@article{resor_dixon_wu_hegde_lee_goodell_mendez_mcmillan_stage_2024, title={Associations between Preschool Teachers' Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment}, volume={16}, ISSN={["2072-6643"]}, url={https://doi.org/10.3390/nu16132140}, DOI={10.3390/nu16132140}, abstractNote={Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers' (}, number={13}, journal={NUTRIENTS}, author={Resor, Jessica and Dixon, Jocelyn B. and Wu, Qiang and Hegde, Archana V. and Lee, Tammy D. and Goodell, L. Suzanne and Mendez, Lucia I. and McMillan, Valerie Jarvis and Stage, Virginia C.}, year={2024}, month={Jul} }
 @article{dixon_resor_lewis_lee_hegde_arnold_méndez_stage_2024, title={Development of Educational Whiteboard Videos for Head Start Teachers on How to Implement Food-based Learning in the Preschool Classroom}, url={https://doi.org/10.1016/j.jneb.2024.09.005}, DOI={10.1016/j.jneb.2024.09.005}, journal={Journal of Nutrition Education and Behavior}, author={Dixon, Jocelyn and Resor, Jessica and Lewis, Amy and Lee, Tammy D. and Hegde, Archana V. and Arnold, Nicole L. and Méndez, Lucía and Stage, Virginia C.}, year={2024}, month={Oct} }
 @article{tovar_fischbach_miller_guseman_stage_wentzell_benjamin-neelon_hoffman_beltran_sisson_2024, title={Height and Weight Measurement and Communication With Families in Head Start: Developing a Toolkit and Establishing Best Practices}, volume={4}, ISSN={["2153-2176"]}, DOI={10.1089/chi.2023.0166}, abstractNote={Background: Head start (HS) programs are required to collect children's height and weight data. Programs also communicate these results to families. However, no standardized protocol exists to guide measurements or communicate results. The purpose of this article was to describe the development of a measurement toolkit and best practices for communication.}, journal={CHILDHOOD OBESITY}, author={Tovar, Alison and Fischbach, Sarah R. and Miller, M. Elizabeth and Guseman, Emily Hill and Stage, Virginia C. and Wentzell, Bryce and Benjamin-Neelon, Sara E. and Hoffman, Jessica A. and Beltran, Marco and Sisson, Susan B.}, year={2024}, month={Apr} }
 @article{hegde_resor_dixon_mendez_lee_mcmillan_goodell_stage_2024, title={North Carolina head start teachers' needs, resources, experiences, and priority for science education and professional development}, volume={10}, ISSN={["1745-5642"]}, DOI={10.1080/10901027.2024.2413596}, journal={JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION}, author={Hegde, Archana V. and Resor, Jessica and Dixon, Jocelyn B. and Mendez, Lucia I. and Lee, Tammy D. and Mcmillan, Valerie Jarvis and Goodell, L. Suzanne and Stage, Virginia C.}, year={2024}, month={Oct} }
 @article{dixon_stage_truesdale_wu_kolasa_haynes-maslow_mcguirt_jilcott pitts_2023, title={Associations between food and beverage purchases and skin carotenoids among diverse small food retail store customers}, volume={8}, ISSN={["1475-2727"]}, url={https://doi.org/10.1017/S1368980023001581}, DOI={10.1017/S1368980023001581}, abstractNote={AbstractObjective:To determine if customer purchases at small food stores are associated with healthfulness of the diet as approximated by skin carotenoids.Design:This is a cross-sectional survey of customers in small food stores regarding demographics and food purchases. Food and beverage purchases were classified as ‘healthy’ or ‘non-healthy’ and ‘carotenoid’ v. ‘non-carotenoid’ using a systematic classification scheme. Fruit and vegetable intake was objectively assessed using a non-invasive device to measure skin carotenoids. Associations between variables of interest were examined using Pearson’s correlation coefficients, t tests and multiple linear regression analyses.Setting:Twenty-two small food retail stores in rural (n 7 stores) and urban (n 15) areas of North Carolina.Participants:Customers of small food storesResults:Of study participants (n 1086), 55·1 % were male, 60·0 % were African American/Black and 4·2 % were Hispanic, with a mean age of 43·5 years. Overall, 36 % purchased at least one healthy item, and 7·6 % of participants purchased a carotenoid-containing food/beverage. Healthy foods and beverages purchased included produce, lean meats, 100 % juices, plain popcorn, plain nuts, milk and yogurt. Unhealthy items included non-100 % juices, crackers, chips, candy, cakes and donuts. Purchase of a healthy or carotenoid-containing item was positively associated with skin carotenoid scores (P = 0·002 and 0·006, respectively).Conclusions:A relatively small proportion of customers purchased any healthy or carotenoid-containing foods and beverages, and those who did purchase healthy options had higher skin carotenoid scores. Future research should confirm these findings in different populations.}, journal={PUBLIC HEALTH NUTRITION}, author={Dixon, Jocelyn and Stage, Virginia C. and Truesdale, Kimberly P. and Wu, Qiang and Kolasa, Kathryn and Haynes-Maslow, Lindsey and Mcguirt, Jared T. and Jilcott Pitts, Stephanie}, year={2023}, month={Aug} }
