@article{mita_gray_goodell_2015, title={An explanatory framework of teachers' perceptions of a positive mealtime environment in a preschool setting}, volume={90}, ISSN={["1095-8304"]}, DOI={10.1016/j.appet.2015.02.031}, abstractNote={Attending a preschool center may help preschoolers with growth and development that encourage a healthy lifestyle, including sound eating behaviors. Providing a positive mealtime environment (PME) may be one of the keys to fostering a child's healthy eating habits in the classroom. However, a specific definition of a PME, the components of a PME, or directions on how to create one have not been established. The purpose of this study, therefore, was to explore Head Start teachers' perceptions related to a PME and create a conceptual framework representing these perceptions. To achieve this purpose, researchers conducted 65 in-depth phone interviews with Head Start teachers around the US. Applying principles of grounded theory, researchers developed a conceptual framework depicting teachers' perceptions of PME, consisting of five key components: (1) the people (i.e., teachers, kitchen staff, parent volunteers, and children), (2) positive emotional tone (e.g., relaxed and happy), (3) rules, expectations, and routines (e.g., family-style mealtime), (4) operations of a PME (i.e., eating, socialization, and learning), and (5) both short- and long-term outcomes of a PME. With this PME framework, researchers may be able to enhance the effectiveness of nutrition interventions related to a PME, focusing on the factors in the conceptual framework as well as barriers associated with achieving these factors.}, journal={APPETITE}, author={Mita, Satoko C. and Gray, Samuel A. and Goodell, L. Suzanne}, year={2015}, month={Jul}, pages={37–44} }
 @article{mita_li_goodell_2013, title={A Qualitative Investigation of Teachers' Information, Motivation, and Behavioral Skills for Increasing Fruit and Vegetable Consumption in Preschoolers}, volume={45}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2013.05.001}, abstractNote={Objective Using the Information–Motivation–Behavioral Skills model as a framework, researchers qualitatively assessed preschool teachers' perceived motivation, facilitators, and barriers related to getting preschool children to eat fruits and vegetables (FV). Methods Individual, semi-structured interviews with 28 Head Start teachers in central North Carolina. Results Participants reported the need for FV-related information (Information) to improve FV consumption in children, perceived themselves to be parents at school (Motivation), and reported using conditional rewards and punishment statements to get preschoolers to eat FV (Behavioral Skills). Conclusions and Implications Nutrition educators may use the Information–Motivation–Behavioral Skills model to develop education materials targeting increases in preschoolers' FV consumption. To motivate preschool teachers who see themselves as parents at school (Motivation), nutrition educators can provide teachers with FV-related information that was reported as their needs (Information), and supportive feeding practices (Behavioral Skills) to get preschoolers to consume FV.}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Mita, Satoko C. and Li, Eileena and Goodell, L. Suzanne}, year={2013}, pages={793–799} }
 @article{chika_shultz_johnson_branen_fletcher_2011, title={Amphiphilic co-networks with moisture-induced surface segregation for high-performance nonfouling coatings}, volume={34}, number={4}, journal={Family & Community Health}, author={Chika, S. and Shultz, J. A. and Johnson, S. L. and Branen, L. J. and Fletcher, J. W.}, year={2011}, pages={291–300} }