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From Policy to Practice : = Examining Educator Perceptions of School-Level Nutrition Policies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	From Policy to Practice :/
Reminder of title:	Examining Educator Perceptions of School-Level Nutrition Policies.
Author:	Fernandes, Claudia-Santi Ferrante.
Description:	1 online resource (211 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Health education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369794786

From Policy to Practice : = Examining Educator Perceptions of School-Level Nutrition Policies.
Fernandes, Claudia-Santi Ferrante.

From Policy to Practice :Examining Educator Perceptions of School-Level Nutrition Policies. - 1 online resource (211 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

Legislation has attempted to address child and adolescent obesity through wellness policies inside schools. Schools have considerable variability in implementing wellness policies and there is limited published research describing the educators' perspectives in implementing such policies in Title I schools. To address this gap in current knowledge, the current study was guided by the Interactive Systems Framework to: (a) examine the perceptions of those responsible for implementing nutrition policies with respect to factors that influenced their motivation (e.g., compatibility and complexity); (b) explore educator perceptions of school leadership, such as accountability, priorities, and communication that are relevant to implementing nutrition policies; and (c) identify program champion attributes and supportive structures that facilitated successful performance in this role. The two policies that were the focus of this study were "Food as a Reward" and "In-School Celebrations." A cross-sectional design was used to improve understanding about educators' perspectives within 12 Title I public schools in New Haven, Connecticut. Semi-structured interviews were conducted with ?67 educators. Transcripts were audio-recorded and transcribed, and analyzed using a descriptive qualitative approach. Highlights of the findings were that: (a) motivation for implementation was influenced by perceived incompatibility of policies due to student hunger and local culture; (b) both policies were perceived as ambiguous; (c) school-level practices were affected by the lack of accountability and low prioritization of school nutrition policies among school leaders; (d) supportive structures, such as a school wellness committee, improved the success of the school wellness facilitator; and (e) the role of the school wellness facilitator was too demanding given the part-time way in which it was defined. In addition, the considerable turnover among educators that commonly occurs in some schools can undermine efforts to implement policies. Implications for practice include providing many ongoing opportunities for educators to become involved with the development of policies and the process of change in schools. Recommendations for research include exploring food insecurity as an impediment to implementing nutrition policies, examining incompatibility between various nutrition policies and local culture, and assessing alternative strategies to promote clear understanding of nutrition policies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369794786Subjects--Topical Terms:

585977
Health education.
Index Terms--Genre/Form:

554714
Electronic books.

From Policy to Practice : = Examining Educator Perceptions of School-Level Nutrition Policies.
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