When chefs adopt a school? An evaluation of a cooking intervention in English primary schools

This article sets out the findings from research on the impact of a, UK based, chefs in schools teaching programme on food, health, nutrition and cookery. Professional chefs link with local schools, where they deliver up to three sessions to one class over a year. The research measured the impact of a standardised intervention package and changes in food preparation and consumption as well as measuring cooking confidence. The target group was 9–11 year olds in four schools. The main data collection method was a questionnaire delivered 2 weeks before the intervention and 2 weeks afterwards. There was a group of four matched control schools. Those taking part in the intervention were enthused and engaged by the sessions and the impact measures indicated an intention to change. There were gains in skills and confidence to prepare and ask for the ingredients to be purchased for use in the home. Following the session with the chef, the average reported cooking confidence score increased from 3.09 to 3.35 (by 0.26 points) in the intervention group – a statistically significant improvement. In the control group this change was not statistically significant. Children’s average reported vegetable consumption increased after the session with the chef, with the consumption score increasing from 2.24 to 2.46 points (0.22 points) again, a statistically significant increase with no significant changes in the control group. The research highlights the need to incorporate evaluation into school cooking initiatives as the findings can provide valuable information necessary to fine-tune interventions and to ensure consistency of the healthy eating messages

Domestic Cooking and Food Skills: A Review

Domestic cooking skills (CS) and food skills (FS) encompass multiple components, yet there is a lack of consensus on their constituent parts, inter-relatedness or measurement, leading to limited empirical support for their role in influencing dietary quality. This review assessed the measurement of CS and FS in adults (>16 years); critically examining study designs, psychometric properties of measures, theoretical basis and associations of CS/FS with diet. Electronic databases (PsychInfo), published reports and systematic reviews on cooking and home food preparation interventions (Rees et al. 2012 ; Reicks et al. 2014 ) provided 834 articles of which 26 met the inclusion criteria. Multiple CS/FS measures were identified across three study designs: qualitative; cross-sectional; and dietary interventions; conducted from 1998-2013. Most measures were not theory-based, limited psychometric data was available, with little consistency of items or scales used for CS/FS measurements. Some positive associations between CS/FS and FV intake were reported; though lasting dietary changes were uncommon. The role of psycho-social (e.g., gender, attitudes) and external factors (e.g. food availability) on CS/FS is discussed. A conceptual framework of CS/FS components is presented for future measurement facilitation, which highlights the role for CS/FS on food-related behaviour and dietary quality. This will aid future dietary intervention design

Experts\u27 views regarding Australian school-leavers\u27 knowledge of nutrition and food systems

Objective: To explore Australian experts\u27 views regarding strengths and gaps in school-leavers\u27 knowledge of nutrition and food systems ( N & FS) and factors that influence that knowledge. Method: Semi-structured interviews were conducted with 21 highly experienced food-related experts in Australia. Qualitative data were analysed thematically using Attride-Stirling\u27s thematic network framework. Results: Two global themes and several organising themes were identified. The first global theme, \u27structural curriculum-based problems\u27, emerged from three organising themes of: inconsistencies in provided food education programs at schools in Australia; insufficient coverage of food-related skills and food systems topics in school curricula; and the lack of trained school teachers. The second global theme, \u27insufficient levels of school-leavers knowledge of N & FS \u27, was generated from four organising themes, which together described Australian school-leavers\u27 poor knowledge of N & FS more broadly and knowledge translation problem for everyday practices. Conclusion: Study findings identified key problems relating to current school-based N & FS education programs in Australia and reported knowledge gaps in relation to N & FS among Australian school-leavers. Implications: These findings provide important guidance for N & FS curriculum development, to clearly articulate broadly-based N & FS knowledge acquisition in curriculum policy and education documents for Australian schools

The development and validation of measures to assess cooking skills and food skills

