School Food Practices of Prospective Teachers

Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya

doi:10.1111/j.1746-1561.2007.00253.x

Cited by 51 publications

(61 citation statements)

References 7 publications

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“…6,18 A study that assessed future teachers’ intended classroom food practices found one half of them would use candy or pizza as a reward for students in their future classrooms. 5 Since preschool children’s food preferences are established through repeated food exposure and the social context in which they consume the food, offering unhealthful foods such as candy as an incentive promotes preference for this food and reinforces unhealthful behaviors. 18‐20 In addition to repeated exposure, offering sweet and non-sweet snacks as rewards may increase preference for these foods among preschool children.…”

Section: Discussionmentioning

confidence: 99%

“…Due to their authority status and the amount of time they spend with students, teachers are important role models through their own eating behaviors and beliefs and classroom food practices. 5,6 This is particularly relevant in kindergarten and first grade when children are first exposed to the school environment.…”

Section: Introductionmentioning

confidence: 99%

“…While there has been progress on assessing the quality of the greater school food environment, including competitive foods and school meals and their effects on students’ dietary behaviors, limited research has been conducted on teachers’ classroom food practices and beliefs about the healthfulness of the school environment and its influence on children’s dietary behaviors 5,6 and weight status. 7 Although previous school-based diet-related interventions involved teachers, there are limited data on their effects on teacher classroom and school food practices and beliefs.…”

Section: Introductionmentioning

confidence: 99%

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Intervention Effects on Kindergarten and First-Grade Teachers' Classroom Food Practices and Food-Related Beliefs in American Indian Reservation Schools

Arcan

Hannan²,

Himes³

et al. 2013

Journal of the Academy of Nutrition and Dietetics

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Prevalence of obesity among American Indian (AI) children is higher than the general US population. The school environment and teachers play important roles in helping students develop healthy eating habits. The aim of this prospective study was to examine teachers’ classroom and school food practices and beliefs and the effect of teacher training on these practices and beliefs. Data were used from the Bright Start study, a group-randomized, school-based trial on the Pine Ridge AI reservation (Fall 2005 to Spring 2008). Kindergarten and first grade teachers (n=75) from 14 schools completed a survey at the beginning and end of the school year. Thirty-seven survey items were evaluated using mixed-model analysis of variance to examine the intervention effect for each teacher-practice and belief item (adjusting for teacher type and school as random effect). At baseline, some teachers reported classroom and school food practices and beliefs that supported health and some that did not. The intervention was significantly associated with lower classroom use of candy as a treat (p=0.0005) and fast food rewards (p=0.008); more intervention teachers disagreed that fast food should be offered as school lunch alternatives (p=0.019), that it would be acceptable to sell unhealthy foods as part of school fund-raising (p=0.006), and that it would not make sense to limit students’ food choices in school (p=0.035). School-based interventions involving teacher training can result in positive changes in teachers’ classroom food practices and beliefs about the influence of the school food environment in schools serving AI children on reservations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Intervention Effects on Kindergarten and First-Grade Teachers' Classroom Food Practices and Food-Related Beliefs in American Indian Reservation Schools

Arcan

Hannan²,

Himes³

et al. 2013

Journal of the Academy of Nutrition and Dietetics

View full text Add to dashboard Cite

show abstract

“…Two groups of researchers (Rafiroiu & Evans, 2005;Rossiter et al, 2007) brought out the need for teachers to model good nutrition behaviours to learners. Harnessing the strength of teachers to improve learners' dietary behaviours can significantly reduce children at risk of morbidity from obesity and other malnutrition diseases.…”

Section: Implication For Researchmentioning

confidence: 99%

“…Teachers who received training to implement nutrition education were better equipped to teach nutrition concepts to learners effectively. Teachers represent authority figures and role models to learners and for this reason can model healthy dietary behaviours (Rossiter et al,2007). Moreover, teachers have the opportunity to integrate nutrition issues into other subjects thereby using a multi-faceted approach to emphasise nutrition messages (Panunzio et al, 2007).…”

Section: Training Of Teachersmentioning

confidence: 99%

School-based nutrition education: features and challenges for success

Kupolati

MacIntyre

Gericke

2014

Nutrition &Amp; Food Science

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Purpose -School-based nutrition education (NE) possesses the capacity to influence learners' nutrition behaviours. This review aimed at critically assessing published articles on school-based NE intervention in order to identify factors hindering or contributing to the success of interventions.Design/methodology/approach -An electronic search of articles was conducted in Medline, PubMed, CINAHL databases, Google and snow-balling. Included in the review were Schoolbased studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings -Thirty nine studies met the inclusion criteria. Features of successful NEinterventions included the use of behavioural theories especially the social cognitive theory (SCT) and the involvement of trained teachers in the implementation of interventions.Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed.Originality/value -Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

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