Practical conditions for Home and Consumer Studies in Swedish compulsory education: a survey study

The aim of the study was to map the field of internal and external conditions that Swedish Home and Consumer Studies teachers and pupils have contend with. A questionnaire was constructed and delivered online in November 2010. It contained 27 question covering teacher qualification, quality of premises and equipment, lesson time and collaboration, and the use of national syllabi. A total of 385 persons across the country answered the questionnaire; about 21% of those teaching Home and Consumer Studies in Swedish compulsory school during the school year 2009–2010. These respondents taught in a total of 392 compulsory schools, which equalled about 22% of the schools teaching grades 7–9 in Sweden. Almost a quarter (23%) of the teachers lacked formal training for Home and Consumer Studies. Respondents without an appropriate degree qualification included those trained as nursery school teachers, dietitians and civil engineers. As regards classrooms, while 88% of respondents reported access to fully equipped kitchens with stoves, sinks and work surfaces, 5% used regular classrooms and the remainder were obliged to come up with alternative solutions, such as using portable kitchens in regular classrooms or conducting their lessons in the school restaurant. This study raises many questions about the quality of Home and Consumer Studies provision in a number of schools. The local deficiencies in the nationally decided frame factors for Home and Consumer Studies found by the present study gives us reason to doubt that all pupils achieve the overall learning goals of ‘knowing in practice’ and making informed choices utilizing environmental, economic and health perspectives. This might affect the health and economy of the individuals in the long run, with implications for the national economy and public health. On the basis of these findings, we therefore recommend that current conditions for Home and Consumer Studies and how the subject should operate in schools become a focus for national debate.     

Healthy eating in the school environment – a holistic approach*

The curriculum that pupils are taught within the classroom environment can either be reinforced or weakened by what goes on in the rest of the school environment. The study focused on pupils aged 11–12 years, to establish if healthy eating theory was put into practice in the school environment. The research encompassed three areas within the school: the pupils who are the recipients of the theory; the teacher who teaches them the importance of food and cooking skills; and the providers of food within the school environment. Three different post‐primary schools located within the Coleraine area of Northern Ireland were used.     

Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal

The aim of this study, with the pedagogic meal in focus, was to identify pre‐school staff members’ attitudes to the role of food and meals as part of daily activities at pre‐school. Interviews were carried out at 12 pre‐schools and a total of 34 pre‐school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre‐school staffs’ lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre‐schools’ role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers’ identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre‐school teachers and childminders.     

Do Finnish home economics and health education textbooks promote constructivist learning in nutrition education?

In Finnish secondary schools, nutrition education is integrated mainly in home economics and health education lessons. The aim of this research was to describe the content and pedagogical style in food‐ and nutrition‐related texts in secondary school textbooks. Textbooks are important learning tools in education in so far as they reflect current pedagogical thinking and the objectives set in the national core curriculum. The study data consisted commonly used home economics (n = 4) and health education (n = 3) textbooks. Nutrition contents of the textbooks were compatible with the national core curriculum. The scope of nutrition education in health education textbooks was health centred, whereas home economics textbooks considered also cultural and environmental aspects of nutrition education. All textbooks considered adolescents' current nutrition issues. The pedagogical style was usually participative in exercises and neutral informative in a plain text; however, a considerable amount of text was written on using a persuasive style. Overall, textbook pedagogical style supported the constructivist idea of learning, and textbooks can be a positive agent for change as we strive towards a better nutrition health in children and adolescents.     

The golden age of protein: an initial teacher training perspective on the biological role of proteins in our everyday lives

We make use of proteins in all aspects of our daily lives from biological washing powders to soft‐centred sweets, yet their fundamental role in our diet is often misunderstood. This paper draws on the findings of a three‐phase research project into Initial Teacher Trainee's perception of food and eating, where students demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. More than 50% of the students thought that protein was a primary source of energy and were confused about the relationship between proteins, amino acids and nitrogen, and the role of DNA in synthesizing proteins. These misconceptions were often translated into practice in the diet the students consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the students were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and lifestyle is explored in secondary schools within Food Technology lessons. However, it is often too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the recommendation that we should reconsider how nutrition education is delivered in schools, especially at a primary level: emphasizing the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with proteins featuring centre‐stage.     

