Academic literature on the topic 'Nutrition Study and teaching (Primary) Victoria'
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Journal articles on the topic "Nutrition Study and teaching (Primary) Victoria"
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Aydin, Gozde, Alison Booth, Claire Margerison, and Anthony Worsley. "Food and nutrition education in Australian primary schools: parents' views." Health Education 121, no. 4 (May 12, 2021): 451–64. http://dx.doi.org/10.1108/he-11-2020-0113.
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PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.
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Aydin, Gozde, Claire Margerison, Anthony Worsley, and Alison Booth. "Australian Teachers’ Perceptions and Experiences of Food and Nutrition Education in Primary Schools: A Qualitative Study." Australian Journal of Teacher Education 47, no. 2 (February 2022): 61–75. http://dx.doi.org/10.14221/ajte.2022v47n2.5.
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Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.
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Kafatos, Irene, Antonis Peponaras, Manolis Linardakis, and Anthony Kafatos. "Nutrition education and Mediterranean diet: exploring the teaching process of a school-based nutrition and media education project in Cretan primary schools." Public Health Nutrition 7, no. 7 (October 2004): 969–75. http://dx.doi.org/10.1079/phn2004565.
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AbstractBackground:During the past few decades there has been a gradual abandoning of the traditional Mediterranean diet by the population of Crete and especially among the younger generations. Since this is related to the rapidly increasing morbidity and mortality rates from chronic diseases, the need for educating young people on the principles of good nutrition becomes increasingly important. It is also acknowledged that the epidemiological field needs to focus on studying the implementation process, since this will allow for a deeper understanding of the outcomes.Objectives:The aims of the present study were to explore the process of implementing an innovation in Cretan primary schools and to identify best teaching practices and principles.Design:In three state primary schools on the island of Crete, 107 children took part in a 30-h nutrition and media education programme. Classroom observations were used to define attitudes towards the programme and teaching methods. Besides baseline and post evaluation, the pupils were also interviewed about 11 months after the end of the programme.Implementation:During observation of the teaching process, emerging issues were the teacher's motivation and interest in the course, his/her preparation before each class, teaching ability and communication skills, the respect and discipline he/she kept and the innovative teaching methods used. In some cases researcher intervention in the classroom could not be avoided.Findings and conclusions:Overall, individual teacher willingness and teaching skills were mainly responsible for the quality of teaching, the variety of educational methods used in classrooms and pupils' interest in the course. Changes in pupils' knowledge and recall of the course were related to teacher enthusiasm but also to researcher intervention. Exploring the teaching and learning process allowed a deeper understanding of the data. It is concluded that attempts to introduce the principles of a Mediterranean diet to children through nutrition education require innovative, enthusiastic and highly motivated teachers.
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Maliotou, Maria Neocleous, and Georgia Liarakou. "Teachers’ Perceptions and Educational Practices on Sustainable Nutrition in Cyprus." Journal of Education for Sustainable Development 16, no. 1-2 (March 2022): 61–79. http://dx.doi.org/10.1177/09734082221116858.
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Sustainable nutrition, an important aspect of sustainable development, has a number of dimensions in the sustainable food system. Worldwide many schools in the form of gardening activities attempt the incorporation of sustainable nutrition into their educational practices; however, further development of the topic is required. This study carried out in Cyprus aimed to observe how primary school teachers perceived the concept of sustainable nutrition and how they incorporated it into their teaching practice. Twelve primary school teachers with training in education for sustainable development (ESD) were interviewed. Findings show that the interviewed primary school teachers were only partly aware of the multiple dimensions of sustainable nutrition, and that the health component is stronger than the sustainability component in their teaching. Difficulties faced in incorporating sustainable nutrition in the educational process include teachers’ training-knowledge, curriculum, school management and parent support, as well as economic and practical issues.
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Follong, Berit Maura, Elena Prieto-Rodriguez, Andrew Miller, Clare E. Collins, and Tamara Bucher. "An Exploratory Survey on Teaching Practices Integrating Nutrition and Mathematics in Australian Primary Schools." International Journal of Research in Education and Science 6, no. 1 (November 8, 2019): 14. http://dx.doi.org/10.46328/ijres.v6i1.566.
