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Annotated Bibliography of Nutrition Education Research
Burghart, J. A., Devancey, B. L., and Gordon, A. R. (1995). The School Nutrition Dietary Assessment Study: Summary and discussion. American Journal of Clinical Nutrition, 61 supplement, 252S-257S.
A summary of the key findings of the School Nutrition Dietary Assessment Study is presented together with a discussion of the implications for changes in policy and practice in both the School Lunch Program (NSLP) and the School Breakfast Program. These findings support the rationale to reduce the total fat offered in NSLP lunches to the amount set in the Dietary Guidelines for Americans as in the 1994 USDA regulations.
Centers for Disease Control and Prevention (1996). Guidelines for school health programs to promote lifelong healthy eating. MMWR, 45 (no. RR-9), 1–42.
This report summarizes the strategies that are most likely to be effective in promoting healthy eating among school-age youths together with nutrition education guidelines for comprehensive school health programs. These guidelines were developed by CDC in collaboration with experts from universities and from national, federal, and voluntary agencies. They are based on a review of research, theory, and current practice. The subsequent guideline recommendations outline seven aspects of school-based nutrition education programs: school policy for nutrition, a sequential, coordinated curriculum, appropriate instruction for students, integration of school food service and nutrition education, staff training, family and community involvement, and program evaluation.
Center on Hunger, Poverty and Nutrition Policy, Tufts University, School of Nutrition Science and Policy (1998). Statement on the link between nutrition and cognitive development in children, Fourth Edition, 1–17.
This document describes the latest findings on the relationship between nutrition and cognitive development in children. The scientific research at the foundation of this document emphasizes the importance of meeting children’s emotional, nutritional and educational needs to decrease the likelihood of cognitive impairment. Key national nutrition programs (Women, Infants and Children [WIC], School Breakfast, School Lunch, Summer Food Service Program) are highlighted with research findings demonstrating their impact on preventing childhood malnutrition.
Contento, I. R., Manning, A. D., Shannon, B. (1992). Research perspective on school-based nutrition education. Journal for the Society of Nutrition Education, Vol. 24, 247–260.
An examination of the major school-based nutrition education research studies conducted during the 1980’s are examined in this review. In general, nutrition education studies were based primarily on a knowledge-attitude-behavior approach, while disease reduction and health enhancement studies were behaviorally oriented and based on social learning theory. Duration of studies resulted in differences in impact on cognitive outcome, attitudes, behavior and physiological parameters. Teacher preparation and parent involvement had a positive effect on nutrition education in the classroom. Modification of school lunch menus was not studied.
Crockett, S. J., Mullis, R. M., and Perry, C. L. (1988). Parent nutrition education: A conceptual model. Journal of School Health, Vol. 58, No. 2, 53— 57.
Previous studies indicate that parents can be influenced through interventions aimed at youth. Literature reviews for two intervention models (school-based and family-based) are discussed and a conceptual model is introduced to guide development and evaluation of future interventions with a parent component.
Defriese, G. H., Crossland, C. L., MacPhail-Wilcox, B., and Sowers, J. G. (1990). Implementing comprehensive school health programs: Prospects for change in American schools. Journal of School Health, Vol. 60, No. 4, 182— 187.
This is a final paper written after the National Invitational Conference on Comprehensive School Health Programs. The complete definition, organization and importance of a Comprehensive School Health Program is described. Followed by methods of accountability and establishment of standards and their role in assuring a school health program of the highest quality. Conference participants did not offer formal recommendations for action, however, they did identify concrete steps to achieve a comprehensive scope and impact.
Devaney, B. L., Gordon, A. R., and Burghardt, J. A. (1995). Dietary intakes of students. American Journal of Clinical Nutrition, 61 supplement, 205S-212S.
