Department of Public Health, Temple University, Philadelphia, PA 19122, USA.
J Nutr Educ Behav. 2012 Nov-Dec;44(6):474-80. doi: 10.1016/j.jneb.2012.01.010. Epub 2012 Sep 23.
To assess the extent to which nutrition education is implemented in selected counties in New York State elementary schools (kindergarten through fifth grade) and explore how nutrition knowledge is presented in the classroom and what factors support it.
Cross-sectional, self-administered survey.
New York State elementary schools in selected counties.
New York State elementary school teachers (n = 137).
Hours spent teaching nutrition; nutrition topics, methods of teaching, education resources, and aspects of the school environment that may influence nutrition education.
Crosstabs with a chi-square statistic and ANOVA.
Eighty-three percent of teachers taught some nutrition (9.0 ± 10.5 hours) during the academic year. Teachers taught lessons about finding and choosing healthy food (61%), relationship between diet and health (54%), and MyPyramid (52%) most often. Suburban teachers (12.4 ± 12.5 hours) taught significantly (P = .006) more hours of nutrition than rural teachers (4.2 ± 3.9 hours). Teachers at schools with fewer than 80% nonwhite students taught significantly (P = .02) more (10.4 ± 11.4 hours) compared to schools with greater than 80% nonwhite students (5.6 ± 6.4 hours).
Teachers reported that nutrition education is important and that they are willing to teach nutrition. Efforts should be made that support integrated nutrition topics, methods of instruction, and availability of resources.
评估纽约州部分县（幼儿园至五年级）的小学实施营养教育的程度，并探讨营养知识在课堂上的呈现方式以及支持营养教育的因素。
横断面、自我管理调查。
纽约州选定县的小学。
纽约州小学教师（n=137）。
教授营养的时间；营养主题、教学方法、教育资源，以及可能影响营养教育的学校环境方面。
卡方检验和方差分析的交叉表。
83%的教师在学年中教授了一些营养知识（9.0±10.5 小时）。教师经常教授关于寻找和选择健康食品（61%）、饮食与健康的关系（54%）和我的金字塔（52%）的课程。郊区教师（12.4±12.5 小时）比农村教师（4.2±3.9 小时）教授更多的营养课程，差异有统计学意义（P=0.006）。在非白人学生少于 80%的学校中，教师比非白人学生多于 80%的学校（10.4±11.4 小时比 5.6±6.4 小时）教授更多的营养课程，差异有统计学意义（P=0.02）。
教师报告说，营养教育很重要，他们愿意教授营养知识。应努力支持综合营养主题、教学方法和资源的可用性。
