Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia

The quality with which teachers deliver school-based nutrition programs may impact program effectiveness. The current study examined teaching quality of two programs, Taste Lessons (n = 15 Grade 6 and 7 teachers) and CUPS (n = 3 Year 3 and 4 teachers) via lesson observation using the Quality Teachin...

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Autores principales:	Angeliek Verdonschot, Berit M. Follong, Emely de Vet, Annemien Haveman-Nies, Clare E. Collins, Elena Prieto-Rodriguez, Andrew Miller, Tamara Bucher
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Nutrition education program Primary school Teaching quality Framework Curricular integration Classroom practice Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/12ae57d0acbb42d2a77532b7f4ce0829
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spelling	oai:doaj.org-article:12ae57d0acbb42d2a77532b7f4ce08292021-11-20T05:14:22ZAssessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia2666-374010.1016/j.ijedro.2021.100086https://doaj.org/article/12ae57d0acbb42d2a77532b7f4ce08292021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S266637402100056Xhttps://doaj.org/toc/2666-3740The quality with which teachers deliver school-based nutrition programs may impact program effectiveness. The current study examined teaching quality of two programs, Taste Lessons (n = 15 Grade 6 and 7 teachers) and CUPS (n = 3 Year 3 and 4 teachers) via lesson observation using the Quality Teaching Model (QTM). Taste Lessons is a well-established Dutch program on healthy eating and CUPS is a novel Australian program that contains lessons in which nutritional content is integrated with mathematical concepts. The QTM evaluates three dimensions of teaching (Intellectual Quality, Quality Learning Environment and Significance), each containing six elements of classroom practice. Each element was coded using a 1–5 scale (1 – ‘not evident’ to 5 - ‘highly evident’) to describe the degree to which the lesson exhibits high levels of the element. Both programs were of moderate to high teaching quality and lowest scores were observed for Metalanguage, Student direction, Cultural knowledge and the use of Narrative. The QTM can be an effective tool to assess the teaching quality of nutrition education programs by examining classroom practice.Angeliek VerdonschotBerit M. FollongEmely de VetAnnemien Haveman-NiesClare E. CollinsElena Prieto-RodriguezAndrew MillerTamara BucherElsevierarticleNutrition education programPrimary schoolTeaching qualityFrameworkCurricular integrationClassroom practiceTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100086- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Nutrition education program Primary school Teaching quality Framework Curricular integration Classroom practice Theory and practice of education LB5-3640
spellingShingle	Nutrition education program Primary school Teaching quality Framework Curricular integration Classroom practice Theory and practice of education LB5-3640 Angeliek Verdonschot Berit M. Follong Emely de Vet Annemien Haveman-Nies Clare E. Collins Elena Prieto-Rodriguez Andrew Miller Tamara Bucher Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
description	The quality with which teachers deliver school-based nutrition programs may impact program effectiveness. The current study examined teaching quality of two programs, Taste Lessons (n = 15 Grade 6 and 7 teachers) and CUPS (n = 3 Year 3 and 4 teachers) via lesson observation using the Quality Teaching Model (QTM). Taste Lessons is a well-established Dutch program on healthy eating and CUPS is a novel Australian program that contains lessons in which nutritional content is integrated with mathematical concepts. The QTM evaluates three dimensions of teaching (Intellectual Quality, Quality Learning Environment and Significance), each containing six elements of classroom practice. Each element was coded using a 1–5 scale (1 – ‘not evident’ to 5 - ‘highly evident’) to describe the degree to which the lesson exhibits high levels of the element. Both programs were of moderate to high teaching quality and lowest scores were observed for Metalanguage, Student direction, Cultural knowledge and the use of Narrative. The QTM can be an effective tool to assess the teaching quality of nutrition education programs by examining classroom practice.
format	article
author	Angeliek Verdonschot Berit M. Follong Emely de Vet Annemien Haveman-Nies Clare E. Collins Elena Prieto-Rodriguez Andrew Miller Tamara Bucher
author_facet	Angeliek Verdonschot Berit M. Follong Emely de Vet Annemien Haveman-Nies Clare E. Collins Elena Prieto-Rodriguez Andrew Miller Tamara Bucher
author_sort	Angeliek Verdonschot
title	Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
title_short	Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
title_full	Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
title_fullStr	Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
title_full_unstemmed	Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia
title_sort	assessing teaching quality in nutrition education: a study of two programs in the netherlands and australia
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/12ae57d0acbb42d2a77532b7f4ce0829
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Assessing teaching quality in nutrition education: A study of two programs in the Netherlands and Australia

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