Healthy and tasty school snacks: suggestions from Brazilian children consumers

Children do not choose what to eat based on health issues alone, and the high availability of non‐nutritious food in the environment can be a barrier to the consumption of healthy foods. Brazilian children are consuming processed, savoury, rich in fat, sodium and refined carbohydrates rather than more nutrient‐dense foods. Foods offered in public school meals and those sold in private school canteens in Brazil are subject to regulation, but not the snacks brought from home. This study identified the suggestions of public and private school students about the characteristics that a snack should present in order to be considered both healthy and palatable. A qualitative exploratory study using focus groups was conducted with 128 primary school students aged 7–10 years old. Interviews were transcribed and content analysis was conducted, generating three categories: (1) foods actually consumed during snack breaks; (2) examples of foods considered healthy and/or tasty for consumption during snack breaks; and (3) desired characteristics of a healthy and tasty snack. Foods of high energy density and low nutritional value were mentioned as the most consumed snacks, usually brought from home or purchased within/near the schools. Consumption of meals offered by the National School Meal Program was reported by only one‐third of the public school students. Fruits, natural juices and vegetables were considered healthy foods; sweet‐tasting preparations containing fruits were considered tasty; while fruits and natural fruit juices were considered both healthy and tasty. Sweet‐tasting preparations containing fruits were mentioned as examples of snacks with the desired healthy/tasty characteristics. The disparity between what was actually consumed and what was reported as ideal leads us to question the availability in retail stores of healthy yet palatable foods that meet this population's desires.     

‘Don't give us an assignment where we have to use spinach!’: food choice and discourse in home and consumer studies

The aim of the study was to describe classroom Discourses about vegetables during the planning, cooking, eating and evaluation of meals in the Swedish school subject Home and Consumer Studies. Fifty‐nine students and five teachers were recruited from five northern Swedish villages and towns, and then observed, recorded and in some cases video‐taped during lessons that took place between 2010 and 2012. Based on 56 instances of talk about vegetables, four Discourses were identified and related to the three aspects of Belasco's culinary triangle of contradictions: identity, responsibility and convenience. The results indicated that the identity‐based sensory and cultural Discourses sometimes clashed with the more responsibility‐oriented health and evaluation Discourses. The health Discourse was only used when there was an element of evaluation, with assignments connected to grades. In all other cases, the sensory and cultural Discourses guided vegetable use. Sometimes different sensory or cultural assumptions could clash with each other, for example when the teacher insisted on the use of a specific recipe regardless of a student's taste preferences. Since these preferences did not always harmonize with curricular demands for responsibility, there might be a risk of basing grades on aspects of students’ identity. Alternatively, students might feel constrained to argue against their own identity in order to be favourably evaluated. Then again, if teachers always bow to student tastes, this limits their chances of learning about food and physical health. Viewing the dilemma through the lens of the culinary triangle of contradictions may help teachers and researchers develop teaching methods that take all aspects of food choice into account.     

The importance of time frames in Swedish Home and Consumer Studies

The aim of this study was to explore how time frames affect pupils and teachers in cooking activities during lessons of different durations for Home and Consumer Studies, with a specific focus on the pupils’ experiences. To investigate this, classroom observations were carried out in 2011 and 2012, with the help of audio and video recordings in three different schools in Sweden and included altogether 22 pupils (18 girls, 4 boys) in grade 9 (15–16 years). Each class was observed during two separate lessons, lasting between 1 h 50 min (110 minutes) and 2 h 20 min (140 min). The six lessons resulted in 12 h of video recorded time and 80 h of sound recordings. The study showed that the importance of finishing on time seemed to be ingrained in most pupils in all classes and the end result was perceived as more important than the process of cooking. The study also showed that knowledge of cooking skills and time management seemed important for success in grade‐related tasks. Pupils demonstrated different ways of handling the time frames, e.g. using various methods to speed up the cooking process. This study raises important questions about the relationship between national and local time frames and the curriculum aims in Home and Consumer Studies.     

