Examining Preschool Teacher Nutrition Teaching Efficacy and Practice Changes: A Mixed Methods Case Study

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Teacher Education and Professional Development

Abstract

This convergent mixed methods case study examined the impact of the year-long Healthy Start (HS) professional development program on preschool (preK) teachers’ nutrition teaching efficacy and classroom practices. Participating preK teachers from Los Angeles and Philadelphia completed quantitative pre- and post-surveys (N=73) as well as interviews and focus groups (N=23). Quantitative analyses revealed significant gains (p<0.001) in teaching efficacy and instructional practices, while qualitative data showed increased confidence and greater use of integrated, hands-on nutrition activities. Teachers also described overcoming barriers to teaching nutrition and greater access to nutrition resources. Strong convergence across data sources underscores the effectiveness of sustained, integrated PD with modeling, resources, and home-school connections in strengthening preK nutrition education.

Authors

• Eleanor Churchland, MetriKs

• Casey E Hanna, Binghamton University - SUNY

• Toni A. May, Binghamton University - SUNY

• Kathleen Provinzano, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University