scholarly journals Food and Nutrition Myths among Future Secondary School Teachers: A Problem of Trust in Inadequate Sources of Information

2021 ◽  
Vol 10 (9) ◽  
pp. 325
Author(s):  
Vanessa P. Moreno-Rodríguez ◽  
Roberto Sánchez-Cabrero ◽  
Alfonso Abad-Mancheño ◽  
Almudena Juanes-García ◽  
Fernando Martínez-López
Keyword(s):  
Secondary School ◽  
Healthy Eating ◽  
Secondary School Teachers ◽  
False Belief ◽  
Academic Training ◽  
Sources Of Information ◽  
Specialty Area ◽  
Study Results ◽  
Food And Nutrition ◽  
The Media

The Internet and social networks are full of nutrition information, offering people guidance to make healthy eating choices. These sources always present themselves as a gateway to reliable information on healthy eating; however, too often this is not the case. Far from being trustworthy, there are usually plenty of food myths. A food myth is a widespread false belief about food, nutrition, and eating facts that gives rise to certain behaviors, from fashionable trends to diets. Academic training is a valuable tool to combat food myths and the pseudoscience linked to them, but educators must participate in this battle. To test this idea, we analyzed the prevalence of nine highly popular food myths held by 201 secondary school Spanish teachers. The aim was to assess whether expertise in science areas prevents teachers from falling into these food misconceptions. Our study results showed that food myths are held regardless of specialty area. The power of the media in popularizing and spreading nutrition myths among educators may be the cause, even more potent than academic training. We conclude that since scientific knowledge is not enough to erase food myths, we need further actions if we aim to prevent the problems that food myths may cause.

What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula

2019 ◽  
Vol 119 (4) ◽  
pp. 277-290 ◽  
Author(s):  
Gail Boddy ◽  
Alison Booth ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Healthy Eating ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Nutrition And Health ◽  
Content Type ◽  
Teachers Perceptions ◽  
Food And Nutrition ◽  
Food Nutrition ◽  
School Curricula

Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.

scholarly journals Strategies for Enhancing the Productivity of Secondary School Teachers in South West Region of Cameroon

2018 ◽  
Vol 8 (1) ◽  
pp. 109
Author(s):  
Sophie E. Etomes ◽  
Ernest L. Molua
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conflict Management ◽  
Secondary School Teachers ◽  
School Teachers ◽  
West Region ◽  
South West ◽  
Study Results ◽  
Communication Conflict ◽  
South West Region

This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers’ productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals’ communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals’ strategies have a direct relationship with teachers’ productivity. Therefore, there is a possible correlation between principals’ leadership and management strategies, teachers’ productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers’ effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.

scholarly journals Knowledge and Perception of Secondary School Teachers on Global Warming in Ibadan Oyo State, Nigeria

2019 ◽  
pp. 29-34
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Knowledge Level ◽  
School Teachers ◽  
The Media ◽  
Adaptation Policies ◽  
Research Questions ◽  
Main Instrument ◽  
Frequency Counts

This study examines the Knowledge level of teachers in Ibadan on global warming, the factors influence it and how they perceived it. Questionnaire was used as the main instrument for data collection. It was designed to elicit information on the basis of research questions set for this study. A total number of 450 teachers were used as the sample size. Descriptive statistics such as simple percentages and frequency counts were used in the analysis of the research data collected. The study revealed that teachers have knowledge on global warming and aware of its threat to human existence. It was observed that the source of their knowledge on global warming by teachers include the media and attendance at conferences and workshops. As a result of the above findings, it was recommended that efforts should be made to make relevant and up-to-date information on global warming available to the teachers. Emphasis should be made to make the teachers participate in programmes that address adaptation policies on global warming.

scholarly journals Determining Professional Mobility Levels of Secondary School Teachers

2020 ◽  
Vol 8 (3) ◽  
pp. 39-45
Author(s):  
Gulnara Ismailova ◽  
◽  
Alma Mamanova ◽  
Gulbarshyn Aypova ◽  
Nurgul Begaliyeva ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Relevant Literature ◽  
Control Group ◽  
School Teachers ◽  
Factors Affecting ◽  
Study Results ◽  
Professional Mobility ◽  
Great Share

Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.