 @article{forrest_lee_hegde_dev_saum_mcmillan_stage_2023, title={Engaging with health programming in head start: Parents' perspectives}, volume={21}, ISSN={["1741-2927"]}, url={https://doi.org/10.1177/1476718X231175449}, DOI={10.1177/1476718X231175449}, abstractNote={ The purpose of this study was to explore parents’ common experiences with healthy eating and physical activity-focused (HE-PA) programming in one Head Start (HS) program (two centers) in eastern North Carolina (NC). Researchers conducted 13 in-depth semi-structured telephone interviews November 2017–May 2018. Participants were parents of preschool children (4–5 years) enrolled in HS. Interviews were recorded and transcribed verbatim. Phenomenology was used to guide study design and analysis to identify themes. Researchers identified seven emergent themes within three categories: (1) strategies to facilitate engagement; (2) motivators for engagement; and (3) barriers to engagement. HS facilitated engagement through HE-PA focused programming. Parents reported they were motivated by self-interest and their children, but engagement was challenged by poor communication and socioeconomic barriers. HS programs may benefit from new strategies that help parents overcome barriers to making HE-PA a priority amongst competing priorities. Research is also needed to explore new methods of communication that align with parent-reported motivations. }, number={3}, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={Forrest, Dara and Lee, Amy and Hegde, Archana V and Dev, Dipti and Saum, Diana and Mcmillan, Valerie and Stage, Virginia C.}, year={2023}, month={Sep}, pages={355–368} }
 @article{dixon_v. hegde_goodell_arnold_swindle_dev_mendez_mcmillan_lee_stage_2023, title={Integration of Food-based Learning With Science in the Preschool Classroom: Implementation Gaps and Opportunities}, volume={55}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2023.01.002}, DOI={10.1016/j.jneb.2023.01.002}, abstractNote={Objective To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom. Design Phenomenological approach using in-depth semistructured telephone interviews. Setting North Carolina Head Start preschools. Participants Thirty-five Head Start lead and assistant teachers. Phenomenon of Interest All interviews were transcribed verbatim. Authors coded interview data for emergent themes. Analysis Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model. Results Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal. Conclusions and Implications Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes.}, number={4}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Dixon, Jocelyn and V. Hegde, Archana and Goodell, Lora Suzanne and Arnold, Nicole L. and Swindle, Taren and Dev, Dipti A. and Mendez, Lucia I. and McMillan, Valerie J. and Lee, Tammy D. and Stage, Virginia C.}, year={2023}, month={Apr}, pages={266–284} }
 @article{stage_resor_dixon_hegde_mendez_lee_breinholt_goodell_mcmillan_gilliam_2023, title={More PEAS Please! Teaching Teachers How to Integrate Food-based Learning Into Preschool Science}, volume={55}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2023.02.005}, DOI={10.1016/j.jneb.2023.02.005}, abstractNote={Dietary quality is a driver of overweight/obesity,1,2 malnutrition, other diet-related noncommunicable diseases,3,4 and poor school readiness outcomes5 among preschool children (aged 3–5 years) from low-resource backgrounds.6,7 One-third of children entering Head Start, the federally funded preschool program that serves preschool children and families from low-income backgrounds,8 are classified as overweight or obese (body mass index ≥ 85th percentile), putting them at risk for the development of chronic diseases, lower self-esteem, and psychological and social distress.}, number={6}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Stage, Virginia C. and Resor, Jessica and Dixon, Jocelyn and Hegde, Archana V and Mendez, Lucia I. and Lee, Tammy and Breinholt, Raven and Goodell, L. Suzanne and McMillan, Valerie J. and Gilliam, Evon Murphy}, year={2023}, month={Jun}, pages={457–463} }