The golden age of protein: initial teacher trainee's perception of food and eating

We make use of proteins in all aspects of our daily lives from soft‐centred sweets to biological washing powders, yet we often misunderstand their fundamental role in our diet. This paper will draw on the findings of a three‐phase research project into initial teacher trainee's perception of food and eating. Trainees demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. Examples included the role of proteins as an energy source, the relationship between proteins, amino acids and nitrogen and the role of DNA in synthesising proteins. These misconceptions were often translated into practice in the diet the trainees consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the trainees were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and exercise/circumstance is explored in secondary schools within food technology lessons. Often, however, it is too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the firm recommendation that we should reconsider the dietary messages we are sending out either directly or indirectly, to children. It emphasises the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with the protein featuring centre‐stage.     

Factors related to food safety culture among school food handlers in Tokyo,Japan: a qualitative study

The purpose of this research was to qualitatively explore factors influencing the food safety culture in school meal services from the perspective of school food handlers (i.e., cooks, dietitians). Six in-depth, semi-structured focus group interviews were conducted with of school food handlers (n = 32). Thematic analysis was used to extract meaning from the data. Findings demonstrated that the following multi-level factors influenced the food safety culture of school meal services: (1) individual; (2) organization; (3) environment; (4) management; and (5) management style. These factors may be useful for effectively and strategically improving the food safety culture for food handlers in school meal services.     

Childhood and adolescent injuries in elementary schools in north-western Uganda: extent,risk and associated factors

Childhood injuries remain understudied in Uganda. The objective of this study was to determine the extent, nature and determinants of school-related childhood injury risk in north-western Uganda. A cohort of 1000 grade fives from 13 elementary schools was followed-up for one term. Survival and multi-level modelling techniques compared the risk rates across gender, schools and locations. Childhood injuries are common in north-western Uganda. Most of them occur during travel, breaks, practical classes and gardening, while walking, playing, learning and digging. Most injuries result from collisions with objects, sports and falls. Two-thirds of children receive first aid and hospital care. Times to injury were 72.1 and 192.9 person days (p = 0.0000). Gender differences in time to event were significant (p = 0.0091). Girls had better survival rates: cumulative prevalence of childhood injury was 36.1%; with significant gender differences (p = 0.007). Injury rate was 12.3/1000 person days, with a hazard ratio of 1.4. Compared to girls, boys had a 37% higher injury rate (p = 0.004). Rates varied among schools. Associated factors include sex and school. Rural–urban location and school differences do influence childhood injury risk. Childhood injuries are common: the risk is high, gender- and school-specific. Determinants include gender and school. Location and school contexts influence injury risk.     

Organizational Learning and Market Orientation in International Marketing Education

SUMMARY

This study develops and tests a series of relationships between organizational learning and market orientation as it pertains to international marketing education. The focus is on the activities and relationships between the students, faculty, and staff in the international marketing/business program at three schools in the north, midwest, and south United States. Based on a sample of 193 undergraduate and graduate international marketing students, the results suggest that organizational learning (class and major area-based learning)-team orientation, systems orientation, learning orientation, and memory orientation-positively influences market orientation learning outcomes (i.e., intelligence generation, intelligence dissemination, and responsiveness). The major implication of the study is that the education provided to the students in an international marketing course (i.e., upper-division university course) can be enhanced by focusing on organizational learning tools as a means to increase the shared knowledge level among the Students.     

Health promoting schools: integrated practices to develop critical thinking and healthy lifestyles through farming,growing and healthy eating

This paper reports on two case study examples of schools identified from Gloucestershire primary schools as showing particularly good practice in developing the concept of a Health Promoting School. The schools were selected from research projects linked to the Growing Schools programme for promoting children's understanding of food production and consumption, and the Gloucestershire Food Strategy for promoting healthy eating patterns in school children. Examples of curriculum development and associated pedagogy, school organization for democratic involvement of all its participants, and practical changes in the provision of eating choices are presented. These illustrate how integration of critical thinking and changes to the schools' provision of choices for healthy eating patterns can influence children's understanding and behaviour towards diet and health. The key factors that influenced such changes in the schools are identified as: clear leadership with vision from the head teacher, community involvement, ownership of processes of change by all participants, critical thinking as a focus for processes of learning; integrated practice to link experience and understanding, and the school acting as a model for good practice in health and environmental matters.     

