School Food

Since its inception as part of the 1965 Elementary and Secondary Education Act (ESEA), Title I has provided the largest amount of federal funding aimed at improving the academic achievement of poor children. In this paper, we examine the impact of Title I on school spending and school performance, using New York City public school data. Based on a regression discontinuity design (RD) with panel data, and including separate analyses for elementary/middle and high schools, we estimate local average treatment effects of Title I. Title I provides additional funding for schools serving high concentrations of poor children, but there are few curricular or programmatic constraints. Unfortunately it is possible that Title I funds supplant state or local funds, resulting in muted net impacts on spending and student outcomes. At the same time, the success of Title I in improving test scores offers important insight into the effectiveness of school-based compensatory funding in general, such a...

FR : La perception des enfants comme des individus uniquement receveur∙ses de soin a conduit les enquêtes sociologiques à mettre de côté l’analyse de leurs comportements d’aidant∙es. L’apprentissage de l’entraide est pourtant l’un des objectifs de l’école maternelle, qui présuppose alors une socialisation à l’aide dès la petite enfance. À partir d’observations ethnographiques réalisées dans une école maternelle parisienne, cet article s’attache à décrire les mécanismes de socialisation par lesquels les filles intériorisent des dispositions à aider dans le cadre scolaire. Plus particulièrement, il s’agit d’analyser les pratiques ludiques genrées des enfants comme des vecteurs de socialisation à l’aide par l’incarnation des rôles d’« aidés » pour les garçons et d’« aidantes » pour les filles. Les modalités spécifiques des jeux d’imitation pratiqués par les filles conduisent ces dernières à adopter des pratiques d’aide inspirées des figures de la « maman » et de la « maîtresse », qu’elles transposent progressivement au cadre du non-jeu. Ce type de comportements est alors valorisé par les adultes de l’école, incitant les filles à les reproduire quotidiennement dans leurs relations aux autres.

Mots clés : socialisation genrée, dispositions à aider, jeux d’imitation, école maternelle

EN: The perception of children only as care receivers has led sociological surveys to put aside the analysis of their helping behaviours. However, learning to help is one of the objectives of preschools, which then presupposes a socialisation to helping practices from early childhood. Based on ethnographic observations carried out in a Parisian preschool, this article aims to describe the mechanisms of socialisation by which girls internalize dispositions to help in school environment. More particularly, it analyses the gendered playful practices of children as vectors of socialisation to helping behaviours, through the incarnation of the roles of “cared-for” for boys and “carers” for girls. The specific modalities of pretend plays performed by girls lead them to adopt helping practices inspired by the figures of the “mother” and the “teacher”, which they gradually transpose to a non-play frame. This type of behaviour is then valued by adults at the school, encouraging girls to reproduce it in their daily relationships with others.

Keywords: gender socialisation, dispositions to help, pretend plays, preschools

Childhood educators are adjusting as they transition from the global pandemic to the new normal. This qualitative study explored the learning processes facilitated by teachers for children in a group childcare center in British Columbia, Canada, during the new normal. The case study identified six teachers who were purposefully identified based on the following criteria: being licensed childhood educators, teaching in the facility, and showing a willingness to participate in the study. The twenty young children were likewise chosen considering these conditions: they are enrolled in the facility, aged three to four, and their parents gave their written consent. In-depth interviews, classroom observations, photographs, and field notes were utilized. Trustworthiness was also observed in the study. Findings reveal three emerging themes: engaging children in deliberate play-based activities streamlining classroom management, and challenging and rewarding learning. The study concludes tha...

The Community Eligibility Provision (CEP) of the Healthy, Hunger-Free Kids Act of 2010 allows school districts to provide free meals to all students if over 40 percent of them are directly certified as free-meal eligible. While emerging evidence documents positive effects on student behavior and academics, critics worry that CEP has unintended consequences for student weight, district finances, and instructional spending. We investigate these using school and district data from New York State and a difference-in-differences design. We exploit staggered CEP adoption, and explore differences between metro, town, and rural districts. We investigate potential mechanisms, including lunch and breakfast participation, and use event studies to assess pre-adoption trends and effects over time. We find that CEP increases total food expenditures, but spending per meal declines. Local food service revenues decline, but increased federal reimbursements more than compensate for local food revenue...

In this cross-sectional study, ECEs (N=307) completed an 18-item survey regarding their role (lead vs. assistant), Education level, Program Type, and Current and Childhood Food Insecurity (FI) and Dietary Intake. ECEs in this study reported poor dietary quality and a high rate of FI. Approximately one quarter of ECEs ate fruits and vegetables more than once per day. Of participating ECEs, 34.5% indicated Current FI and 28.7% reported experiencing FI in Childhood. Differences in prevalence of Current FI were found for ECE role, Program Type, and Education (all p ≤ .03). Regression models with Childhood Dietary Intake, Childhood FI, Education, and Program Type as predictors accounted for a significant portion of variance in Current Dietary outcomes. In both models, Childhood Dietary Intake was uniquely predictive (p < .001) although Program Type was not. Future training and education efforts for ECEs should consider including specific resources to assess and reduce ECE FI and provide practical support for healthy eating on a budget. Additional research is needed to determine the impact of ECE FI on a variety of educator and child outcomes.

Para reflexionar acerca de las bases metodológicas y pedagógicas para el diseño de intervenciones en Educación Alimentaria y Nutricional (EAN) en el marco de las buenas prácticas, se requiere revisar los marcos epistemológicos y teóricos que orientan el desarrollo de las experiencias educativas, así como la planificación e implementación con base en algunos criterios de buenas prácticas en EAN.

Studying learning in social movements is important for Learning Sciences researchers because it can help us (a) understand how learning occurs at and affects multiple levels of historical, cultural, and social activities and (b) how marginalized communities participate in framing problems and their solutions. The four papers in this symposium present empirical research from diverse international movements, including the local foods movement in Colorado, youth organizing for educational equity in South Africa, school food reform in Spain, and nationalism in Libya and Italy. Each of the papers address how local actors exercise agency in relation to complex, dynamic, contested social movements. Implications discuss how social movements collectively organize just social futures and the role that learning scientists can play in lending analytic precision to these processes. General Introduction Learning scientists, particularly those working from situated or sociocultural perspectives, h...

In Hungary, about half of the 3-18 age group has regularly used school food service. This paper focuses on the operation and social embeddedness of school canteens and the at-home eating habits of the families involved. My conclusions are based on the findings of my interdisciplinary research group. Ethnographers from the RCH Institute of Ethnology and dietitians from the National Institute of Pharmacy and Nutrition have been studying school food from 2018 to 2023. We selected a few model settlements: in addition to the capital, Budapest, three smaller towns, and two villages. Through questionnaires, interviews, and fieldwork observations, we investigated cooking, serving, meal courses, meal time, eating habits, preferences, as well as the nutritional knowledge of students, teachers, kitchen staff, and parents. Our goal, among other things, is to collect best practices and facilitate communication between participants. Some examples from our research highlight the special role of the centrally regulated school food in local food culture, and difficulties with social and historical roots can occasionally hamper school lunches in becoming a socially accepted model of a healthy diet. The school canteen works best at sites where cooking takes place within the school premises. There is a strong connection between the kitchen staff and the teachers, and they work together in the interest of the children. The value of food and its appreciation is demonstrated by how it is treated and how it is talked about. Communication about food in the canteen should be based on food preparation at home, where parents and children work together. The operation of canteens has become particularly problematic following the measures introduced during the coronavirus pandemic. A sustainable, enjoyable canteen can only be realized through the regular communication of schools and school kitchens, as well as children and their parents. Our findings are presented to our respondents, along with providing them with a comparison of different examples.

Meals outside the home take place in a different setting than usual. Often, there is no choice, and the menu might not consist of our favorite dishes, or the flavoring, serving, time and way of eating, or even the group of co-diners are unusual for us. Together and separately, these factors can affect how people experience their meals: whether they leave feeling satiated and content, or hungry and frustrated. The memories of these impressions, tastes, and smells can leave a mark in the deepest layers of memory. These memories work even when we do not think about them. Basically, in the long term, they can determine the consumer's opinion of food. In fact: their taste, their stance, even their attitude to the form of the meal. This is how, for example, old experiences of school meals can influence people in adulthood when assessing the canteen as a parent. In Hungarian ethnography and historiography, meals outside the home are most often approached and described in relation to travel, hospitality, and work. However, there is not much Hungarian literature with a social science focus on certain forms of public catering (alimentation of soldiers, prisoners, hospital in-patients; the eating habits of seasonal agricultural workers, factory workers; children's catering). Kindergarten and school catering is primarily one of the disciplines of life and nutrition sciences. These almost exclusively address the issue from the perspective of healthy eating and quality assurance. Research on the needs of consumers has been mainly carried out by sociologists, with relatively few analyses focusing on the relationship between diners and food. This kind of approach has received little attention to date, apart from research on the physical properties or physiological effects of food. Meals are at the heart of ethnographic research on food culture. Meals are the organizational element around which individual food items are arranged on a daily, weekly, or yearly basis. This is wherewith or without seating arrangements, using a specific material culture, and accompanied by habitual actsthey emerge in everyday and festive settings to transform eating as a biological need into alimentation as a cultural feature through customary systems. This