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Overweight and obesity prevalence in children has increased worldwide. One of the stated reasons for this rise is the increase in portion sizes, perhaps due to individuals having difficulties with portion size estimation. Portion size estimation could be improved with portion size education involving the mathematical concepts of volume and capacity. The current study aims to explore mathematical teaching practices focussing on volume and capacity measurement in Australian primary schools. A convenience sample of 101 teachers completed an online survey reporting information on their teaching background, experience, use of resources, digital games and curricular integration. We found that teachers tend to use Smartboards and cubes to teach volume and capacity, and that the majority use nutrition-related examples such as household measures, recipes and grocery shopping. Teachers also expressed having positive beliefs and interest in using digital games for these concepts. Although mathematics is most commonly integrated with science and technology, teachers believe a digital game integrating nutrition and mathematics could be very useful. Research on the development and implementation of an educational resource to combine these subjects using technology is needed.
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Çeviker, Arzu Pekğöz, and Mustafa Önder Şekercioğlu. "Determination of the Nutritional Habits of the Primary Teacher Candidates for the Game and Physical Activities Teaching Course." Journal of Educational Issues 8, no. 1 (June 18, 2022): 557. http://dx.doi.org/10.5296/jei.v8i1.19826.
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Today, countries implement policies and programs for childhood obesity. However, the effect of classroom teachers in preventing obesity is in a position to be a role model for students. Therefore, the awareness of the pre-service classroom teachers about nutrition and their nutritional behaviors have an important place on the students. On the other hand, a regular and correct nutrition behavior that the teacher candidates who are trained in the primary school teaching program will receive can gain this behavior to the students they will teach. In addition, there is a balanced and regular eating habit in the physical activity and nutrition section of the Physical Education and Play Lesson Curriculum in primary schools. In this study, it was aimed to examine the dietary habits of primary school teacher candidates. For this purpose, the questionnaire revealing the eating habits was applied to the primary school teacher candidates. In the analysis of the data, percentage and frequency tests were performed with the SPSS program. In the research results; it was discovered that most of the primary school teacher candidates did not receive nutrition education, did not have alcohol and smoking habits, and did not engage in any sports activities. It has been stated that almost all of the primary school teacher candidates have the habit of breakfast, but they skip meals, and the most skipped meal is lunch. They stated that the reason for skipping meals was that they did not have the opportunity. It was seen that the majority of the participants consume less than two liters of water per day and less than five cups of tea/coffee per day. As a result of the study, it was determined that the primary school teacher candidates’ nutritional habits and knowledge levels were deficient.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Akram Hassan, Moneam, Abd Alsalam Harfash Hassan, and Nadhim Ghazal Noaman. "Epidemiological Study of Non-communicable Diseases Among Patients Attending Nutritional Clinic in Baquba Teaching Hospital." Diyala Journal of Medicine 19, no. 2 (December 15, 2020): 6–12. http://dx.doi.org/10.26505/djm.19025220122.
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Background: Non-communicable diseases are chronic diseases with long duration resulting from a combination of many factors like genetic, physiological, environmental, and lifestyle. Factors like poor diet, lack of exercise, tobacco, drugs, alcohol, family, and environment are risk factors for non-communicable diseases.Non-communicable diseases have huge economic consequences due to health care costs and lost economic productivity. Non-communicable diseases are responsible for 63% of the total death. Modifiable risk factors due to lifestyle can be controlled or reduced by intervention like lack of exercise, smoking, alcohol, unbalanced diet while non-modifiable risk factors cannot be reduced or controlled like age, gender, genetics. Improper maternal nutrition in utero and during the first year of life is associated with the risk of non-communicable diseases in adulthood. Obesity is now a public health problem because of strong association with hypertension, coronary heart disease, type 2 diabetes and stroke. Objective: To determine non -communicable diseases among patients attending a nutrition clinic in Baquba Teaching Hospital and to assess the diseases in relation to age, gender, residency, occupation, and educational level. Patients and Methods: This descriptive study was conducted in Baquba Teaching Hospital, a review of patients’ records was done from the start of January 2015 to 31st December 2017. Data were collected by specially designed questionnaire which includes age, gender, height, weight, occupation, residency, and educational level. Results presented in tables with numbers and percentages. Results: The total number of records were (891) .obesity and morbid obesity (64.2%). Obesity (52.7%) followed by hypertension (20.3%). Most of the cases were female (66.7%). The age group of (31-40) year was mostly affected (23.2%). Urban residents (77.2%) of cases .House wives (48.2%) followed by students (23.1%). (63.8%) of cases were graduated from primary and secondary school. Conclusion: Most the cases were obese. Female affected more than male, majority of cases in the age group below 50 years, urban residents more than rural residents, most of cases were house wives, matority of cases were graduated from primary and secondary school. Keywords: Non-commnicable diseases, obesity, lifestyle
Dissertations / Theses on the topic "Nutrition Study and teaching (Primary) Victoria"
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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
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Turner, Sheila. "Teaching and learning about food : a study of curriculum change in nutrition education in primary schools." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006570/.
