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Teachers perceive “California Nutrition Education Competencies, Pre‐Kindergarten through Grade Twelve” as a useful framework for classroom instruction
Author(s) -
Briggs Marilyn M.,
Reed Heather,
ZidenbergCherr Sheri
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.940.6
Subject(s) - nutrition education , medical education , core competency , perception , medicine , grade level , psychology , mathematics education , gerontology , marketing , neuroscience , business
This study assessed teachers’ perceptions related to the revised “California Nutrition Education Competencies, Pre‐Kindergarten through Grade 12” (NEC). The NEC provides nutrition content standards for classroom instruction and is aligned with California core academic content standards and the 2009 Health Education Content Standards for California Public Schools” (HECS). A random sample of California public school teachers (n=156) were surveyed regarding perceptions and practices related to the NEC. The majority of teachers responded that the NEC was organized in a sequential manner (93.5%), well structured (82.5%), grade‐level appropriate (85.7%–97.7%), consistent with the grade‐level expectations of the HECS (81.2%), useful for selecting appropriate nutrition topics for their grade level (86.4%), and valuable as a resource for teachers (90.9%). In conclusion, teachers perceive the NEC as a useful and appropriate framework for incorporating nutrition education into classroom instruction. Next steps will include research to determine effective methods to increase the use of the NEC in providing nutrition‐related instruction in California classrooms. Funding for this study was provided by the California Department of Education, Nutrition Services Division.