 @misc{hasnin_dev_swindle_sisson_pitts_purkait_clifton_dixon_stage_2023, title={Systematic Review of Reflection Spectroscopy-Based Skin Carotenoid Assessment in Children}, volume={15}, ISSN={["2072-6643"]}, url={https://www.mdpi.com/2072-6643/15/6/1315}, DOI={10.3390/nu15061315}, abstractNote={Assessing children’s skin carotenoid score (SCS) using reflection spectroscopy (RS) is a non-invasive, widely used method to approximate fruit and vegetable consumption (FVC). The aims for the current review were to (1) identify distributions of SCS across demographic groups, (2) identify potential non-dietary correlates for RS-based SCS, (3) summarize the validity and reliability of RS-based SCS assessment, and (4) conduct meta-analyses of studies examining the correlation between RS-based SCS with FVC. A literature search in eight databases in June 2021 resulted in 4880 citations and peer-reviewed publications written in English that investigated children’s (2–10 years old) SCS using RS. We included 11 studies (intervention = 3, observational = 8). Potential covariates included weight status, ethnicity, seasonal variation, age, sex, and income. Studies reported criterion validity with children’s FVC but not with plasma carotenoid. Additionally, no studies reported the reliability of RS-based SCS in children. Among the 726 children included in the meta-analysis, the correlation between RS-based SCS and FVC was r = 0.2 (p < 0.0001). RS-based SCS is a valid method to quantify skin carotenoids for children’s FVC estimation with the potential for evaluating nutrition policies and interventions. However, future research should use standardized protocol for using RS and establish how RS-based SCS can translate to the amount of daily FVC in children.}, number={6}, journal={NUTRIENTS}, author={Hasnin, Saima and Dev, Dipti A. and Swindle, Taren and Sisson, Susan B. and Pitts, Stephanie Jilcott and Purkait, Tirna and Clifton, Shari C. and Dixon, Jocelyn and Stage, Virginia C.}, year={2023}, month={Mar} }
 @article{rios_stage_leak_taylor_reicks_2022, title={Collecting, Using, and Reporting Race and Ethnicity Information: Implications for Research in Nutrition Education, Practice, and Policy to Promote Health Equity}, volume={54}, url={https://doi.org/10.1016/j.jneb.2022.01.006}, DOI={10.1016/j.jneb.2022.01.006}, abstractNote={This report will describe approaches for collecting, analyzing, and reporting race and ethnicity information in nutrition education and behavior research, practice, and policy to advance health equity. Race and ethnicity information is used to describe study participants and compare nutrition and health-related outcomes. Depending on the study design, race and ethnicity categories are often defined by the research question or other standardized approaches. Participant self-reported data are more acceptable than researcher adjudicated identification data, which can add bias and/or error. Valid methods to collect, use, and report race and ethnicity information are foundational to publication quality, findings of value, contribution to the knowledge base, and health equity.}, number={6}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Rios, L. Karina Díaz and Stage, Virginia C. and Leak, Tashara M. and Taylor, Christopher A. and Reicks, Marla}, year={2022}, month={Jun}, pages={582–593} }
 @article{shefet_miller_nicely_powell_stage_2022, title={Communicating With Head Start Families About Children's Weight Status: A Phenomenological Approach}, url={https://doi.org/10.1016/j.jneb.2022.09.001}, DOI={10.1016/j.jneb.2022.09.001}, abstractNote={To support the early identification of childhood obesity, Head Start (HS) implemented a body mass index screening program. This program provides opportunities for HS to communicate with families about children's weight status. Limited research is available describing the methods used to communicate this information.Explore common experiences of HS health/nutrition managers (HNM) when communicating information to families about children's weight status.Twenty-eight in-depth telephone interviews with HNM across North Carolina (n = 15) and Ohio (n = 13).Phenomenology guided the study design and analysis. The themes focused on HNM's lived experiences with their body mass index screening program. Interviews were recorded and transcribed verbatim.Four emergent themes identified: (1) strategies for communicating weight status to families; (2) family response to communication strategies; (3) educational, staff support, and counseling opportunities for families; and (4) challenges engaging families in childhood obesity prevention efforts.Head Start programs acknowledged the importance of communicating children's weight status; however, there are inconsistencies in methods used and information communicated across programs. Head Start programs have community partners who support obesity prevention efforts; however, these partnerships may be underused. More research is needed to explore effective and sensitive communication methods for HS families regarding children's weight status.}, journal={Journal of Nutrition Education and Behavior}, author={Shefet, Dana and Miller, M. Elizabeth and Nicely, Stephanie and Powell, Shannon Baker and Stage, Virginia C.}, year={2022}, month={Dec} }