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The development of nutrition education as part of the school curriculum is considered in the first section of this thesis. The second part focuses on an action research project which was part of in-service courses for primary teachers at the Institute of Education. Teaching and learning about food as part of science and health education provided the context for the research. Each of the seventy teachers involved in the project interviewed three children in their class to explore the ideas which children held about the foods they ate, how they grouped food items, and the types of food choices which they made, as well as the reasons for those choices. Data from the interviews were used as a means of helping teachers to reflect on teaching and learning and to explore their own ideas about food and health. Reflection on practice was encouraged through discussion and the writing of reports based on the interviews. The findings from the interviews indicate that children's ideas, particularly about nutrients, are frequently different from accepted scientific views. There is also evidence that children choose foods which they like, rather than those which they consider to be healthy.Analysis of the reports written by teachers indicates that the interviews have helped to alert teachers to the range of ideas held by children and to increase their own understanding about diet and health. There is evidence that the process of reflection and writing has helped teachers to consider and to develop teaching strategies which are consistent with constructivist learning theory. The findings from this study have implications for teaching and learning about food in science and health education in primary schools. The information about children's ideas about food and health has importance also for policy and practice at an individual, school and national level.
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Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms.
A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics.
The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought.
The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes.
Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Monala, Pumla Kgomotso. "Determining the contribution of the national school nutrition programme to the total nutrient intake of Mogale city learners." Thesis, Vaal University of Technology, 2018. http://hdl.handle.net/10352/435.
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M. Tech. (Department of Hospitality, Tourism and PR Management, Faculty of Human Sciences), Vaal University of TechnologyThe purpose of this study was to determine the contribution of the National School Nutrition Programme (NSNP) has made on the total nutrient intake of Kagiso learners. This was done by investigating the nutrient intake of school children participating in the NSNP (experimental group) and comparing this to the nutrient intake of learners participating in the tuck-shop or lunch box (control group) from one school. The research methodology was undertaken in two phases, namely phase one; planning and phase two; data collection and analysis. The following measuring methods were applied; socio-demographics, household food insecurity assessment scale, anthropometry measurements, food frequency questionnaires (FFQ), 24-hour recall and the observation of the NSNP during the school lunch breaks. Anthropometry measurements were analysed according to the World Health Organization standards (WHO 2008), socio-demographics, and household food insecurity assessment scale and FFQ were captured on an Excel spreadsheet by the researcher and analysed using the Statistical Package for Social Sciences (SPSS) version 22.0 for descriptive statistics such as frequencies, standard deviations and confidence intervals. An expediency sample of 160 primary school children aged 6-13 years, including girls (n=84) and boys (n=76) and 106 caregivers