Cooperation and Collaboration among Elementary Teachers Facilitating Teaching Nutrition Science

1. P640Thinking and Learning in Social Contexts---Research Proposal Cooperation and Collaboration among Elementary Teachers Facilitating Teaching Nutrition Science Indiana University Bloomington Ting-Fang Hsu April, 2006

2. The Needs • Why is nutrition education needed in formal education? “…children receive 90% of their nutrition information from teachers and 77% from parents”. Raidl, M. A., Spain, K., Lanting, R., & Safaii, S. (2004).

3. The Needs “CVD is easily prevented by modifying behavioral risk factors such as nutrition, high blood pressure, physical inactivity, and smoking”. (CDC)

4. Challenges • Not a required subject • Lack of training and information • Lack of time • Lack of money • Lack of support

5. Review-Key • Auld, G. W., Romaniello, C., Heimendinger, J. & et al. (1998). • A special resource teacher (SRT) molding has been proved to influence teachers’ willingness in nutrition education • BUT, “schools may not be able to afford a permanent special teacher for nutrition.” • Stang, J., Story, M., & Kalina, B. (1998). • “the teachers who have less than 10 years experiences were more likely to have college course alone. Unlikely, the most experienced teachers and secondary teachers had their training in combination of college course and workshop “ • Kubik, et al.,( 2002) • experienced teachers’ eating behaviors were healthier than younger teachers’ • Bonk, C. J. & Kim, K. A. (1998). • The possible adult-learning settings, institutions, environment and tool are different by age

6. Research Questions • Q1: Depending on teachers’ age, previous training and teaching experiences, teachers can provide/obtain different needs to/from each other? • Q2: Is cooperation and collaboration among elementary teachers themselves as efficient as special resource teachers existed ?

7. Method I— Survey, Indiana NSTA members

9. Method II—Cooperation & Collaboration (T’s teaching and learning) • Protocol- one semester • Select potential participants from the previous survey • Heterogeneous grouping: • Inner school (preference) • Long-distance • At least 3~4 lessons taught / semester • Record classroom practices, planning processes, resource tools used after each lesson • Select possible communication tools from the results of survey (Survey 1, II), for recording planning processes

10. T’s reflection (each lesson) T’s interview (per- & post-) T’s communication (coding) Classroom observation (videotaped, coding) St’s reflection T’s evaluation from St Post-survey (C&C Ts only) Survey 1 Survey 3 Intention of continuing teaching Data Collections (potentially)

11. Analysis • Identify the relationships created among teachers • Identify the changes/improvement of T’s learning and teaching nutrition. • Identify misconceptions if happened

12. Teacher Edition Example of Refection Tool (Hsu, 2006) Critical / Higher-order Thinking Turning points for tracking student’s thinking & Problem-solving Skills Cooperation/Collaboration Learning Turning points for tracking student’s thinking & Problem-solving Skills Previous Knowledge e.g., Nutrition Facts Label, Experience Differentiation, Family Background, Outside-school Learning and so on. Turning points for tracking student’s thinking & Problem-solving Skills Presented Knowledge The information included/found in handouts

13. Qs • ???????????????????????? • ????????????? • ????????????? • ?????? • ????????????????? • ????????? • ????????????????????????