Early childhood is a critical period for developmental milestones, yet in regions like Pakistan, limited access to quality daycare due to socioeconomic constraints poses significant challenges. This study explores the impact of daycare quality on child development, focusing on the structural, systemic, and cultural factors that influence childcare in a low-income Pakistani context. This cross-sectional study involved 56 participants recruited from a tertiary care hospital early childhood parenting education club. Data were collected through online structured questionnaires assessing parental perceptions of daycare quality based on several criteria including proximity, safety, curriculum, and staff qualifications. Results highlight a significant discrepancy between parental expectations and the actual qualities of daycare services available. Key preferences of parents when choosing daycare services demonstrated a strong demand for proximity, safety, enriched curricular offerings, and qualified staff. Participants prioritized daycare proximity (73.2% very important) and transport convenience (71.4%). A vast majority valued a clean, safe environment (96.4%) and preferred balanced curricula with enrichment programs (96.4%). Qualifications of staff (92.8%) and outdoor play areas (87.5%) were also regarded as highly important. The study underscores the urgent need for regulatory frameworks that standardize daycare services to improve child developmental outcomes. Implementing national guidelines and enhancing caregiver training are recommended to elevate childcare quality, thus fostering better developmental environments for children in Pakistan.

Since 2012, the Peruvian government has launched a National School Food Program. From doctoral research, this presentation demonstrates that two neighboring indigenous groups in the Peruvian Amazon, the Maijuna and the Napuruna, distinctly accept the school food. It examines the cultural differences of sensory perceptions, in particular sweetness and bitterness, in order to understand modalities of school food acceptance. The investigation is based on a 12-month ethnographic study carried out from 2013 to 2017. Ethnographic methods include fieldwork in local families, "participant observation" and semi-structured interviews focused on school food reception and sensory perceptions. The comparison of the vocabulary used to describe sweetness and bitterness, and the cultural representations related, reveals that both groups accept sweet milk porridge since it corresponds with the taste, texture, color they associate with their daily drink: the manioc beer. However, it appears that the Napuruna, unlike the Maijuna, thoroughly limit their children 's consumption of sweet food because they consider sweetness as a factor of laziness. In their educational model, they foster strength and hard-working by ingesting bitter substances. In contrast, the Maijuna value the porridge because they relate it to children's diet and more generally to edible food. They carefully avoid bitter food since they link it to poison, an association manifested in the use of the same term to qualify bitterness and poison.

In Peru, a National School Food Program called Qaliwarma provides food in public schools across the country since 2012. This chapter draws up the transformation of school food in two Amazonian indigenous peoples: Maijuna and Napuruna. Mothers appear to play a significant role in its concretization since they take turns cooking the meals every school day. They constantly negotiate with the Peruvian government as they grapple with the constraints of the program and deploy strategies to adapt it to their own agendas. In doing so they follow local logics and discretely or profoundly deviate from how the program has been designed by state policies. School food is understood by both groups as a key feature of becoming mestizo – non-indigenous – while they also perceive some mestizo food items as of low value or as suspicious. With each meal they negotiate the frontier between appropriation and resistance on their own terms.

Purpose – As responsible for providing school food as a public service, municipalities are important actors in driving forward the process of social innovation through school food initiatives that seek to transform the school food system into a sustainable one. The purpose of this paper is to understand the engagement of Swedish municipalities in socio-spatial innovation initiatives taking school food initiatives as a case study. That is by investigating the municipality’s role in those initiatives, their motivations to be involved, as well as how they carry out their role.

Design/methodology/approach – Two school food initiatives were taken as case studies, one nationally organized and the other European. The generation of information relied mainly on analyzing documents, especially the initiatives’ guidebooks, the official websites of the initiatives, as well as the websites of the participating municipalities, and some newspapers. In addition, complementary interviews were conducted with individuals directly responsible for implementing the initiative in the studied municipalities.

Findings – There are three key messages to be taken away from this study. First off, municipalities that take part in social innovation initiatives have two functions: strategic and operational, each of which has a role to play and complements the other. Their collaboration is crucial to the advancement of social innovation projects. The second message is the need for social innovations to be adopted in place, meaning that strategic spatial planning – a spatial approach – is crucial for social innovations to be applicable in specific contexts such as food planning, which entails planners being more involved in such innovative food initiatives. The third message is that the current role of municipalities in these initiatives as intermediaries that implement the applied strategies makes them less independent, which may lead to a threat to social sustainability, which includes hearing local voices, especially marginalized ones, by favouring the environmental sustainability that these strategies target. This means that the current role of municipalities in these initiatives is insufficient and needs to be strengthened, perhaps by involving them in the strategy production process alongside regulatory authorities to ensure social sustainability is achieved.

Practical implications –The study may be useful to those working with the implementation of social innovation and strategic spatial planning, as strategists in municipalities, innovators, strategic spatial planners, and related authorities.