were recruited into the study. The results showed that majority of caregivers (59%) completed secondary level education, followed by 39% with primary level or college completion (2%). The employment rate in the Kagiso households of the sampled group was low with 20% of caregivers being unemployed. Out of the 76% of the employed caregivers, 26% were permanently employed and 51% were temporarily employed with contract work and piece jobs. The highest monthly income (42%) was between R1000-R3000 and the lowest (38%) was less than R1000 with only R101-R200 to spend on food per week. The food insecurity status of Kagiso learners showed that 44% of school children were food secure, and 56% were food insecure – of these, 29% experienced hunger. Heightfor-age, weight-for-age and BMI-for-age were measured for all of the 160 children. The group was categorized as follows; school children participating in the NSNP (n=59) and children using the tuck-shop foods (n=35) and lunch box (n=66). The nutritional status of Kagiso learners from the sampled group showed that more boys were stunted (13%) and wasted (12%) while of the girls, 30% were at risk of being overweight, with only 2% reported to be overweight. The majority of boys reported to be stunted and wasted were from the NSNP group and the girls reported to be overweight or at risk of being overweight were from the tuck-shop group. Thus, the learners from the lunchbox had optimum growth status when compared to the other two groups. The respondents consumed a mainly high carbohydrate diet with a low consumption of vegetable and fruits. The results from the Food Variety Score (FVS) revealed a low individual mean (2.25±1.57) in the legume and nuts group, followed by a medium individual mean (7.9±2.81) in the fruits and other juices group, 7.16±2.68 in the vegetable group, and lastly, the highest individual mean (9.26±3.04) in the cereal, roots and tubers diversity. The results from the top 20 popular food items ranked as follows; maize meal stiff (1st), maize meal porridge (5th), white rice (6th), white bread (7th) brown bread (9th), potato fries (12th), breakfast cereal (13th) and samp and beans (14th). Cabbage (15th) and pumpkin (20th) were the most popular vegetables and there were no fruits within the top 20 popular list of food items. The Nutrient Adequacy Ratio (NAR) of the NSNP (n=59) meals was below the 1/3 (33.3%) and 30% dietary requirements for lunch meals. This was very evident regarding vitamin A (16.85%), energy kilojoules (23.78%), calcium (18%), folate (26.72%), zinc (15.71%), dietary fiber (25.71%) and iodine (4.65%). Iron (38.98%) was slightly above the 1/3 and 30% dietary intake, but there were a high percentage (61%) of respondents who did not meet the EARs of 5.9mg for iron. The results revealed an inadequate contribution by the NSNP to the nutrient intake of Kagiso learners. The poor intake of folate, vitamin A and dietary fiber in this sampled group is linked to the low consumption of vegetable and fruits. Results from this observational study showed that a majority of respondents do not participate in the NSNP when they do not have their own eating utensils. Respondents also revealed that the NSNP meals caused allergies such as skin rash while some mentioned diarrhea as the cause of not eating meals from the NSNP. Hence, a larger percentage (41%) of school children preferred to participate in the lunch box rather than in the NSNP (37%). The high prevalence of inadequate nutrient intake and the poor nutritional status of Kagiso learners in the sampled group, is an indication that strict monitoring of dietary measures needs to be implemented and continuously evaluated to ensure that positive nutritional results are obtained by the NSNP across South Africa
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Vermeer, Susan Inge. "Impact of a nutrition education programme on the nutrition knowledge of grade R learners in Durban." Thesis, 2015. http://hdl.handle.net/10321/1277.
