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Fethney Judith - One of the best experts on this subject based on the ideXlab platform.
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Food Numeracy: Definition and Application Across the Australian Secondary School Curriculum
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Mcdaid, Karen P, Fethney JudithAbstract:Introduction: The poor dietary intake among adolescents and the consequential health, economic and environmental concerns associated with poor intakes have been established in the literature. This calls for strengthening of School-based food and nutrition education interventions as recommended in the Australian National Action Plan for the Health of Children and Young People (2020-2030). One researched intervention, by the authors, is the integration of food literacy and food numeracy (FL&FN) across Australian Secondary School Curriculum. Aim: Food numeracy is a newly introduced term by the authors; this paper provides its substantiated definition, key elements, and an example pedagogy as an approach for integration and application across the Curriculum. Methods: Methodologically, a review of scholarly peer-reviewed and grey litearture, and thematic analysis of all Secondary School Curriculum documents (years 7-10) have been conducted. Results: Food numeracy is defined as the ability to use mathematical skills effectively to partake of daily requirements and be aware of its value from farm to fork. Additionally, two food numeracy key elements of food production and food consumption with several sub-elements with their corresponding Curriculum descriptors have been deduced from the Curriculum documents. Finally, practical application and integration of food numeracy across all subjects has been demonstrated using deduced food numeracy and relevant numeracy elements from the Australian Curriculum. Conclusion/future implication: It is anticipated that integration of food numeracy across the Curriculum can strengthen adolescents’ knowledge and skills in both food and nutrition, and numeracy which has a direct correlation with enhanced health status. Introduction and application of food numeracy aligns with contemporary teaching practices which aim to inspire students to use analytical thinking to solve food-related problems and become conscientious global citizens
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Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Ruge Dorte, Myers Judith, Rolls Nicola, Papatraianou Lisa, Fethney JudithAbstract:The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the Secondary School Curriculum and whole School programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is Secondary School students in Years 7–12; both programs are conducted within Secondary Schools and within School hours. Both interventions focus on developing Secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across Secondary School subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a Secondary School
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Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Fethney Judith, Rolls Nicola, Papatraianou Lisa, Myers JudithAbstract:Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government Secondary School teachers on integration of food literacy and food numeracy (FL&FN) across Secondary School Curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 Schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole School programs and as an additional cross-Curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower Secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of Secondary School Curriculum, a collaborative approach by Secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of School-based food and nutrition education interventions such as the proposed integration of FL&FN across Secondary School Curriculum. This study provides an initial insight into the feasibility of this proposal
Shakeri Shirin - One of the best experts on this subject based on the ideXlab platform.
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Food Numeracy: Definition and Application Across the Australian Secondary School Curriculum
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Mcdaid, Karen P, Fethney JudithAbstract:Introduction: The poor dietary intake among adolescents and the consequential health, economic and environmental concerns associated with poor intakes have been established in the literature. This calls for strengthening of School-based food and nutrition education interventions as recommended in the Australian National Action Plan for the Health of Children and Young People (2020-2030). One researched intervention, by the authors, is the integration of food literacy and food numeracy (FL&FN) across Australian Secondary School Curriculum. Aim: Food numeracy is a newly introduced term by the authors; this paper provides its substantiated definition, key elements, and an example pedagogy as an approach for integration and application across the Curriculum. Methods: Methodologically, a review of scholarly peer-reviewed and grey litearture, and thematic analysis of all Secondary School Curriculum documents (years 7-10) have been conducted. Results: Food numeracy is defined as the ability to use mathematical skills effectively to partake of daily requirements and be aware of its value from farm to fork. Additionally, two food numeracy key elements of food production and food consumption with several sub-elements with their corresponding Curriculum descriptors have been deduced from the Curriculum documents. Finally, practical application and integration of food numeracy across all subjects has been demonstrated using deduced food numeracy and relevant numeracy elements from the Australian Curriculum. Conclusion/future implication: It is anticipated that integration of food numeracy across the Curriculum can strengthen adolescents’ knowledge and skills in both food and nutrition, and numeracy which has a direct correlation with enhanced health status. Introduction and application of food numeracy aligns with contemporary teaching practices which aim to inspire students to use analytical thinking to solve food-related problems and become conscientious global citizens
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Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Ruge Dorte, Myers Judith, Rolls Nicola, Papatraianou Lisa, Fethney JudithAbstract:The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the Secondary School Curriculum and whole School programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is Secondary School students in Years 7–12; both programs are conducted within Secondary Schools and within School hours. Both interventions focus on developing Secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across Secondary School subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a Secondary School
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Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Fethney Judith, Rolls Nicola, Papatraianou Lisa, Myers JudithAbstract:Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government Secondary School teachers on integration of food literacy and food numeracy (FL&FN) across Secondary School Curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 Schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole School programs and as an additional cross-Curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower Secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of Secondary School Curriculum, a collaborative approach by Secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of School-based food and nutrition education interventions such as the proposed integration of FL&FN across Secondary School Curriculum. This study provides an initial insight into the feasibility of this proposal
Myers Judith - One of the best experts on this subject based on the ideXlab platform.
