ERIC Number: EJ1099356
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-Efficacy for Teaching Nutrition
Stage, Virginia C.; Roseno, Ashley; Hodges, Caroline D.; Hovland, Jana; Diaz, Sebastian; Duffrin, Melani W.
American Journal of Health Education, v47 n3 p155-162 2016
Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on fourth-grade teachers' self-efficacy toward teaching nutrition. Methods: Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 fourth-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and posttest teacher self-efficacy using a 4-point Likert scale (1 = "not confident at all"; 4 = "very confident"). Analysis of covariance (ANCOVA) and Wilcoxon's signed rank test were used for statistical analysis. Results: Teachers in the intervention group displayed significantly higher post efficacy expectation scores (mean = 3.52; SD = 0.41) than comparison group teachers (mean = 2.86; SD = 0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion: The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice: Health Educators can use the findings to inform the development of teacher trainings in nutrition and health.
Descriptors: Self Efficacy, Teacher Effectiveness, Grade 4, Elementary School Teachers, Nutrition Instruction, Food, Teaching Methods, Quasiexperimental Design, Likert Scales, Statistical Analysis, Intervention, Scores, Faculty Development, Health Education, Science Instruction, Mathematics Instruction, Alignment (Education), Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina; Ohio
Grant or Contract Numbers: N/A