Entrepreneurial Marketing in the Public Sector: The Lessons of Headteachers as Entrepreneurs

This article argues that headteachers of primary schools have been at the forefront of the marketing/entrepreneurship interface since attempts to introduce competitive market forces into the maintained education system. It examines primary school headteachers' marketing strategies and compares them to those of owner managers of small firms. Case studies of ten schools illustrative of a variety of provision and market conditions provided the empirical data over a five year period. The headteachers shared many of the marketing problems of owner-managers of small firms. Headteachers found that the most effective marketing strategies consisted of: i) marketing to improve relationships with existing parents, staff and governors as an essential precursor to any external marketing effort; ii) parental involvement in the school which improved the likelihood of word of mouth recommendations; and iii) influencing such recommendations by marketing to improve parental and other involvement in the school. As word of mouth is also the most important source of new business for small firms, there are opportunities for lessons from the public to the private sector.     

Knowledge and attitudes of adolescents regarding home economics in Tromsø, Norway

The purpose of this study was to investigate the knowledge and attitudes of adolescents in Tromsø relating to nutrition; whether pupil behaviour and attitudes regarding nutrition had changed in the tenth grade compared with the eighth grade; and whether this was linked to pupils’ home economics lessons in grade 9. In total, 606 adolescents (321 boys and 285 girls) were studied on two different occasions – 2002 and 2005. A food frequency questionnaire focusing on 16 different food and beverage groups was used. It investigated knowledge and attitudes, the amounts of food items consumed and the socio‐economic situation of the participants and their families. The study produced interesting findings. The boys had surprisingly low knowledge of fruit and vegetables that did not change in a positive direction, between the eighth and tenth grades. The change among the girls was very small and therefore this study concludes that the teaching of home economics had no significant influence on the pupils’ knowledge of and attitudes towards eating fruit and vegetables. The study of home economics does not appear to enhance adolescents’ skills and attitudes to the extent expected from the curriculum. But there are gender differences at both grades. Changes in the home economics course are necessary to improve children's and adolescents’ knowledge and attitudes. Increased focus on the scope and variety of teaching methods will be a key to improvement. Future research is required to understand the potential of the home economics curricula to change adolescents’ knowledge about and attitudes to home economics in Norway.     

Relationship between the curriculum system and the understanding of nutritional terms in elementary school children

To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8–12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons.     

Using Focus Groups to Determine Specific Attributes That Influence the Evaluation of Quality Food and Service Quality in Continuing Care Retirement Communities

Abstract

Residents' perceptions of the specific quality attributes of food and service that affect the quantity of food consumed and their satisfaction with the dining service were explored. Eight focus groups composed of 45 residents were conducted in three continuing care retirement communities. When asked to identify the two most important attributes affecting food quality, the participants identified flavor/taste and texture/tenderness of meat. Appearance of staff and attentiveness of service were the most important attributes affecting service quality. These results can be used in identifying strategies to enhance the quality of food and service and overall satisfaction and developing an instrument to evaluate residents' satisfaction.     

Secondary school tuck shop options and student choices: A cross‐sectional survey

Obesity in children is rapidly becoming a major public health problem in Hong Kong; the prevalence of overweight in children increased from 16.2% to 22.2% between 1998 and 2008. Healthy eating programs and policies exist, but only for primary schools, and students’ eating habits change when they are exposed to the new environment in secondary schools. Therefore, this study examined the relationship between available food in secondary school tuck shops and students’ purchasing preferences. A cross‐sectional survey was conducted from mid‐March to mid‐April 2016 across six secondary schools, using a questionnaire to measure students’ healthy eating knowledge and eating habits and a checklist to explore food options in each school's tuck shop. Linear regression was used to explore the relationship between eating knowledge and eating habits and logistic regression to explore the relationship between available foods at the tuck shops and the children's purchasing preferences. A total of 374 junior secondary students participated in the survey. A weak, positive correlation was found between healthy eating knowledge and healthy eating habits. No association was found between available food at tuck shops and children's purchasing preferences. The results reveal a definite knowledge‐attitude gap where healthy eating is concerned. Despite there being no significant association between the food offerings in tuck shops and students’ measured purchasing preferences (p > .05), 81% of the students stated that they would choose healthy food if offered, illustrating the urgent need to assess the variety and nutritional quality of foods available in secondary school tuck shops.     

Designing and Delivering Business Ethics Teaching and Learning

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace.