Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis (M.S.P.H.)--University of Michigan, 1937.

Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis (M.S.P.H.)--University of Michigan, 1937.

Thesis (M.S.P.H.)--University of Michigan, 1941.

No description available.

ABSTRACT The purpose of this qualitative case study was to gain an informed understanding of the views of elementary school staff about the characteristics of the Nutrition Positive incentive program including: program development, implementation strategies used by individual schools, and challenges and related concerns associated with program implementation. As an initial step in a process evaluation, knowledge was gained through document analysis, site observations and 14 semi-structured interviews with principals, teachers and nutrition coordinators in 4 Greater Saskatoon Catholic, and 4 Saskatoon Public, Saskatchewan schools. Findings were then compared and contrasted with three models for best practice from the scientific literature and related to school health, education, and promotion. <p>The results led to the following conclusions. Nutrition Positive serves as an entry point for health promotion in Saskatoon elementary schools. While providing principals, teachers and other school staff with the necessary supports to enable children to learn critical life and health skills, it is also practical and realistic. The program can easily be adapted to different age and developmental levels, and a variety of cultures. The Advisory Committee and the program manual provide multiple resources to facilitate implementation. Schools may adapt the program for use across curricula, within school timetables, and concurrent with other health-related programs. Nutrition Positive schools attempt to provide healthy, serve most often foods for student mealtimes, special events, fundraising activities, vending machines and classroom rewards. While the program appears to be sustainable, it needs to specify measurable objectives and requires a better design for its assessment, monitoring and evaluation components. It is recommended that schools include all stakeholders, including parents and students, when forming a school-based program committee. Committee members need to participate in developing written school policies and guidelines, as well as learning about healthy eating themselves. School activities and foods offered need to more consistently and uniformly compliment the curriculum and program goals and objectives. In order to expand, program materials need to be widely publicized, communicated in a timely manner, culturally relevant, and available in languages in addition to English.

ABSTRACT The purpose of this qualitative case study was to gain an informed understanding of the views of elementary school staff about the characteristics of the Nutrition Positive incentive program including: program development, implementation strategies used by individual schools, and challenges and related concerns associated with program implementation. As an initial step in a process evaluation, knowledge was gained through document analysis, site observations and 14 semi-structured interviews with principals, teachers and nutrition coordinators in 4 Greater Saskatoon Catholic, and 4 Saskatoon Public, Saskatchewan schools. Findings were then compared and contrasted with three models for best practice from the scientific literature and related to school health, education, and promotion. <p>The results led to the following conclusions. Nutrition Positive serves as an entry point for health promotion in Saskatoon elementary schools. While providing principals, teachers and other school staff with the necessary supports to enable children to learn critical life and health skills, it is also practical and realistic. The program can easily be adapted to different age and developmental levels, and a variety of cultures. The Advisory Committee and the program manual provide multiple resources to facilitate implementation. Schools may adapt the program for use across curricula, within school timetables, and concurrent with other health-related programs. Nutrition Positive schools attempt to provide healthy, serve most often foods for student mealtimes, special events, fundraising activities, vending machines and classroom rewards. While the program appears to be sustainable, it needs to specify measurable objectives and requires a better design for its assessment, monitoring and evaluation components. It is recommended that schools include all stakeholders, including parents and students, when forming a school-based program committee. Committee members need to participate in developing written school policies and guidelines, as well as learning about healthy eating themselves. School activities and foods offered need to more consistently and uniformly compliment the curriculum and program goals and objectives. In order to expand, program materials need to be widely publicized, communicated in a timely manner, culturally relevant, and available in languages in addition to English.

No description available.

This study was conducted as part of the evaluation process of a federally funded physical activity initiative undertaken by a large urban school district. The purpose of this study was two-fold: (1) to provide evidence of effectiveness of Project ESCAPE 25- Alive, an innovative physical activity promotion initiative; and (2) to examine the relationships among a number of factors related to observed changes in the health promoting physical activity levels of high school students. The sample for the evaluation process consisted of 26 high school physical education teachers and their respective students enrolled in physical education class. Each teacher was observed three times while teaching physical education. Observations resulted in objective measures of the level and duration of physical activity in the classroom. Each teacher also was asked to complete a survey designed to measure his or her intent to adopt the Project ESCAPE 25-Alive program into their class curriculum. Finally, teachers were asked to complete a survey designed to measure self-efficacy related to teaching physical education. The data from the class observations suggested that initially, physical education teachers conducted what could only be called sedentary class activities. However, activity levels did appear to improve over time. When the correlation between the levels of program adoption, teacher self-efficacy, and observed physical activity level were examined, only one significant association was found. The one positive significant correlation that was found was between the teacher adoption scores and the class observation scores obtained during the second observation. While there were almost no significant correlations in this study, the study had merit. Over time the observed health promoting physical activity in physical education classes increased. This suggested that Project ESCAPE 25-Alive positively impacted the way physical education classes were run in the school district. With continued observation and training of teachers, the levels of health promoting physical activity were expected to continue to rise.