Barriers and Facilitators for Teachers' Implementation of the Curricular Component of the Boost Intervention Targeting Adolescents' Fruit and Vegetable Intake

Jørgensen, Terese Sara Høj; Krølner, Rikke; Aarestrup, Anne Kristine; Tjørnhøj‐Thomsen, Tine; Due, Pernille; Rasmussen, Mette

doi:10.1016/j.jneb.2014.06.003

Cited by 22 publications

(46 citation statements)

References 25 publications

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“…for teacher training) (Rogan and Grayson, 2003). Lastly, according to the "cyclical integration model of change management", there should be a continuous dialog with teachers during the formation of any educational change (Berlach, 2010).These philosophies and literature related to the exploration of teachers' opinion of curriculum reforms (Altinyelken, 2010;Bantwini, 2010;Berlach, 2010;Jørgensen et al, 2014;Rogan and Grayson, 2003;Rogers, 1995), informed the development of the interview guide. The first two teacher interviews were used to familiarize the interviewer with the interview guide and to establish the face-validity of the interview questions.…”

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confidence: 99%

Teachers’ perspectives of a new food literacy curriculum in Australia

Nanayakkara

Margerison

Worsley

2018

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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confidence: 99%

Teachers’ perspectives of a new food literacy curriculum in Australia

Nanayakkara

Margerison

Worsley

2018

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“…Curriculum dose at school-level may be too crude as it ignores the fact that dose received and delivered may differ by classes within the same school (Baranowski and Jago, 2005, Jørgensen et al, 2014). The importance of measuring intervention dose at the class-level was supported by the greater between-class than between-school variation in curriculum dose received.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers may have over-reported implementation of the compulsory curriculum to please the research team (social desirability bias). In a qualitative study of barriers and facilitators for implementation of the Boost curriculum, teachers felt that their position as a chosen intervention school in a research project obliged them to implement the intervention (Jørgensen et al, 2014). …”

Section: Discussionmentioning

confidence: 99%

“…We do not know if teachers implemented the curricular activities according to the teacher manual. Work overload, competing demands, preparation time and research fatigue (Knai et al, 2006, Jørgensen et al, 2014, Aarestrup et al, 2015, Clark, 2008, Naylor et al, 2015) may have lowered teachers' implementation of curricular activities scheduled to take place late in the school year.…”

Section: Discussionmentioning

confidence: 99%

“…It was tested in a school-randomized controlled trial among all seventh grade students (≈ 13-year-olds) from a random sample of 20 intervention and 20 control schools from 10 randomly selected municipalities in Denmark. Implementation of intervention components was monitored by a thorough quantitative and qualitative process evaluation (Aarestrup et al, 2014a, Jørgensen et al, 2014, Aarestrup et al, 2014b, Aarestrup et al, 2015). The Boost intervention is described in details elsewhere (Krølner et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

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Curricular activities and change in determinants of fruit and vegetable intake among adolescents: Results from the Boost intervention

Jørgensen

Rasmussen

Jørgensen

et al. 2017

Preventive Medicine Reports

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Knowledge of the association between implementation of different intervention components and the determinants they are tailored to change may contribute to evaluating the effects and working mechanisms of multi-component interventions. This study examined 1) the effect of a Danish multi-component school-based intervention (2010 − 2011) on key determinants of adolescents' fruit and vegetable intake and 2) if dose of curricular activities was positively associated with change in these determinants. Using multi-level linear and logistic regression analyses stratified by gender and socioeconomic position, we analyzed survey data from the cluster-randomized Boost study targeting Danish 13-year-olds' fruit and vegetable intake. We examined 1) differences in knowledge of recommendations, taste preferences and situational norms between students from 20 intervention (n = 991) and 20 control (n = 915) schools at follow-up; and 2) associations between curriculum dose received and delivered (student and teacher data aggregated to school- and class-level) and these determinants among students at intervention schools only. At follow-up, more students from intervention than control schools knew the recommendation for vegetable intake (OR 1.56, CI:1.18, 2.06) and number of fruits liked (taste preferences) increased by 0.22 (CI:0.04, 0.41). At class-level, curriculum dose received was positively associated with proportion of students knowing the recommendation for vegetable intake (OR 1.06, CI:1.002, 1.13). In stratified analyses, this association was only significant among students from high social class (OR 1.17, CI:1.04, 1.31). The Boost intervention succeeded in improving students' taste preferences for fruit and knowledge of recommendation for vegetable intake, but only the latter determinant was positively associated with curriculum dose.Trial registration: ISRCTN11666034

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A Qualitative Exploration of Implementation Factors in a School‐based Mindfulness and Yoga Program: Lessons Learned From Students and Teachers

Dariotis

Mirabal-Beltran

Cluxton-Keller

et al. 2016

Psychology in the Schools

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Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.

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Barriers and Facilitators for Teachers' Implementation of the Curricular Component of the Boost Intervention Targeting Adolescents' Fruit and Vegetable Intake

Cited by 22 publications

References 25 publications

Teachers’ perspectives of a new food literacy curriculum in Australia

Teachers’ perspectives of a new food literacy curriculum in Australia

Curricular activities and change in determinants of fruit and vegetable intake among adolescents: Results from the Boost intervention

A Qualitative Exploration of Implementation Factors in a School‐based Mindfulness and Yoga Program: Lessons Learned From Students and Teachers

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