Originality/value – This research paper provides a careful analysis of what is happening in the process of social innovation in the Swedish public sector, giving concrete examples of how municipalities are involved in social innovation initiatives, informing planners about the process of political decision making and implementation, which is described as the “black box” of planners. Furthermore, it highlights some challenges faced to illustrate how to strengthen the role of municipalities in school food initiatives.

This study explored the impact of school eating environments on the wellbeing of children in the Full Day Kindergarten (FDK) Early Learning Program in the Toronto District School Board (TDSB) and compared children's experiences of eating in FDK with those in childcare settings. Drawing on critiques of dominant approaches to evaluation, the study employed a wellbeing model that includes material security, relationship, engagement and v My family and friends also deserve to be acknowledged. I would like to thank my parents-my mother, Sandra Lee Marcok, for imparting on me a fierce commitment to justice from a young age, and my departed father, David Manfred Pal, from whom I inherited the attention to detail required for this work. To my children, Alejandro Joaquin and Lucius Harrison, thank you for making me a mother, for breathing new life into my being, for giving me purpose, and for admiring my work from a cool distance. To my dear friends and my chosen brother, Nano Quong, for cheering me on throughout this lengthy process. And, also, to Tremayne Gomes, who shared my workspace and kept me company throughout the writing process. And last, but not least, I want to recognize the contributions of the participants in this study. The children who shared so much of their feelings and experiences over the course of the year they transitioned from full day child care to full day kindergarten, their parents, and to Kerry McCuaig and all the key informants who offered their time and insights. This belongs to you. May this work contribute to positive changes in school eating environments for those who follow in your footsteps. vi Preface Before you lies the dissertation, "The Impact of School Eating Environments on the Wellbeing of Children Transitioning from Full-Day Childcare to Full-Day Kindergarten," based on a one year study with a cohort of children as they went through this transition in the Toronto District School Board. It has been written to fulfill the requirements of the Doctor of Philosophy of Environmental Studies at York University. The research and associated methods were approved by the Human Participants Review SubCommittee at the York University Office of Research Ethics and the External Research Review Committee at the Toronto District School Board. My motivations for my research are deeply personal. As someone who grew up the child of a single mother on social assistance in Toronto Community Housing, I have first-hand experience of childhood hunger, food insecurity and the feelings of shame and social exclusion that go along with it. For this reason, since my undergraduate degree in International Development Studies, my work has centred around issues of food security, food production, food systems and food sovereignty. This has included academic work, being the owner of an independent vegetarian café serving local produce in Halifax, working in urban agriculture in Havana, and coordinating a garden mentor project that brought children, senior mentors and youth volunteers together at the Ecology Action Centre. Throughout my career, food has remained a central theme. As a person who has survived prolonged childhood trauma and was failed by the very systems intended to protect children, I am profoundly committed to supporting, giving voice to, vii and advocating for vulnerable populations. I spent years working as a counsellor assistant for developmentally delayed adults in community residential settings, worked with special needs children when I was a summer camp counsellor, focused some of my work in Havana on working with children in government care and the elderly, and carved a niche at my cafe catering to people with special dietary needs many of whom, at the time, could not safely eat out anywhere else in the city. Improving wellbeing, particularly the wellbeing of vulnerable populations, is a key driving force in my endeavours. More specifically, the motivation for this study came in the 2012-2013 school year, the third year of the Full-Day Kindergarten (FDK) rollout in Ontario. My eldest child began FDK that year, I knew parents of children starting FDK throughout the city and, as a person with an interest in school food programming, there was a flood of parents, friends of friends, eager to share their "horror stories" about the school lunch environment in the FDK setting in Toronto. Parents described children who had never had difficulties eating before starting kindergarten coming home in tears with completely uneaten lunches, children who had to eat on benches with no tables and spilled their food on themselves daily, children eating lunch at tables that had been cleaned with mops used to clean floors, children having toileting accidents because there wasn't enough staff to get them to the washroom on time, children hiding under tables to try to escape the noise of the lunch room and being punished for it-the list goes on. Data was later collected for one of these schools, called the Red Mulberry School to protect anonymity, as the motivating case though stories came in from schools all over the city. In the Red Mulberry School (a school that met the site selection criteria for the study), well over 100 three-to-five-year-old children had 20 minutes to eat their lunches in a noisy, crowded lunchroom staffed by 5 untrained lunch supervisors. With minimal investigation, I learned that there are no regulations governing viii practice during the lunch hour. It was immediately apparent that there was a need for research to explore the impact that this has on the children in these environments. Initially, I had hoped to conduct the study in the 2013-2014 school year, on my return from my maternity leave with my youngest child. The process of gaining approval to conduct research within the TDSB was more lengthy than anticipated, so the study was conducted in 2014-2015. Vast amounts of data, in the form of participant interviews, observations, parent surveys and key informant interviews, was collected. This data was transcribed, coded and analysed throughout 2016. In an effort to make the findings from the study available as quickly as possible, the dissertation was designed in the increasingly popular three-article format. The manuscripts for these articles, drafted in 2017, were submitted to Canadian Food Studies (CFS), Social Indicators Research (SIR), and the Journal of Childhood Studies (JCS). The manuscript for JCS was sent for review, the review process was completed quickly in the fall, and the article, Well-Being in the Kindergarten Eating Environment and the Role of Early Childhood Educators, was published in December (see Appendix E) (Bas, 2017). The manuscript for SIR passed through the Springer Journals' preselection process in the fall and was referred to the Springer Journals Transfer Desk. Their algorithm identified BMC Nutrition, BMC Public Health, Child Indicators Research (CIR), International Journal of Early Childhood, and Maternal and Child Health Journal as better options for that manuscript. At the same time, CFS accepted that manuscript for peer review, but had not identified reviewers. In the intervening months, as I drafted the other portions of the dissertation, I elected to restructure the two unpublished manuscripts to improve the flow of the overall dissertation and withdrew the manuscript submitted to Springer Journals. The new Preface __________________________________________________________________________ vi Table of Contents _________________________________________________________________ x List of Tables ____________________________________________________________________ xv List of Figures ___________________________________________________________________ xvi