Food and nutrition education in private Indian secondary schools

2017 ◽  
Vol 117 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
Food And Nutrition Education

Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

scholarly journals Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 86-99
Author(s):  
Hajra Yansa ◽  
◽  
Heri Retnawati ◽  
Keyword(s):  
Elementary Schools ◽  
Secondary School ◽  
Cognitive Assessment ◽  
Online Survey ◽  
Secondary School Teachers ◽  
Mathematics Assessment ◽  
Low Grade ◽  
School Teachers ◽  
Open Questions ◽  
Study Results

This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.

scholarly journals Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine

2017 ◽  
Vol 5 (6) ◽  
pp. 2477 ◽  
Author(s):  
Farid Abdulwahab Ghrayeb ◽  
Nawaf R. N. Amro ◽  
Osaid Rahseed ◽  
Hammam Yagi ◽  
Rafat Amro ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Secondary School ◽  
Basic Life Support ◽  
Life Support ◽  
Secondary School Teachers ◽  
Medical Emergency ◽  
Sources Of Information ◽  
School Teachers ◽  
Knowledge And Attitude ◽  
Primary And Secondary School

Background: Patients in all settings fully expect that they will be resuscitated if they have a cardiac arrest. It is therefore necessary to increase the number of qualified people, including school teachers and students who can play a vital role in performing basic and advanced cardiac life support at the scene of a medical emergency. Since life threatening events, such as cardiac arrest, must be responded to within six minutes, the retention of skills becomes a key concern in all urgent cases. The purpose of this study was to assess the existing knowledge of BLS among primary and secondary school teachers in Hebron, Palestine.Methods: After approval from Institute Ethical Committee and informed consent from the participant, the present study was conducted among primary and secondary school teachers. A self-administered questionnaire based on knowledge and attitude of BLS was used to collect data.Results: In general, only 42.5%of school teachers knew about CPR, but 57.5% had no previous information about CPR. Sources of information about CPR included television (26.5%), nurses and Drs (25.8), and the Internet (18.7%). Approximately 53% agreed that CPR training courses should be mandatory. Only 18.1% of teachers didn’t know the contact numbers for emergency services.Conclusions: This study has highlighted a critical issue that a majority of school teachers have limited knowledge about CPR. We recommend the mandatory implementation of CPR and basic life-support training for all school teachers across Palestine, and the need for incorporation of the BLS teaching into the Palestinian schools’ curricula without delay.

Knowledge and Perception of Secondary School Teachers on Global Warming in Ibadan Oyo State, Nigeria

2019 ◽  
Vol 2 (2) ◽  
pp. 29-34
Author(s):  
Samuel Olanrewaju Oladapo
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Knowledge Level ◽  
School Teachers ◽  
The Media ◽  
Adaptation Policies ◽  
Research Questions ◽  
Main Instrument ◽  
Frequency Counts

This study examines the Knowledge level of teachers in Ibadan on global warming, the factors influence it and how they perceived it. Questionnaire was used as the main instrument for data collection. It was designed to elicit information on the basis of research questions set for this study. A total number of 450 teachers were used as the sample size. Descriptive statistics such as simple percentages and frequency counts were used in the analysis of the research data collected. The study revealed that teachers have knowledge on global warming and aware of its threat to human existence. It was observed that the source of their knowledge on global warming by teachers include the media and attendance at conferences and workshops. As a result of the above findings, it was recommended that efforts should be made to make relevant and up-to-date information on global warming available to the teachers. Emphasis should be made to make the teachers participate in programmes that address adaptation policies on global warming.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Sign in / Sign up

Export Citation Format

Share Document