Development and Evaluation of the T.E.A.C.H. Study: A Randomized Control Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 95
- 试验地点
- 1
- 主要终点
- Change from Baseline in the mean Nutrition Knowledge at 12 week follow-up
研究概览
简要总结
Using a randomized control design, this study seeks to develop and evaluate a nutrition intervention to increase Montessori teachers' nutrition knowledge, nutrition self-efficacy, nutrition teaching self-efficacy and cultural food competence to improve teachers' eating behaviors, nutrition teaching practices, classroom food practices, and teacher-parent communication. This study will examine the feasibility and efficacy of a nutrition intervention for teachers which will include a nutrition education program via an online platform and hands-on Montessori-based curriculum to teach nutrition in the classroom. Teachers from multiple schools will be recruited using the public national Montessori listserv. This study will enhance teachers' nutrition knowledge which may increase their nutrition teaching practices and improve their personal nutrition habits. Improving teachers' personal and classroom nutrition practices may improve teachers' personal health outcomes and may positively impact their students through modeling of healthy behaviors and improving the classroom food environment.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Teachers were considered eligible to participate in the study if they taught in early childhood classrooms (students 3 to 6 years old), were ≥ 18 years old, and had access to an electronic device with internet connection and audiovisual capabilities.
排除标准
- •Teachers were deemed ineligible to participate if they were not fluent in English (written & verbal) or had plans to leave their place of employment during the study timeframe
研究组 & 干预措施
Control
Intervention
Participants in this arm received the 6-week online T.E.A.C.H. program.
干预措施: The Teacher Education and Classroom Habits (T.E.A.C.H.) Program (Behavioral)
结局指标
主要结局
Change from Baseline in the mean Nutrition Knowledge at 12 week follow-up
时间窗: From enrollment to the end of the 12 week follow-up.
Teachers' nutrition knowledge was measured using subscales 1 and 2 from the revised General Nutrition Knowledge Questionnaire (GNKQ-R).
Change from Baseline in the mean Nutrition Self-efficacy at 12 week follow-up
时间窗: From enrollment to the end of the 12 week follow-up.
Nutrition self-efficacy was determined using the Dewar's Nutrition Self-Efficacy Scale.
Change from Baseline in the mean Nutrition teaching self-efficacy at 12 week follow-up
时间窗: From enrollment to the end of the 12 week follow-up.
Nutrition teaching self-efficacy was determined using the Nutrition Teaching Self-Efficacy Scale.
Change from Baseline in the mean cultural competence at 12 week follow-up
时间窗: From enrollment to the end of the 12 week follow-up.
The Multicultural Teaching Competency Scale Teachers' was utilized to measure teachers' cultural competence.
次要结局
- Change from Baseline in the mean classroom eating behaviors at 12 week follow-up(From enrollment to the end of the 12 week follow-up.)
- Change from Baseline in the mean classroom food practices at 12 week follow-up(From enrollment to the end of the 12 week follow-up.)
- Change from Baseline in the mean nutrition teaching practices at 12 week follow-up(From enrollment to the end of the 12 week follow-up.)
- Change from Baseline in the mean teacher-parent nutrition communication at 12 week follow-up(From enrollment to the end of the 12 week follow-up.)
研究者
Catherine Coccia, PhD, RD
Associate Professor
Florida International University