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Elements of fourth-grade nutrition e...

Love, Anna Marie.

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Elements of fourth-grade nutrition education curricula: A content analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elements of fourth-grade nutrition education curricula: A content analysis./
作者:	Love, Anna Marie.
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2471.
Contained By:	Dissertation Abstracts International63-07A.
標題:	Education, Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3059170
ISBN:	0493745084

Elements of fourth-grade nutrition education curricula: A content analysis.
Love, Anna Marie.

Elements of fourth-grade nutrition education curricula: A content analysis. - 108 p.

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2471.

Thesis (Ph.D.)--Texas Woman's University, 2002.

The primary purpose of this study was to identify whether fourth-grade lesson plan elements deemed important by nutrition and health professionals, as evidenced by the literature, were present in the sample of nutrition education curricula by method of content analysis. A secondary purpose was to identification of the strengths and weaknesses of nutrition education curricula available to teachers. This may help explain the lack of nutrition education school adoption on a large scale (district-wide or state-wide). A total of 12 curricula (132 lesson plans) were analyzed for content using a coding form divided into the following seven categories that enhance appropriate learning and foster healthy behavior: (1) validity, (2) comprehensiveness with regard to content areas and behaviors, (3) issues in teaching methods, (4) parent involvement, (5) teacher support, (6) elements that address knowledge, attitudes, and behaviors and (7) effectiveness.

ISBN: 0493745084Subjects--Topical Terms:

1017668
Education, Health.

Elements of fourth-grade nutrition education curricula: A content analysis.
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520 $a The primary purpose of this study was to identify whether fourth-grade lesson plan elements deemed important by nutrition and health professionals, as evidenced by the literature, were present in the sample of nutrition education curricula by method of content analysis. A secondary purpose was to identification of the strengths and weaknesses of nutrition education curricula available to teachers. This may help explain the lack of nutrition education school adoption on a large scale (district-wide or state-wide). A total of 12 curricula (132 lesson plans) were analyzed for content using a coding form divided into the following seven categories that enhance appropriate learning and foster healthy behavior: (1) validity, (2) comprehensiveness with regard to content areas and behaviors, (3) issues in teaching methods, (4) parent involvement, (5) teacher support, (6) elements that address knowledge, attitudes, and behaviors and (7) effectiveness.
520 $a Cross-tabulation of the data yielded frequency distributions and percentages of the lessons containing items of interest that foster the seven categories. Self-reported validity, self-reported effectiveness, and parent involvement occurred in very few of the curricula (0%, 7.6%, and 21.2% respectively). The curricula were evaluated well by self-report (69.7%) and met objectives stated to a large degree (82.6%). One third of the sample had comprehensiveness scores within the top five scores. Comprehensiveness was a category that addressed nutrition-related concepts, physical activity, Dietary Guidelines for Americans, behavioral components, vitamins and minerals, specific diseases and conditions, whether a curriculum was theory-based, and whether a curriculum was interdisciplinary. Teacher support was well documented across the curricula although teacher modeling as a factor in behavior change of children was not mentioned frequently in the sample (15.9%). Knowledge and attitudes were addressed well in the sample (97.0%, 80.3% respectively), but behaviors and measurement of changes in knowledge, attitudes, and behaviors were not (40.9%, 25.0% respectively).
520 $a Five of the twelve curricula scored above the mean total score across all categories. Although this finding is relative to the curriculum in this sample, the presence of these categories is telling itself. The categories within the coding form help to determine what effective components exist in fourth-grade nutrition education curricula available to teachers today. Based on this content analysis, areas that need improvement appear to be parent involvement, behavioral components, physical activity, documentation of validity testing, effectiveness documentation, and assessments to measure changes in knowledge, attitudes, and behaviors.
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