Using a Systematic Conceptual Model for a Process Evaluation of a Middle School Obesity Risk-Reduction Nutrition Curriculum Intervention: "Choice, Control & Change"

Autor/inn/en	Lee, Heewon; Contento, Isobel R.; Koch, Pamela
Titel	Using a Systematic Conceptual Model for a Process Evaluation of a Middle School Obesity Risk-Reduction Nutrition Curriculum Intervention: "Choice, Control & Change"
Quelle	In: Journal of Nutrition Education and Behavior, 45 (2013) 2, S.126-136 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-4046
DOI	10.1016/j.jneb.2012.07.002
Schlagwörter	Outcome Measures; Physical Activities; Teacher Characteristics; Intervention; Educational Change; Nutrition; Science Teachers; Nutrition Instruction; Curriculum Evaluation; Middle School Students; Health Promotion; Health Behavior; Models; Statistical Analysis; Teacher Attitudes; Scores; Correlation; Middle School Teachers + Suchen Sie Ihr Suchwort? Bildungsreform; Ernährung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Nutrition education; Ernährungserziehung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Analogiemodell; Statistische Analyse; Lehrerverhalten; Korrelation
Abstract	Objective: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, "Choice, Control & Change", designed to promote dietary and physical activity behaviors that reduce obesity risk. Design: A process evaluation study based on a systematic conceptual model. Setting: Five middle schools in New York City. Participants: Five hundred sixty-two students in 20 classes and their science teachers (n = 8). Main Outcome Measures: Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers' curriculum evaluation, and satisfaction with teaching the curriculum. Analysis: Descriptive statistics and Spearman rho correlation for quantitative analysis and content analysis for qualitative data were used. Results: Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and the student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teacher satisfaction with teaching the curriculum was highly correlated with student satisfaction (P less than 0.05). Teacher perception of amount of student work was negatively correlated with implementation and with student satisfaction (P less than 0.05). Conclusions and Implications: Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10