 @article{dev_padasas_hillburn_stage_dzewaltowski_2022, title={Ecological Approach to Family-Style, Multilevel Child Care Intervention: Formative Evaluation Using RE-AIM Framework}, url={https://doi.org/10.1016/j.jneb.2022.03.005}, DOI={10.1016/j.jneb.2022.03.005}, abstractNote={Objective Conduct formative evaluation of Ecological Approach to Family-Style Dining (EAT) Intervention. Design Qualitative semistructured interviews and demographic surveys. Setting Early care and education (ECE) centers in Nebraska. Participants Cooperative Extension coaches (n = 9), ECE administrators (n = 8), and teachers (n = 17) caring for children aged 3–5 years. Intervention The EAT intervention (a 16-week, 7-lesson, evidence-based online responsive feeding ECE model) uses a multilevel improvement system of 5 implementation strategies. Early care and education administrators and teachers completed 1 lesson/wk followed by a coaching session. Main Outcome Measures The Reach, Effectiveness, Adoption, Implementation, and Maintenance framework includes 5 evaluative dimensions. Analysis Thematic analysis. Results Overall, 77% of children aged 3-5 years (n = 216) participated from targeted Child and Adult Care Food Program ECEs (Reach). All perceived EAT improved children's nutritional and developmental outcomes and encouraged a positive mealtime environment (Effectiveness). Coaches found professional development incentives important, whereas administrators/teachers valued inservice hours (Adoption). Teachers reported successful implementation of responsive feeding, and administrators supported the teachers (Implementation). All reported they intended to continue using EAT, and administrators and teachers discussed incorporating EAT practices into the handbook/school policy (Maintenance). Conclusion and Implications The EAT was valued by all stakeholders for its perceived effectiveness to positively impact children's nutritional outcomes. Furthermore, stakeholders valued the provided incentives and multilevel design with coaching, ECE administrators, and teachers. Future research is needed on how to use Extension coaches in ECE interventions.}, journal={Journal of Nutrition Education and Behavior}, author={Dev, Dipti A. and Padasas, Irene and Hillburn, Carly and Stage, Virginia C. and Dzewaltowski, David A.}, year={2022}, month={Aug} }
 @article{tovar_miller_stage_hoffman_guseman_sisson_shefet_bejamin-neelon_swindle_hasnin_et al._2022, title={BMI Data Collection and Communication Practices in a Multistate Sample of Head Start Programs}, volume={12}, url={https://doi.org/10.1089/chi.2021.0199}, DOI={10.1089/chi.2021.0199}, abstractNote={Background: Although there is a federal mandate to collect anthropometric data in Head Start (HS), little is currently known about the processes used to collect the height and weight measurements across programs and how the results are communicated to parents/guardians. The goal of this study was to understand anthropometric data collection and dissemination procedures in a sample of HS programs serving children 3-5 years. Methods: A convenience sample of HS Health or Nutrition managers were recruited via personal contacts and HS state directors to complete an electronic survey. Quantitative data were analyzed using descriptive statistics (means, standard deviations and frequencies). Open-ended questions were coded using thematic analysis. All protocols and procedures were approved by the Institutional Review Board at Miami University. Results: Approximately half of the programs reported that they have a protocol in place to guide measurements (57.1%) and those measurements are primarily taken by HS staff (64.5%). Most programs explain measurements to parents (82.3%) and report that collecting height/weight data is helpful in supporting children's health (76.0%). Most programs (80.3%) provide resources to parents of children with overweight or obesity. Four themes emerged from open-ended responses: (1) Role of Community Partners (e.g., providing information that conflicts with others); (2) Communicating Children's Weight Status with Families (e.g., using sensitive communication methods); (3) Challenges Measuring Children's Weight Status (e.g., accuracy of data, children's awareness); and (4) Family Reaction to Weight Status Communication (e.g., positive or negative experiences). Conclusion: Opportunities for quality improvement include wider use of standardized, written protocols and policies on data collection and enhanced communication practices to share information with parents.}, journal={Childhood Obesity}, publisher={Mary Ann Liebert Inc}, author={Tovar, Alison and Miller, M. Elizabeth and Stage, Virginia C. and Hoffman, Jessica A. and Guseman, Emily Hill and Sisson, Susan and Shefet, Dana and Bejamin-Neelon, Sara E. and Swindle, Taren and Hasnin, Saima and et al.}, year={2022}, month={Jul} }
