journals Analytical Evaluation of the School Library Home Page in Japanese Secondary Schools

2021 ◽  
Author(s):  
Mieko Nagakura
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Junior High School ◽  
School Library ◽  
Home Page ◽  
School Level ◽  
High School Level ◽  
Junior High School Level

The content analyses of 151 school library home page in Japanese secondary schools were carried to examine their possibility and effectiveness as an instructional tool for information literacy development of the students. The possibility was proved, but the effectiveness was not verified by this study. The contentwise, secondary school library home page was informative, cultural, and instructive. The contents on junior high school level were mostly informative, while the contents on integrated junior/senior and senior high school levels were informative as well as instructive. Link collections were the most powerful features of school library Website.

scholarly journals A Qualitative Study Exploring Teachers’ Attitudes towards Breastfeeding Education in Family and Consumer Science Classrooms

2021 ◽  
Author(s):  
Nicola Singletary ◽  
Jackie Bruce ◽  
L. Suzanne Goodell ◽  
April Fogleman
Keyword(s):  
Secondary School ◽  
Infant Feeding ◽  
Comparative Method ◽  
Attitudes And Practices ◽  
Content Selection ◽  
Positive Attitudes ◽  
Breastfeeding Education ◽  
Curriculum Guidelines ◽  
Consumer Sciences ◽  
Teachers Attitudes

Abstract Background: Research shows that some school-aged children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina (NC) family and consumer sciences (FCS) teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curriculum. Methods: The study used a purposeful sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the theory of planned behavior. Results: Teachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents as justification. Teachers’ social norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection. Conclusions: The results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns should be addressed in the implementation of these programs.

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