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Record identifier : 569135
Personal Name - Primary Intelectual Responsibility : Watts, Sheldon Oliver
Title and statement of responsibility : An assessment of teacher-led nutrition education in New York State elementary schools, grades K--5 [Thesis]
Publication, Distribution,Etc. : New York University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , New York University
Summary or Abstract : Childhood obesity is a growing problem in the U.S. An estimated 18.8 of all children and adolescents aged 6-19 years are overweight and 37.2 are at risk for overweight. Childhood overweight/obesity substantially raises the risk of chronic illnesses now and later in life. Establishing and promoting healthy eating behaviors in childhood is an effective way to prevent childhood overweight and its consequences. Because schools inherently provide a valuable opportunity to positively influence children's health behaviors at an early age, Congress recently mandated that all schools with federally funded food programs implement school wellness policies that include nutrition education. This study assessed the extent to which teacher-led nutrition education occurs in classrooms, content and methods used to present nutrition information to students, and factors that support teacher-led nutrition instruction. One hundred thirty nine teachers from 18 New York State public elementary schools in urban, suburban, and rural areas participated in the survey. Teachers taught approximately nine hours of nutrition during the 2007-08 school year. Topics spanned choosing healthy foods, the relationship between diet and health, the food guide pyramid, dietary guidelines, and describing nutrients and their food sources. More than 70 of teachers reported incorporating nutrition instruction with core subject areas, mostly health/physical education and science. Teachers at suburban schools and at schools with less than 80 non-White students spent the greatest amount of time teaching nutrition compared to rural schools and schools with greater ethnic diversity. Teachers who felt most prepared to teach nutrition and supported by school district/administration taught significantly more hours of nutrition than teachers who did not. Teachers who reported having access to adequate instructional and reference materials also taught significantly more nutrition than those who did not. Teachers believed that nutrition education is important and they expressed a desire for coordinated curriculum and training opportunities to encourage and support instruction. Overall, the amount of time spent teaching nutrition in elementary schools is well below what is recommended. Teachers would benefit from more nutrition education training and resources. Additionally, teachers in urban areas and those with more non-white students should be targeted for more research..
Topical Name Used as Subject : Health education
: Elementary education
: Nutrition
Information of biblio record : TL
 
 
 
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