Validating a Pre-K Nutrition Teacher Practices Survey: Using Diverse Perspectives and Multiple Data Sources

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Assessing Quality in Early Learning Programs (Table 1)

Abstract

While early childhood nutrition programs have demonstrated clear links to healthy outcomes in adulthood, preK teachers continue to face challenges in implementing such initiatives in their own classrooms. In part, this is because preK teachers have expressed a need for additional support and training in delivering nutrition best practices to their students. Additional research is needed in this area, however a survey to evaluate preK nutrition best practices in the classroom is lacking. This study shares multiple sources of validity evidence (content, response process, consequential, internal structure) for a PreK Nutrition Teaching Practices (PK-NTP) survey. Qualitative and quantitative data sources from diverse stakeholders and experts were used to inform PK-NTP development and validation through a rigorous design-based research process.

Authors

• Toni A. May, Binghamton University - SUNY

• Kathleen Provinzano, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University

• Dara N. Bright, Drexel University

• Tiffani D. Hurst, Drexel University