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Oral History Interview with Nabintou Doumbia on December 20, 2020
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In: Dream Storytelling Interviews (2020)
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| 2 |
Process Evaluation of a Policy, Systems, and Environmental Change Intervention in an Urban School District
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In: Nutrition and Food Sciences Faculty Publications (2019)
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Abstract:
Objective: To conduct a comprehensive process evaluation of a policy, systems, and environmental (PSE) change intervention. Design: Quasi-experimental, mixed methods. Setting: Low-income urban school district. Participants: Fifth-grade students in 4 schools assigned to 2 intervention and 2 comparison schools (intervention, n = 142; comparison, n = 170). Intervention: Both groups received a nutrition curriculum delivered by classroom teachers. Intervention schools also received 10 PSE lessons taught by paraprofessional educators. Main Outcome Measures: Quantitative data were obtained from fidelity and observation checklists, grading rubrics and self-reported student surveys. Focus group and interviews provided qualitative data. Quantitative measures included assessments of PSE and fruit and vegetable knowledge, as well as assessment of times fruits and vegetables (FV) were consumed yesterday. Analyses: Qualitative data were analyzed using inductive content analysis. Quantitative data were analyzed using repeated measures analysis of variance and analysis of co-variance. Results: Fidelity, dose, reach, and acceptance of PSE intervention were high; students felt more empowered, although PSE lessons were considered lengthy and complicated. Intervention PSE and FV knowledge scores were significantly higher than comparison scores (F 37.56 , P <.001; and F 3.94 , P <.05, respectively). However, issues in communication were identified between school staff and researchers. Conclusions and Implications: Policy, systems, and environmental classroom interventions commented on the differences between quantitative and qualitative assessments, and this suggests the need for more sensitive quantitative assessments. Future research should look at long-term outcomes as this study only looked at short-term outcomes.
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Keyword:
food and nutrition policy; policy; school nutrition; student empowerment; systems and environment
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URL: https://digitalcommons.uri.edu/nfs_facpubs/116
https://doi.org/10.1016/j.jneb.2018.07.017
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| 3 |
The Effects of Student Empowerment through Leadership on Academic Achievement in English Language Arts and Math
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In: Doctoral Dissertations and Projects (2018)
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It's Just Good Teaching: Creating Inclusive Elementary Classrooms Through Feminist Pedagogy
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Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice
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| 6 |
Inclusive Education for Recent Immigrants and/or Refugees in the French as a Second Language Classroom in Ontario
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| 7 |
Interracial/intercultural relations among students of color: Fostering solidarity while maintaining individual notions of our cultural selves
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In: Curriculum Studies Summer Collaborative (2015)
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| 8 |
Empowering Indigenous Youth: Perspectives from a National Service Learning Program in Taiwan
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In: The International Indigenous Policy Journal (2014)
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| 9 |
Implementing the democratic principles and practices of student-centred curriculum integration in primary schools
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| 10 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
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| 11 |
Critical literacy as an approach to literary study in the multicultural, high-school classroom
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| 12 |
We Could Shape It: Organizing for Asian Pacific American Student Empowerment
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In: Peter Kiang (2011)
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| 14 |
Empowerment Through Journal Writing? Border Pedagogy at Work
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Cook, Ian. - : Geography Laboratory, University of Sussex, 1996
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| 15 |
We Could Shape It: Organizing for Asian Pacific American Student Empowerment
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In: Institute for Asian American Studies Publications (1996)
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