BACKGROUND: With the increase use of convenience food and eating outside the home environment being linked to the obesity epidemic, the need to assess and monitor individuals cooking and food skills is key to help intervene where necessary to promote the usage of these skills. Therefore, this research aimed to develop and validate a measure for cooking skills and one for food skills, that are clearly described, relatable, user-friendly, suitable for different types of studies, and applicable across all sociodemographic levels. METHODS: Two measures were developed in light of the literature and expert opinion and piloted for clarity and ease of use. Following this, four studies were undertaken across different cohorts (including a sample of students, both 'Food preparation novices' and 'Experienced food preparers', and a nationally representative sample) to assess temporal stability, psychometrics, internal consistency reliability and construct validity of both measures. Analysis included T-tests, Pearson's correlations, factor analysis, and Cronbach's alphas, with a significance level of 0.05. RESULTS: Both measures were found to have a significant level of temporal stability (P < 0.001). Factor analysis revealed three factors with eigenvalues over 1, with two items in a third factor outside the two suggested measures. The internal consistency reliability for the cooking skills confidence measure ranged from 0.78 to 0.93 across all cohorts. The food skills confidence measure's Cronbach's alpha's ranged from 0.85 to 0.94. The two measures also showed a high discriminate validity as there were significant differences (P < 0.05 for cooking skills confidence and P < 0.01 for food skills confidence) between Food preparation novices' and 'Experienced food preparers.' CONCLUSIONS: The cooking skills confidence measure and the food skills confidence measure have been shown to have a very satisfactory reliability, validity and are consistent over time. Their user-friendly applicability make both measures highly suitable for large scale cross-sectional, longitudinal and intervention studies to assess or monitor cooking and food skills levels and confidence

An evaluation tool for measuring food skills acquisition

Purpose: The purpose of this paper is to design an objective, valid and reliable Checklist tool that teachers could use to measure their students¿ food skills acquisition. Design/methodology/approach: The design of the Checklist was based on 18 procedural food skills identified by teachers and verified by analysis of skills in recipes that are typically used in food education programmes in secondary schools. The skills were divided into five skill-sets and a recipe covering the skills was selected to test the Checklist. For the test, three hypothetical situations of a person with low, some and expert skills making the recipe were demonstrated in separate videos. Teachers were invited to test the Checklist by viewing the videos, completing the Checklist for each of the three conditions and completing an evaluation. Findings: In total, 40 home economics teachers tested the Checklist and reported that they could use the tool to measure the development and progress of their students¿ procedural food skills. Analysis of variance analyses of the data and the non-parametric analyses suggest that the Checklist is a reliable and valid evaluation tool. Originality/value: Teachers report using various tools to measure their students¿ food skills acquisition but these have not been well-documented in the literature. These preliminary findings of an original and quantifiable tool showed that home economics teachers used the Checklist to measure their students¿ procedural skills however, as the teachers¿ comments suggest, further development and validation of the tool are required

Predictors of the perceived importance of food skills of home economics teachers

Purpose - The purpose of this paper is to test an hypothesis that teachers\u27 personal orientations toward food preparation, nutrition and environmental issues would be related to their perceived importance of food skills. Design/methodology/approach - Little research has been conducted on home economics teachers\u27 views on the importance of the food skills they teach in secondary schools in Australia. Therefore, an online survey was conducted among 261 home economics teachers in Australian secondary schools. The research measured respondents\u27 ratings of the importance of 70 food skills as well as their teaching preferences and use of resources. Findings - Respondents rated the procedural hands-on skills required to prepare a healthy meal as most important. Exploratory factor analysis derived five components (procedures for domestic settings, procedures for vocational settings, cookery methods, food economy, using microwave oven appliances) relating to teachers\u27 perceived importance of food skills. Teachers\u27 personal orientations were described as food aesthete, consumer-environmentalist and nutritionist. The findings showed that these were better predictors of the perceived importance of food skills than demographic characteristics. The most important perceived skills related to the basic procedures required by young people to be able to prepare meals for themselves when living independently. Teachers\u27 personal orientations were significantly related to the perceived importance of food skills. Demographic and professional characteristics were poor predictors of these perceptions. Originality/value - The findings provide home economics teachers with an understanding of their selection of particular food skills to teach their students in skill-based healthy eating programmes