In Ontario, kindergarten children have recently begun to eat lunch at school with the implementation of the full-day kindergarten program. To date, there are no regulations to address the particular needs of young children in the school eating environment. Drawing on a year-long three-phase study that followed a cohort of 21 children as they transitioned from full-day childcare to full-day kindergarten, this study explores the impact of staff training and staff relationships on the well-being of kindergarten students. Findings suggest that the presence of an early childhood educator (ECE), a minimum staffing of two adults per room, and a collaborative approach between teacher and ECE have a positive impact on child well-being.

This paper examines the impact of the implementation of a universal free school breakfast policy on meals program participation, attendance, and academic achievement. In 2003, New York City made school breakfast free for all students regardless of income, while increasing the price of lunch for those ineligible for meal subsidies. Using a difference-indifference estimation strategy, we derive plausibly causal estimates of the policy's impact by exploiting within and between group variation in school meal pricing before and after the policy change. Our estimates suggest that the policy resulted in small increases in breakfast participation both for students who experienced a decrease in the price of breakfast and for free-lunch eligible students who experienced no price change. The latter suggests that universal provision may alter behavior through mechanisms other than price, highlighting the potential merits of universal provision over targeted services. We find limited evidence of policy impacts on academic outcomes.

Studying learning in social movements is important for Learning Sciences researchers because it can help us (a) understand how learning occurs at and affects multiple levels of historical, cultural, and social activities and (b) how marginalized communities participate in framing problems and their solutions. The four papers in this symposium present empirical research from diverse international movements, including the local foods movement in Colorado, youth organizing for educational equity in South Africa, school food reform in Spain, and nationalism in Libya and Italy. Each of the papers address how local actors exercise agency in relation to complex, dynamic, contested social movements. Implications discuss how social movements collectively organize just social futures and the role that learning scientists can play in lending analytic precision to these processes. General Introduction Learning scientists, particularly those working from situated or sociocultural perspectives, h...

The purpose of this study was to explore school nutrition employees' perceptions of FTS activities and whether the numbers of activities differ based on management type of school foodservice operation and length of FTS participation. Methods The state with the most FTS programs from each of the eight national FTS regions was selected. A total of 369 questionnaires were distributed to school nutrition employees through school nutrition directors at 12 individual schools in each of the eight states (96 schools total). Employees self-reported FTS activities by selecting from a list of 13 FTS activities provided. Length of participation (three years or less, more than three years) and management type were also self-reported by employees. Paired sample t-tests were used to analyze differences between management type and number of FTS activities, as well as between different lengths of FTS participation and number of FTS activities. Results A total of 239 questionnaires were returned (64.8% response rate) representing 75 different schools. Out of 239 questionnaires returned, 214 participants responded to the question about management type with 78.9% (n=169) of participants indicating self-operated management and 21.1% (n=45) reporting contract management. When comparing the number of FTS activities between types of management, a statistically significant difference (p=0.028; p<0.05) was found with self-operated school nutrition employees reporting about one more FTS (M=3.82) activity than contract managed (M=2.95). In terms of length of FTS participation, 141 answered the question and of those, 57.4% (n=81) reported three years or less participation while 42.6% (n=60) reported more than three years participation. When comparing the number of FTS activities and length of FTS participation, a significant difference was found (p<0.001; p<0.05); those with more than three years participation (M=5.25) reported about one more FTS activity than those with three years or less (M=3.83). Applications to Child Nutrition Professionals More established FTS programs or those that were self-operated engaged in more FTS activities, thereby providing opportunities for students' increased interest in fresh local products. Schools looking to implement and/or enhance FTS efforts may look to programs in existence for more than three years to glean ideas.