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Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Ruge Dorte, Myers Judith, Rolls Nicola, Papatraianou Lisa, Fethney JudithAbstract:The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the Secondary School Curriculum and whole School programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is Secondary School students in Years 7–12; both programs are conducted within Secondary Schools and within School hours. Both interventions focus on developing Secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across Secondary School subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a Secondary School
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Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study
'Redfame Publishing', 2021Co-Authors: Shakeri Shirin, Fethney Judith, Rolls Nicola, Papatraianou Lisa, Myers JudithAbstract:Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government Secondary School teachers on integration of food literacy and food numeracy (FL&FN) across Secondary School Curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 Schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole School programs and as an additional cross-Curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower Secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of Secondary School Curriculum, a collaborative approach by Secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of School-based food and nutrition education interventions such as the proposed integration of FL&FN across Secondary School Curriculum. This study provides an initial insight into the feasibility of this proposal
Graham Mcphail - One of the best experts on this subject based on the ideXlab platform.
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the canon or the kids teachers and the recontextualisation of classical and popular music in the Secondary School Curriculum
Research Studies in Music Education, 2013Co-Authors: Graham McphailAbstract:This article reports on some of the findings from case studies conducted with six Secondary School music teachers in New Zealand. The purpose of the study was to investigate and explain the ways in which teachers manage the relationship between classical and popular music in their elective classroom programs, utilizing a theoretical framework drawn from the work of educational sociologist Basil Bernstein and more recent social realist theory. In each case, the focus of the research was the teacher and the influences on their Curriculum decision-making. Students in each music department were interviewed to triangulate teacher interviews and observations. The findings indicate that a significant tension is present between the affirmation and validation of students’ musical interests and pre-existing skills, and the development of the knowledge considered fundamental within the discipline. It is teachers’ ability to ‘find a balance’ between these central concerns of their educational work that is significant...
Joseph Philip - One of the best experts on this subject based on the ideXlab platform.
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efficacy and retention of basic life support education including automated external defibrillator usage during a physical education period
Preventive medicine reports, 2017Co-Authors: Kae Watanabe, Dalia Lopezcolon, Jonathan J. Shuster, Joseph PhilipAbstract:The American Heart Association (AHA) advocates for CPR education as a requirement of Secondary School Curriculum. Unfortunately, many states have not adopted CPR education. Our aim was to investigate a low-cost, time effective method to educate students on Basic Life Support (BLS), including reeducation. This is a prospective, randomized study. Retention was assessed at 4 months post-initial education. Education was performed by AHA-certified providers during a 45-minute physical education class in a middle School in Florida. This age provides opportunities for reinforcement through high School, with ability for efficient learning. The study included 41 Eighth grade students. Students were randomized into two groups; one group received repeat education 2 months after the first education, the second group did not. All students received BLS education limited to chest compressions and usage of an Automated External Defibrillator. Students had skills and knowledge tests administered pre- and post-education after initial education, and repeated 2 and 4 months later to assess retention. There was a significant increase in CPR skills and knowledge when comparing pre- and post-education results for all time-points (p < 0.001). When assessing reeducation, a significant improvement was noted in total knowledge scores but not during the actual steps of CPR. Our study indicates significant increase in CPR knowledge and skills following a one-time 45-minute session. Reeducation may be useful, but the interval needs further investigation. If Schools across the United States invested one 45–60-minute period every School year, this would ensure widespread CPR knowledge with minimal cost and loss of School time.
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abstract 15507 cpr education in middle School students during physical education class
Circulation, 2015Co-Authors: Kae Watanabe, Dalia Lopezcolon, Jonathan J. Shuster, Joseph PhilipAbstract:Introduction: AHA advocates for CPR education as a required element of the Secondary School Curriculum. Unfortunately, many states have not adopted CPR education as part of their standard curriculu...