Image of home economics and its market position in secondary schools

Master of EducationThe aim of this study was to identify the image of the subject Home Economics in relation to its market position within secondary schools. For the purposes of this research project, market position was measured by the number of students who proceeded with Home Economics as a senior course of study at the VCE level. With a predicted shortage of Home Economics teachers, it was important to establish students' perception of the subject as they are the potential undergraduates for the teaching profession of Home Economics. Teacher views were also important to determine whether their perception of Home Economics was the same as that of students. A mixed-method approach of data collection was selected. A survey was conducted amongst Home Economics teachers who were members of the Victorian Home Economics and Textiles Teachers' Association. Qualitative data were obtained from one teacher focus group and two student focus groups from independent schools. The most significant finding of the research was that the image of Home Economics amongst students was positive but also depended on the promotion of the subject by the Home Economics teacher in that school. It was also found that it was not image of the subject that determined its market position but the lower scaling of the subject in relation to other VCE subjects, particularly those perceived as `academic'. Thus, the `academic' status of Home Economics was found to be the critical factor determining whether or not students chose the subject at senior levels. This issue must be addressed in order to encourage more students to elect Home Economics so that the, potential pool of Home Economics undergraduates increases

Food skills in secondary schools

This thesis has a focus on the teaching of food skills to young people to assist them to plan and prepare tasty meals that will support their health and nutritional requirements. Hitherto, the food skills have not been well articulated in healthy eating programs purporting to improve young people’s eating behaviours. Nor has research been conducted on the teachers, as key practitioners who design and teach these programs, about the food skills they believe essential to teach. This thesis addresses these gaps and identifies the essential food skills that need to be included and taught in such programs. As part of the evaluation of skill-based healthy eating programs, an agreed set of food skills need to be identified and described. The thesis aimed to determine the food skills that teachers believe are essential to teach to potentially change young people’s eating behaviours. The aim of Study 1 was to identify the food skills which should form the basis of skillbased healthy eating programs, specifically those operating in secondary schools. These food skills would enable students’ to make positive changes to their diet through appropriate food selection and shopping and the preparation and cooking of healthy meals. In Study 1, interviews with fifty-one food experts were conducted to identify the essential food skills they thought were required by young people to plan and shop for food and to prepare and cook healthy meals for themselves and their families, now and in the future. Analysis of these qualitative data determined twelve essential skills which were then classified into two discrete areas as the declarative skills required to plan meals and the procedural skills required to shop for food and then prepare and cook meals. The aim of Study 2 was to determine whether the essential food skills and recommendations put forward by the food experts matched those of the teachers. A quantitative survey of 251 predominantly home economics teachers was undertaken. The results of the survey were that the primary aim of the majority of teachers was to teach their students how to make healthy and tasty meals. The teachers reported they wanted to achieve this in ways that motivated their students to enjoy the process of making and then eating good food, typically with their peers and friends. The respondents reported using a variety of evaluation tools to measure their students’ food skills acquisition. However, the use of evaluation tools to measure participants’ food skills acquisition has not been well documented. The aim of Study 3, therefore, was to develop a practical and easy-to-use tool that teachers could use at any stage of their program to measure their students’ food skills. As the majority of teachers had been found to focus on the procedural and task-centred skills required to make a meal, a tool was developed to measure the skills from the meal pre-preparation to meal service and post-meal cleaning-up. Through an on-line experimental study, forty participants used a Food Skills Rating Checklist to compare three skill scenarios (low skills, good skills and excellent skills) relating to the preparation of an Asian-style stir-fry meal. The results of Study 3 indicated that the participants were able to use the Checklist to discriminate between the three different levels of skills demonstrated in the videos. The Checklist was found to be a valid and reliable evaluation tool; however, more research would need to be undertaken on the design of the tool and to be tested by a larger sample and a broader range of age and experience of teachers. In summary, the results of this thesis showed that food skills need to be defined, articulated and measured as indicators used in the evaluation of skill-based healthy eating programs. The teachers who design and deliver these programs in schools need to be aware of the essential skills and incorporate them into their course content to support the success of their program. They need to identify and utilise the resources available to enhance their program and make it more enjoyable for their students to learn and acquire the skills. While the focus of this thesis is on the work of home economics teachers, since they teach food skills to young people, the research could be more broadly applied and used by practitioners delivering skill-based programs in nonschool settings. Further research is required and to extrapolate the findings’ suitability for use in community and school settings in Australia and elsewhere