Unidad 2: Alimentación y nutrición De acuerdo con la información obtenida en el curso durante la unidad, realice un análisis personal sobre su situación actual de salud en el área de hábitos alimenticios y redacte el plan de acción que se le solicita, indicando como mínimo 3 posibles soluciones a cada factor de riesgo encontrado.

This study was designed to explore the elements that influence the identification of young children that might be considered at-risk for early school failure. To this end, guided by complexity theory, the study sought to examine (a) system requirements and expectations at the provincial and school board levels, (b) current practice in schools and classrooms, and (c) the beliefs and knowledge of individuals surrounding the assessment and identification of atrisk students in Kindergarten. Using a qualitative, case-study approach 23 individuals from two different school boards in Ontario were interviewed to explore both practice and beliefs. Review of relevant provincial and school board documents as well as artifacts that were gathered during school visits provided further information. While there were some differences in details, the findings were similar in the two boards. In describing which characteristics were of concern when considering an at-risk designation, most participants ...

This study was designed to explore the elements that influence the identification of young children that might be considered at-risk for early school failure. To this end, guided by complexity theory, the study sought to examine (a) system requirements and expectations at the provincial and school board levels, (b) current practice in schools and classrooms, and (c) the beliefs and knowledge of individuals surrounding the assessment and identification of atrisk students in Kindergarten. Using a qualitative, case-study approach 23 individuals from two different school boards in Ontario were interviewed to explore both practice and beliefs. Review of relevant provincial and school board documents as well as artifacts that were gathered during school visits provided further information. While there were some differences in details, the findings were similar in the two boards. In describing which characteristics were of concern when considering an at-risk designation, most participants cited social, emotional, and behavioural difficulties. While both school boards required tracking and assessment of literacy skills, teachers and ECEs concentrated more on ongoing observations and anecdotal notes to determine student progress. Interventions for students atrisk were more often provided for students with academic difficulties. However, there was also some support for behaviour difficulties in terms of consultation from special education personnel in one board and an early intervention team in the other. It was clear from the findings that many elements influence the identification of a student as at-risk including the characteristics of the student, the student's family, and the particular classroom, school, and board the student attends. The study findings contribute to our understanding of practice and beliefs around young student at-risk and how the interactions of the various elements involved impact the identification of individual students.

their aspirations to improve their operations. We also thank the food service directors, researchers, and advocates from around the country who spoke with us and helped shape our survey and analysis of results. Lastly, we are indebted to the numerous reviewers who read early drafts of this report and provided helpful suggestions for improvement. Any errors herein are the responsibility of the authors.

Objective: Examine how the physical cafeteria environment contributes to 6-to 8-year-olds' school food consumption. Design: Cross-sectional observational study. Before-and-after lunch tray photos taken with iPads to capture food selection and consumption. Setting: 10 New York City public elementary school cafeterias. Participants: A total of 382 students aged 6À8 years who ate lunch in the cafeteria on observation days. Main Outcome Measures: Fruit, vegetable, or whole-grain consumption. Analysis: Pearson's chi-square and multivariate logistic regression assessed associations between cafeteria environmental factors (time to eat lunch, noise, and crowding) and vegetable, fruit, and/or whole-grain consumption with 95% confidence, adjusted for school-level demographics and clustered by school. Results: Approximately 70% of students selected fruits, vegetables, and/or whole grains. When selected, consumption was 25%, 43%, and 57%, respectively. Longer time to eat lunch was associated with higher consumption of fruits (odds ratio [OR] = 2.0; 95% confidence interval [CI], 1.1À3.8; P = .02) and whole grains (OR = 2.1; 95% CI, 1.003À4.2; P <.05). Quieter cafeterias were associated with eating more vegetables (OR = 3.9; 95% CI, 1.8À8.4; P < .001) and whole grains (OR = 2.7; 95% CI, 2.6À4.7; P < .001). Less crowding was associated with eating more fruit (OR = 2.3; 95% CI, 1.03À5.3; P = .04) and whole grains (OR = 3.3; 95% CI, 1.9À5.6; P <.001). Conclusions and Implications: Healthy food consumption by 6-to 8-year-old students is associated with cafeteria crowding, noise, and time to eat lunch. Implementing and enforcing changes to the cafeteria environment mandated by wellness policies may reduce plate waste.

Studying learning in social movements is important for Learning Sciences researchers because it can help us (a) understand how learning occurs at and affects multiple levels of historical, cultural, and social activities and (b) how marginalized communities participate in framing problems and their solutions. The four papers in this symposium present empirical research from diverse international movements, including the local foods movement in Colorado, youth organizing for educational equity in South Africa, school food reform in Spain, and nationalism in Libya and Italy. Each of the papers address how local actors exercise agency in relation to complex, dynamic, contested social movements. Implications discuss how social movements collectively organize just social futures and the role that learning scientists can play in lending analytic precision to these processes. General Introduction Learning scientists, particularly those working from situated or sociocultural perspectives, h...

Research indicates that early intervention can improve long term outcomes for students who struggle early in school. However, in multi-layered organization such as the school system, many elements may come into play when deciding which students will receive support. This study examined these elements including system requirements and expectations at the provincial and school board levels, current practice in schools and classrooms, and the beliefs and knowledge of individuals surrounding the assessment and identification of at-risk students. Using a qualitative approach, 23 individuals were interviewed. Relevant provincial and school board documents as well as artifacts were gathered to provide further information. The findings indicate that many elements influence the identification of a student as at-risk including the characteristics of the student, and the particular classroom, school, and school board the student attends. The results of this study reveal a lack of clarity as we...

Background: School meals help combat consequences of poverty for child development. Universal school meal programs provide all children free meals regardless of income; outcomes are under-studied. Methods: This paper analyzes the impacts of universal school meals on multiple domains of child development, including schools' social climates, student academics and behavior, family-school relationships, and school finances. In total, 240 staff at 57 K-12 universal meal schools in Vermont were surveyed in 2017. Results: Universal meals yield positive results for Vermont children and schools. Policymakers and researchers will find this data relevant, as it represents an early statewide study of K-12 universal meal programs.

Background: School meals help combat consequences of poverty for child development. Universal school meal programs provide all children free meals regardless of income; outcomes are under-studied. Methods: This paper analyzes the impacts of universal school meals on multiple domains of child development, including schools' social climates, student academics and behavior, family-school relationships, and school finances. In total, 240 staff at 57 K-12 universal meal schools in Vermont were surveyed in 2017. Results: Universal meals yield positive results for Vermont children and schools. Policymakers and researchers will find this data relevant, as it represents an early statewide study of K-12 universal meal programs.

forms. Two sets of six-weeks of food production records, one from fall 2012, and one from the intervention period (weeks 3 through 8) were used for analysis of fruit and vegetable servings. Findings revealed a significant increase in the use of BE strategies. Managers' support of BE was high throughout the project and varied from very supportive to supportive. There was a moderate, positive correlation between managers' support and extent of BE strategy use. There was no increase in fruit and vegetable servings after the implementation of BE strategies, which may be due to timing of the project, and the recent implementation of the new NSLP meal pattern requirements. Use of the Diffusion of Innovation Theory may be useful in future efforts to further expand use of BE strategies in school cafeterias. Further research is needed to study the interaction of new meal pattern requirements and BE on students' food choices.

The study assessed food hygiene practices of food vendors in some selected basic schools in Birim Central Municipality in the Eastern Region-Ghana. A case study approach was used for this research. Questionnaire and an interview guide were the two main instruments used in the data collection. The study was conducted in Birim Central Municipality of the Eastern Region of Ghana and the large group was the basic schools. Random sampling technique was used to select basic 15 schools for the study. The list of names of all schools in the Municipality was collected from the Ghana Education Service (GES) office. Data was analysed using descriptive statistics, frequencies, ranges and prevalence rates of the study variables. It was found out that most of the vendors (92.3%) had low level of education but this did not affect their food hygiene practices. Also, majority of the vendors (91.39%) were found not to have storage facilities for uncooked food items. It was recommended that in-service training on food safety should be organized for food vendors on regular bases to improve on their food safety skills by their supervisors. Contribution/Originality: This study contributes in the existing literature by examining the food hygiene practices among food vendors in selected basic schools in Brim Central Municipality. 1. INTRODUCTION Food in whatever form when consumed plays an important role in the human body. Whether it is taken in as cooked or raw state, its value remains superior to mankind. Thus, whoever consumes food has some idea of expecting some form of satisfaction from it, in the same way food service providers also have role to play in ensuring the wholesomeness of the food they serve (Food and Drug Administration, 1997). This is even more crucial when the food is being provided to travelers as well as all who matter in the tourism industry (Ghana Tourist Board, 1996). Cooked food vendors play an important role in society by providing food for workers and individual outside home and in the home. Cooked food vendors are aware that before any socioeconomic activities move on successfully in a country or society, the people need to be satisfied; hence they make sure they provide some food to them. In Ghana, just like many other developing countries, the food industry is playing a vital role in achieving socioeconomic development goals. In tourism, services provided for guests include accommodation, food,

The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE) mealtimes and high-quality teaching practices and teacher characteristics. We found variation in teachers' use of responsive feeding practices. Teachers were more often observed using role modeling than supporting eating self-regulation. Programs that implemented family style meal service had a generally higher use of responsive feeding practices. Overall, we found positive associations between high-quality teaching practices and responsive feeding practices. Teachers' Head Start status digitalcommons.unl.edu

Municipal governments across the Global North are increasingly becoming key actors in shaping urban food and agriculture policy. In the City of Toronto, recent aspirational policies, such as the provincial Local Food Act and the municipal Toronto Agricultural Program, created new opportunities to shape a healthier food system. We sought municipal perspectives on the question of "How might urban agriculture policy and programs be better supported to promote equity and health?" Analysis of findings from semistructured key

Objective:The COVID-19 pandemic changed early care and education (ECE) mealtimes. Feeding practices that support children’s emerging autonomy may support children’s healthy eating, but it is unknown whether and how COVID-19 changed feeding practices. This paper describes caregiver feeding practices in ECE centres in Florida during COVID-19.Design:A mixed-methods design was used to understand mealtime feeding practices. Survey and interview questions were developed based on the Trust Model. More than 7000 surveys were sent to ECE centres. Analysis included descriptive statistics for survey data and thematic analysis for interview data.Setting:This statewide study included teachers in all licensed and license-exempt ECE centres.Participants:Four hundred and thirty-one teachers completed a survey, and twenty-nine participated in follow-up interviews.Results:Surveys showed most teachers engaged in autonomy-supportive behaviours, such as letting children eat until they were finished (90 ...

• The campus environment, individual factors, and the food environment influence students' acculturation to Canada (1). • International students report higher consumption of fat and sugar, large portion sizes, fast food, snacks, and sugarsweetened beverages in Canada than when living in their home country (2). • Time since arrival in Canada is correlated with higher BMI, increased frequency of health care usage, increased onset of chronic conditions, and a decline in self-assessed health (3).

Accra is the most urbanized area in Ghana. It is the capital of Ghana that holds the seat of government and also hosts the headquarters of many government institutions. There are many business organizations as well as large markets which attract all manner of people from rural areas, other cities and other countries to the area in addition to the natives. Many people in Accra have very busy schedules. They leave home very early and get back very late due to traffic jams and in some cases the need to meet targets, this situation leaves them with no option than to depend on vendors of already cooked food for their meals. Hygienic food and unhygienic food, medical certificate.

In the last decade, New York City developed food policies designed to improve access to healthy food, reduce food insecurity, support community development, promote sustainable food systems, and improve conditions for food workers. Since 2012, the New York City Council has mandated the Mayor's Office to prepare annual Food Metrics Reports to present data on selected food system indicators. This article uses these reports to assess how the metrics describe the city's progress in implementing municipal food policies set in the last decade. Our analysis examines: (1) changes in the indicators that the city reports; (2) strengths and weaknesses of the Food Metrics Reports as a tool

The purpose of this paper is to assess the nature and extent of hand hygiene practices in the street food business in selected districts in Southern Ghana. Though street-vended foods have many health and socio-economic benefits, they often pose significant public health risk to consumers . Codex Alimentarius standards identify the hand of the vendor (or the consumer) as a ‘high-risk’ factor or conduit in street food contamination. The study applied cross-sectional descriptive survey with observation of street food vendor practices using a structured questionnaire in a face to face interview of 413 vendors randomly selected. While almost half of vendors (47.9%) were observed to handle food with their bare hands in the selling process, nearly one-fifth of vendors (18.4%) did not wash their hands with water and soap after visiting the toilet. Vendor fingernail hygiene was however not a major risk factor. It is also revealed that there is a significant positive relationship between food...

Objective: To investigate differences in school breakfast participation and food waste in 1 school district before and after the adoption of Breakfast in the Classroom. Methods: Using a pretest-posttest design, participation and food waste were measured from 7 elementary schools in a rural area of southwest Virginia during the 2014−2015 school year. Participation and waste were measured on 4 days in each school (twice before and twice after Breakfast in the Classroom implementation) using the quarter-waste method. Results: Across all schools, food waste decreased from 43.0% to 38.5% with Breakfast in the Classroom, with significant decreases for entr ee items, juice, and savory snack foods (P < .01). Fruit and cheese items generated the greatest amount of food waste at 58.2% and 49.0%, respectively. Conclusions and Implications: Breakfast in the Classroom may be an effective tool to decrease food waste while improving dietary intake. Future research is needed among more diverse populations.

Ce document a été généré automatiquement le 23 février 2021. Contribution du savoir japonais à l'éducation relative à l'environnement Éducation relative à l'environnement, Volume 15-2 | 2020 Contribution du savoir japonais à l'éducation relative à l'environnement Éducation relative à l'environnement, Volume 15-2 | 2020 10 La définition des savoirs traditionnels selon l'Organisation mondiale de la propriété intellectuelle (OMPI) entre en résonance avec le savoir japonais inochi. Les savoirs traditionnels sont ainsi définis : il s'agit de l'ensemble des connaissances Contribution du savoir japonais à l'éducation relative à l'environnement