ERIC Number: ED439116
Record Type: Non-Journal
Publication Date: 2000-Feb
Reference Count: N/A
Nutrition Education in Public Elementary School Classrooms, K-5. Statistical Analysis Report.
Celebuski, Carin; Farris, Elizabeth
This report presents findings from the survey, Nutrition Education in U.S. Public Schools, Elementary Teacher Survey, K-5, which followed a federal initiative to improve the quantity and quality of nutrition education in public elementary classrooms. Survey results indicated that 52 percent of elementary teachers had formal training to teach about nutrition. Most teachers reported high availability of resources to support nutrition education (e.g., healthy cafeteria meals, reference materials, support for use of instructional time, and written policies or guidelines). Most reported that they taught lessons to their students about nutrition. About one-third of those who taught nutrition taught it as a separate subject, and about one-third integrated nutrition lessons into other subjects. The mean number of hours teachers spent on nutrition education in a school year was 13. Teachers used active learning strategies and did not rely on traditional lecturing methods. About one in four teachers reported their instructional materials were of high quality. Teachers with higher levels of support from their schools, and teachers with college training on nutrition education utilized family involvement strategies more often. Three appendixes provide survey methodology and data reliability, tables of standard errors, and the survey form. (SM)
Descriptors: Dietetics, Eating Habits, Elementary Education, Elementary School Teachers, Faculty Development, Health Promotion, Inservice Teacher Education, Nutrition Instruction, Parent Participation, Public Schools, Tables (Data), Teacher Attitudes, Teacher Competencies
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-Free); Web site: http://nces.ed.gov.
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.