A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs

Caroline G. Dunn, Marissa Burgermaster, Alyson Adams, Pamela Koch, Peter A. Adintori, Virginia C. Stage

Research output: Contribution to journalArticle

Abstract

Many nutrition programs include classroom-based education. Schoolteachers are relied upon to deliver these programs despite gaps in nutrition education motivation, knowledge, and self-efficacy. Teacher professional development (PD) for these nutrition education programs has been identified as a strategy for improving program effectiveness, yet many interventions do not include a PD component and still fewer describe it. A literature search was conducted between January and February 2017; articles were collected from PubMed, ERIC, and EBSCOhost. Article inclusion criteria were as follows: 1) published in an English-language peer-reviewed or scholarly journal, 2) published after 2000, 3) empirical research, 4) research conducted in a K-12 classroom, 5) research included nutrition education component, and 6) program delivered by a classroom teacher. Twenty-seven interventions were identified. A team of 2 researchers performed content analysis based on an evidence-based set of 7 PD components to assess if and how these components were incorporated before, during, or after program implementation. Little information was provided that described the role of teacher PD in the course of delivering nutrition education in classroom-based programs. The most common elements of PD described in the literature were the time spent in PD and follow-up with instructors during or after program implementation. There was a notable lack of methodologic description of teacher PD, and this limited reporting may decrease researchers' ability to work with teachers in a consistent and effective manner.

Original languageEnglish (US)
Pages (from-to)351-359
Number of pages9
JournalAdvances in nutrition (Bethesda, Md.)
Volume10
Issue number2
DOIs
StatePublished - Mar 1 2019

Fingerprint

professional development
nutrition education
systematic review
education programs
teachers
Education
Research Personnel
Professional Role
Empirical Research
Aptitude
Program Evaluation
researchers
Self Efficacy
Research
PubMed
self-efficacy
Motivation
food and nutrition programs
Language
peers

Keywords

  • adolescent
  • child
  • nutrition
  • nutrition education
  • obesity
  • overweight
  • school interventions
  • teacher professional development

ASJC Scopus subject areas

  • Food Science
  • Medicine (miscellaneous)
  • Nutrition and Dietetics

Cite this

A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs. / Dunn, Caroline G.; Burgermaster, Marissa; Adams, Alyson; Koch, Pamela; Adintori, Peter A.; Stage, Virginia C.

In: Advances in nutrition (Bethesda, Md.), Vol. 10, No. 2, 01.03.2019, p. 351-359.

Research output: Contribution to journalArticle

Dunn, Caroline G. ; Burgermaster, Marissa ; Adams, Alyson ; Koch, Pamela ; Adintori, Peter A. ; Stage, Virginia C. / A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs. In: Advances in nutrition (Bethesda, Md.). 2019 ; Vol. 10, No. 2. pp. 351-359.
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