The School Nutrition Dietary Assessment Study examined the 24 hour dietary recall data from a nationally representative sample of 3,350 students to ascertain the eating patterns of some American youth. On the average, grades 1–12 students eat at least five times a day and nearly all meet the recommended dietary allowances (RDAs). Results indicate that students consume more food energy, more protein, total fat, saturated fat and sodium than is recommended for good health. Those participating in the National School Lunch Program and the School Breakfast Program meet the program goals of 1/3 and 1/4 of the RDA respectively, however, their intakes of saturated fat as a percentage of food energy and sodium exceeded dietary recommendations.
Hinkle, A. J. (1997). Community-based nutrition interventions: Reaching adolescents from low-income communities. Annals of the New York Academy of Sciences, Adolescent Nutritional Disorders, Vol. 817, 83–93.
This paper describes the evolution of the CANFit program and how it empowers community-based organizations to develop and implement nutrition education and physical activity programs for culturally diverse adolescents from low-income communities. References cite previous studies that discuss the effect of poverty and ethnicity on the nutrient intake and fitness status of American children and a needs assessment of 10–14 year old California youth conducted in 1990.
Kalina, B., Philipps, C. A., and Minns, H. V. (1989). The NET Program: A Ten-Year Perspective. Journal of the Society for Nutrition Education, Vol. 21, No. 1, 38–42.
The legislative purpose of the Nutrition Education and Training Program (NET), established through the enactment of Public Law 95–166, was to encourage effective dissemination of scientifically valid information to children participating in child nutrition programs. The major goals of the NET program, reflections on educational progress of the program and recommendations for future directions for NET are presented in this article.
Kotz, K. and Story, M. (1994). Food advertisements during children’s Saturday morning television programming: Are they consistent with dietary recommendations? Journal of the American Dietetic Association, Vol. 94, 1296–1300.
Children in the United States spend more time watching television than they do any other activity except sleeping. This research found that the most frequently advertised products were high-sugar cereals. Overall, commercials broadcast during children’s Saturday morning programming promote foods predominately high in fat and/or sugar, with relatively low nutritional value.
Levitsky, D.A. and Strupp, B. J. (1995). Malnutrition and the brain: Changing concepts, changing concerns. Journal of Nutrition, Vol. 125, 2212S-2220S.
Our understanding of the impact of malnutrition on brain development continues to expand. We now know that most of the alterations in the growth of brain structures can be corrected, although some permanent alterations to the hippocampus and cerebellum remain. Among more recent discoveries are that the age range of vulnerability to the long-term effects of malnutrition may be much greater than first suspected. The minimal amount of malnutrition necessary to produce these long-term alterations is yet to be determined.
Luepker, R. V., et al. (1996). Outcomes of a field trial to improve children’s dietary patterns and physical activity. The Child and Adolescent Trial for Cardiovascular Health (CATCH). Journal of the American Medical Association, Vol. 275, No. 10, 768–776.
Lifestyles that put individuals at greatest risk of cardiovascular disease are learned in childhood and established by young adulthood. Schools with their trained staff, their access to students, organizational structures, and policies can support and encourage healthy behaviors. The CATCH program was developed to augment research in CVD prevention among young people. A multicomponent behavioral health intervention with children of diverse communities was studied in 56 intervention and 40 control elementary schools and 28 schools with grades three – five. The CATCH intervention was able to modify the fat content of school lunches, increase moderate-to-vigorous physical activity in PE, and improve eating and physical activity behaviors during three school years.
Minnesota Department of Children, Families and Learning (1997). School Breakfast Programs, energizing the classroom. February, 1–7.
In 1994 a universal breakfast pilot program was introduced into four Minnesota elementary schools. The impact of school breakfast on school performance, including discipline, test scores, attendance, and other measures of educational achievement was evaluated annually. These pilot breakfast programs demonstrated an improvement in teachers attitudes toward school breakfast, increased school breakfast participation rates, decreased visits to the school nurse, decreased disciplinary action and improved math and reading scores.
