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Effectiveness of a Film Unit in Improving the Food Acceptance of Elementary School ChildrenHapke, Bettie Mead 01 1900 (has links)
Planned on the realization that teen-agers have a strong influence on younger children, this experiment proposes to use high school girls to assist with a foods unit developed by the use of films and designed to improve food acceptance and reduce plate waste in some of the elementary grades.
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A Comparison of Bus and Town Pupils in Educational ProgressWeatherred, Bernice Allene 08 1900 (has links)
The problem of this thesis is to determine the progress made by a group of bus and town pupils in the second grade and should indicate whether or not riding the school bus is detrimental to the academic achievement, behavior development, and personality development of the individual.
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Eating patterns of Kansas fifth grade studentsAitken, Elizabeth Frances January 2011 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries
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Sex and grade level group differences in sex-typing of various motor activitiesNix, Charles L. January 1978 (has links)
Call number: LD2668 .T4 1978 N59 / Master of Science
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Effect of family versus cafeteria style school lunch service on students' food preferences and nutrient intakesCain, Linda Buckles. January 1984 (has links)
Call number: LD2668 .T4 1984 C35 / Master of Science
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Effect of family versus cafeteria style school lunch service on students' attitudes and food served, wasted, and consumedLind, Becky A. January 1984 (has links)
Call number: LD2668 .T4 1984 L564 / Master of Science
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Food, energy, and nutrient content of food pyramid choice menus, as offered to and as eaten by third gradersLong, Russell, 1972- 19 March 1998 (has links)
This was an observational study of the food and nutrient contribution of lunches in
the Food Pyramid Choices Menu system as offered to and eaten by 93 third graders
participating from two schools in the Reynolds school district in Oregon. In response to
current public health concerns in the U.S. and the emphasis on diets of moderation rather
than simply nutritional adequacy, this study focused on the total and saturated fat content
of the lunches offered to and eaten by third graders. In the Food Pyramid Choices Menu
system, children are allowed to select their own lunches from a variety of entrees, milk,
fruits, vegetables, and grain products. The meals as offered to the children were
calculated as the mean amount of each food offered to each student in the school.
Nutrient analysis for the average lunches as offered was done with Nutrikids (Lunchbyte
Systems, Inc.) nutrient analysis software. One week of lunches were analyzed and
averaged over the week. The meals as eaten were determined for each child by measuring
the foods selected by each child, and subtracting the amount that was leftover by that
child. The nutrient analysis for each child's lunches, as eaten, was averaged over the
number of days that each child ate lunches while participating in the study. The nutrient
content of lunches was analyzed using ESHA's Food Processor. Each student's data for
each day was averaged over the week and then with data from all the students
participating to arrive at the mean daily food and nutrient intakes. The lunches as offered
and as eaten had total fat contents of 33% and 35% of total energy, respectively. The
lunches as offered and as eaten both had saturated fat contents of 13% of total energy. It
was evident that the third graders ate lunches that, on average, contained a higher
proportion of energy from total fat than did the lunches as offered. The lunches as offered
contained on average 40.5 mg of vitamin C and 434 RE of vitamin A. The lunches as
eaten contained on average 22 mg of vitamin C and 288RE of vitamin A. Though the
lunches as eaten were lower in these vitamins than the lunches as offered, the amounts of
vitamin C and A eaten were still significantly greater than the National School Lunch
Program standards for vitamins C and A in school lunches of 15mg and 224RE,
respectively. The mean nutrients analyzed in the lunches as eaten were significantly less
than the mean nutrients that were analyzed in the lunches as selected, including: energy,
carbohydrates, protein, total fat, saturated fat, protein, total and saturated fat as a
percentage of total energy, cholesterol, fiber, vitamin A, vitamin C, fiber, calcium, iron,
sodium. / Graduation date: 1998
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CROSS-AGE TUTORING BY HIGH SCHOOL STUDENTS AND THE AFFECTIVE PERCEPTION OF FOURTH GRADERS.PIRTLE, KLAIRE BEATRICE. January 1982 (has links)
The purpose of this study was to investigate the effectiveness of cross-age tutoring by high school students on the affective perception of fourth graders in the areas of self-concept, perception of self as a student, perception of self as a social studies student, and perception of self in the school environment. The tutoring was done in social studies--specifically in Arizona history--relating to the culture, history, and environment of the students' own surroundings. A rationale for the study was based on the social learning theory. High school students modeled behavior for the elementary students and reinforced positive learning experiences dealing with their own culture. This experience would enhance the elementary students feelings of self-worth, and improve their self-perception. The literature was reviewed from three aspects: cross-age tutoring, self-concept, and affective perception. Eight elementary classrooms, four experimental and four control, in four schools in the southwest part of Tucson, Arizona were involved in this one study. Nine hypotheses were tested dealing with self-concept and perception of self. Results of the study were assessed through the Piers-Harris Children's Self-Concept Scale pre- and post-measures, and the Affective Perception Inventory. An analysis of data was subjected to a two-factor analysis of variance using a hierarchical design. The primary aspect of this design is the assumption that an individual's score is partly influenced by the social unit of which the individual is a member. In all categories the treatment of cross-age tutoring had no effect on the experimental means. The hypotheses did not prove to be significant at the F = .05 level of significance. (A significant difference was found in the direction of the control group's mean score on the post self-concept scale.) It is the finding of this study that there were too many variables, other than the tutoring process, that could not be controlled. A further examination of the results shows that there were significant school within treatment effects, in the perception of self in the school environment, which indicates that the treatment interacted with classroom variables.
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Gender equity education in Taiwan : policy, schooling and young people's gender and sexual identitiesHsieh, Yu-Chieh January 2010 (has links)
The 2004 Gender Equity Education Act (GEEA) sought to challenge gender and sexual discrimination in Taiwan by focusing on the importance of spaces of education as sites where gender and sexual identities are normalized and reproduced. This thesis explores the production of the GEEA and its subsequent implementation in two schools in Taipei City. Through reviewing geographical literature on education, children/young people, gender and sexualities, this thesis explores four research questions: (1) how the aims of the GEEA are shaped in Taiwanese policy context; (2) how the GEEA is implemented in schools; (3) how teachers shape young people's gender and sexual identities; (4) how young people's experiences of teaching practices and peer cultures affect their understandings of gender and sexual identities. Methods including discourse analysis, semi-structured interviews, and observation are adopted to answer the above questions. The research aims to challenge the dichotomy of inward- and outward-looking approaches in geographies of education, to expand the construction of childhood and the gender model in existing geographical research in Western contexts, and to further the conceptualisation of different forms of heterosexuality. Consequently, based on empirical findings, the thesis argues that the objective of the GEEA, which is to enable the performance of diverse gender and sexual identities in educational spaces, has not been achieved yet because of the contradictory practices evident within school spaces. In conclusion, the thesis relates the research findings to some of the key debates within contemporary geographical literatures by highlighting the importance of combing inward- and outward-looking approaches to study education, the complex nature of young people's gender identities formation, and the age-dependent form of heterosexuality. Ultimately, this thesis demonstrates the crucial role of education spaces in shaping young people's identities in an East Asian context.
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The Immediate Effect of Classroom Integration on the Academic Progress, Self-Concept, and Racial Attitudes of Elementary White StudentsCypert, Kenneth Eugene 12 1900 (has links)
The primary purpose of this study was to investigate the differences and changes in integrated and segregated white students' self-concepts, racial attitudes, and academic achievements.
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