Heewon Lee1, Isobel R Contento, Pamela Koch. 1. Center for Food and Environment, Program in Nutrition, Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027, USA. hl2001@tc.columbia.edu
Abstract
OBJECTIVE: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, Choice, Control & Change, designed to promote dietary and physical activity behaviors that reduce obesity risk. DESIGN: A process evaluation study based on a systematic conceptual model. SETTING:Five middle schools in New York City. PARTICIPANTS: Five hundred sixty-two students in 20 classes and their science teachers (n = 8). MAIN OUTCOME MEASURES: Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers' curriculum evaluation, and satisfaction with teaching the curriculum. ANALYSIS: Descriptive statistics and Spearman ρ correlation for quantitative analysis and content analysis for qualitative data were used. RESULTS:Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and the student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teacher satisfaction with teaching the curriculum was highly correlated with student satisfaction (P < .05). Teacher perception of amount of student work was negatively correlated with implementation and with student satisfaction (P < .05). CONCLUSIONS AND IMPLICATIONS: Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed.
RCT Entities:
OBJECTIVE: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, Choice, Control & Change, designed to promote dietary and physical activity behaviors that reduce obesity risk. DESIGN: A process evaluation study based on a systematic conceptual model. SETTING: Five middle schools in New York City. PARTICIPANTS: Five hundred sixty-two students in 20 classes and their science teachers (n = 8). MAIN OUTCOME MEASURES: Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers' curriculum evaluation, and satisfaction with teaching the curriculum. ANALYSIS: Descriptive statistics and Spearman ρ correlation for quantitative analysis and content analysis for qualitative data were used. RESULTS: Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and the student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teacher satisfaction with teaching the curriculum was highly correlated with student satisfaction (P < .05). Teacher perception of amount of student work was negatively correlated with implementation and with student satisfaction (P < .05). CONCLUSIONS AND IMPLICATIONS: Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed.
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