Murphy, A. S., Youatt, J. P., Hoe, S. L., Sawyer, C. A., and Andrews, S. L. (1994). Nutrition education needs and learning preferences of Michigan students in grades 5, 8, and 11. Journal of School Health, Vol. 64, No. 7, 273–278.
To determine teaching methods preferred by students in grades five, eight, and eleven an assessment of nutritional educational needs and learning preferences was conducted. Eighteen classrooms representing diverse geographical and community locations in Michigan participated in the needs assessment survey. This research evaluated students knowledge, attitudes, and practices related to the Dietary Guidelines for Americans, the Food Guide Pyramid, attitudes about school lunch, nutrition topics of interest, and preferred methods of learning about nutrition.
Results varied across grade levels, however, generally students needed to learn about the Food Guide Pyramid, the relationship between dietary fat, weight status and health, and food sources of fat, salt and fiber. They want to learn more about personal health – how to control weight, improve their diet and prevent disease – using instructional methods that actively involve them.
Olson, C. M., Devine, C. M., and Frongillo, E.A. (1993). Dissemination and use of a school-based nutrition education program for secondary school students. Journal of School Health, Vol. 63, No. 8, 343–348.
Nutrition for Life is a school-based nutrition education curriculum that helps students develop the basic skills of eating to promote health. Random mail surveys were used to examine implementation of this program. Some 1,312 health, home economics, and physical education teachers in junior and senior high schools completed the surveys. Overall, 50% of the junior high school and 33% of senior high school teachers received the program and 75% of these teachers used it.
This paper 1) describes the strategy that was used to disseminate an effective nutrition education program, Nutrition for Life, to junior and senior high school teachers in New York State, 2) documents the extent of program dissemination and use by these teachers, 3) identifies factors associated with the extent of program dissemination and use, and 4) discusses implications of these results for planning program dissemination efforts.
Resnicow, K. and Reinhardt, J (1991). What do children know about fat, fiber, and cholesterol? A survey of primary and secondary school students. Journal of the Society for Nutrition Education, Vol. 23, No. 3, 65–71.
Knowledge and attitude regarding fat, fiber, and cholesterol were assessed by questionnaire in a multicultural sample of 5,116 school children ages five to eighteen, representing five states. The data suggest that American children are lacking essential information required to make positive nutrition choices, especially in choosing foods high in fiber and low in cholesterol. Additional research is needed to develop and test age-appropriate methods to teach children skills in identifying the fat and fiber content of foods.
Smith, D. W., McCormick, L. K., Steckler, A. B., and McLeroy, K. R. (1993). Teachers use of health curricula: implementation of Growing Healthy, Project Smart, and the Teenage Health Teaching Models. Journal of School Health, Vol. 63, No. 8, 349–354.
A quasi-experimental study was used to assess the impact of factors related to classroom implementation of health curricula by North Carolina teachers. One of three health curricula was chosen to teach to sixth or seventh grade students – Project SMART, Growing Healthy, or the Teenage Health Teaching Modules. Experimental teachers and administrators received extensive curricula training prior to implementing the program. Implementation data were collected through teacher checksheets and classroom observations for two time periods – initial implementation and maintained implementation. Training was significantly associated with whether teachers implemented the curriculum. The results indicate that supportive administration and the context in which health instruction is taught affected the quantity and quality of curricular implementation.
Synder, P., Story, M., and Trenkner, L. L. (1992). Reducing fat and sodium in school lunch programs: The LUNCHPOWER! intervention study. Journal of the American Dietetic Association, Vol. 92, 1087–1091.
The LUNCHPOWER! Intervention program was implemented in 34 schools in four school districts in Minnesota. The intervention involved the development, implementation and evaluation of a healthful school lunch program that provided food choices reduced in fat and sodium content. There was a significant decrease in both total grams of fat and percent of energy from fat in monthly menus compared to baseline and follow-up. The study found that student participation in the school lunch program could still be maintained even when serving lower-sodium and lower-fat meals.
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