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Submitted in fulfillment of the requirements of the Masters of Applied Science in Food and Nutrition, Durban University of Technology, 2015.AIM: The aim of the study was to identify the need, develop, implement and determine the effect of a Grade R Nutrition Education Programme (NEP) in order to make recommendations to the South African Department of Basic Education (DBE) to include an effective NEP in the pre-primary school education curriculum. OBJECTIVES: The objectives for this study is in two phases, The objective of the baseline study was to assess the need for nutrition education (NE) in Grade R in suburban areas of Durban and identify the most suitable nutrition education tools (NETs) for this age group. For the intervention study the objectives were 1) to develop a nutrition knowledge questionnaire (NKQ) to determine the existing nutrition knowledge of Grade R learners in suburban government and private schools in Durban, 2) to develop a nutrition education programme (NEP) for Grade R based on the South African Food-Based Dietary Guidelines (FBDGs) and the food groups, 3) to implement the NEP in Grade R in a government and private school, 4) to determine the effect of the NEP on the retention of FBDGs (Section one) and food group (Section two) knowledge, and 5) to compare the results between the control group (CG) and the government (EGG) and private (EPG) experimental school groups, and between genders. METHODS: A self-administered nutrition education needs questionnaire was completed by 20 Grade R teachers in Durban suburban schools. Nutrition education material was identified based on the results from the pilot study and a Nutrition education programme developed. The classroom-based intervention study involved 120 Grade R learners in three schools, two experimental schools: government (n=37) and private (n=40), with a control school (n=43), with 35 percent (n= 42) male and 65 percent (n=78) female participants, ranging in age from five to seven years. A validated questionnaire assessed baseline nutrition knowledge of these children. A qualified foundation phase teacher was trained to implement the NEP. The experimental school groups received eight one hour nutrition education (NE) lessons over an eight week period; the control group did not receive any NE. During the lesson firstly theory was covered then the children worked on the related fun activities in the Healthy Eating Activity Book (HEAB) and lastly involved in the nutrition educational games. These included a food group plate puzzles, a NEP board game, a card game and ‘My little story books’. A post-test determined the impact of the intervention. RESULTS: The baseline study confirmed the need for NE in Grade R and identified suitable NETs that were used in the intervention. At pre-test, the nutrition knowledge of Grade R children in the two experimental groups (EG) and one CG was very similar with knowledge of FBDGs greater than knowledge relating to the food groups. Both Grade R EGs showed a significant increase in knowledge for the whole test immediately after the intervention with the CG, achieving similar post-to pre-test results. The intervention had a significant impact on nutrition knowledge of Grade R children in both experimental schools (EGG p=0.004 and EPG p=0.001). The EPG were most knowledgeable regarding FBDGs with no significant difference in knowledge of the EGG. Food group knowledge in all schools was poor at baseline and the NEP resulted in the EGG obtaining the highest post-test results. Post-intervention for the whole test the EGG were marginally (0.80 percent) more knowledgeable than the EPG. The knowledge of boys and girls were very similar in pre-and post-test results. However, the boys were fractionally more knowledgeable than the girls in relation to the whole post-test. In Section two, relating to food group knowledge, girls were slightly more knowledgeable than boys although both genders lacked knowledge in relation to which foods belonged to a particular food group. CONCLUSION: The primary aim of formal NE was met as the statistical significance between the CG and experimental group post-test results was evident in the majority of Section one questions and in all questions in Section two. The NEP resulted in similar increase in knowledge of Grade R learners in the government and private experimental school groups in Durban. In addition, the boys and girls showed a minimal difference in nutrition knowledge.
Books on the topic "Nutrition Study and teaching (Primary) Victoria"
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Bagby, Robin S. Nutrition smart!: Ready-to-use lessons and worksheets for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1991.
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Shirley, Woika, ed. Nutrition smart!: Ready-to-use lessons and worksheets for the primary grades. 2nd ed. University Park, Penn: Penn State Nutrition Center, 1995.
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MyPyramid for kids: Lessons for grades 3 and 4 : level 2. Alexandria, Va.]: U.S. Dept. of Agriculture, Food and Nutrition Service, 2005.
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United States. Food and Nutrition Service., ed. MyPyramid for kids: Lessons for grades 5 and 6 : level 3. Alexandria, Va: U.S. Dept. of Agriculture, Food and Nutrition Service, 2008.
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Jaw breakers and heart thumpers: A study in fun foods and body basics :grades 3-4. Fresno, Calif: Aims Educational Foundation, 1994.
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Cestnik, Lisa. Healthy bodies, wealthy minds: Lessons, activities and resources for teaching nutrition : kindergarten. Toronto: Learnxs Foundation, 1997.
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Brabant, Ginette. Tout ce qui vit, me nourrit (l'être humain). Ottawa: Conseil scolaire d'Ottawa, Département des langues vivantes, 1985.
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Cestnik, Lisa. Healthy bodies, wealthy minds: Lessons, activities and resources for teaching nutrition : grades 1 & 2. Toronto: Learnxs Foundation, 1997.
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Matricardi, Joanne. Health, safety, and nutrition activities A to Z. Clifton Park, NY: Thomson Delmar Learning, 2008.
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Snowball, Lesley, and Kenneth Snowball. Primary Inquirer. Pearson Education, Limited, 2010.
Find full textBook chapters on the topic "Nutrition Study and teaching (Primary) Victoria"
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.