 @article{elrakaiby_hasnin_stage_dev_2022, title={‘Read for Nutrition’ programme improves preschool children’s liking and consumption of target vegetable}, volume={25}, url={https://doi.org/10.1017/S1368980021004985}, DOI={10.1017/S1368980021004985}, abstractNote={AbstractObjective:To determine whether the ‘Read for Nutrition’ programme would increase liking and consumption of broccoli (a target vegetable) in preschool children and test acceptability and practicality of the programme.Design:Pilot pre-post intervention study, where childcare teachers received training and coaching followed by reading the book ‘Monsters Don’t Eat Broccoli’ multiple times with the children during a three-week intervention.Setting:Five classrooms of Educare, Lincoln, Nebraska in 2018.Participants:Sixty-nine (11 to 16 children per classroom) preschool-aged children and sixteen teachers (minimum, three per classroom).Results:Average total consumption of broccoli increased 35 % (0·14 ounces or 0·05th cup) after the ‘Read for Nutrition’ programme (t = 2·66; P = 0·01; 95 % CIs (0·035, 0·246)) for all children. Proportional consumption increased for children who received ≥ five exposures to the book (t46 = 2·77; P = 0·008). Exposures to the book predicted proportional consumption (β = 0·365; P = 0·002). Liking of broccoli increased (W69 = 2·2, P = 0·03) as well. Teachers rated the programme as acceptable, practical and enjoyable to children and to themselves.Conclusions:Programmes such as ‘Read for Nutrition’ have the potential to improve children’s vegetable liking and consumption in early care and education settings with only book readings and no exposure to a real vegetable.}, number={5}, journal={Public Health Nutrition}, publisher={Cambridge University Press (CUP)}, author={Elrakaiby, Maha and Hasnin, Saima and Stage, Virginia C and Dev, Dipti A}, year={2022}, month={May}, pages={1346–1354} }
 @article{stage_jones_bayles_hegde_dev_goodell_2021, title={Eastern North Carolina Head Start Teachers' personal and professional experiences with healthy eating and physical activity: a qualitative exploration}, volume={24}, ISSN={["1475-2727"]}, url={https://doi.org/10.1017/S1368980020003687}, DOI={10.1017/S1368980020003687}, abstractNote={AbstractObjective:Explore the interrelationship between teachers’ personal and professional socio-ecological structures while examining Head Start (HS) teachers’ experiences with (1) trying to eat healthy and engage in physical activity (PA) and (2) promote healthy eating and PA in their classrooms.Design:In-depth semi-structured interviews were collected from March through June 2017. Researchers designed the data collection and analysis methods using a phenomenological approach. All interviews were recorded using digital audio and transcribed verbatim.Setting:Seven HS centres in two rural eastern North Carolina counties.Participants:Teachers (n 15) who had recently participated in a healthy eating and physical activity intervention. Participants were 100 % female, an average age of 43 years (sd 9·6) and primarily Black/African American (93·3 %).Results:Eighteen primary themes were identified providing unique insight into individual, social and environmental determinants that may influence teachers’ personal health behaviours and professional health promotion practices. Findings indicated that teachers want to improve health behaviours personally (individual/family health) and professionally (children/families served); however, barriers exist at all levels impacting their ability to improve their own health and facilitate positive behaviours among the children/families they serve. Many teachers observed connections between their personal and professional experiences, but not beyond the individual level.Conclusions:Study findings highlight the importance of considering and emphasising the potential relationship between personal and professional determinants of health when working with early childhood teachers. Findings from this study may be useful for informing the development, implementation and evaluation of future health promotion interventions using teachers as implementers.}, number={11}, journal={PUBLIC HEALTH NUTRITION}, publisher={Cambridge University Press (CUP)}, author={Stage, Virginia C. and Jones, Lorelei and Bayles, Jocelyn and Hegde, Archana V and Dev, Dipti A. and Goodell, L. Suzanne}, year={2021}, month={Aug}, pages={3460–3476} }
 @misc{mcguirt_cooke_burgermaster_enahora_huebner_meng_tripicchio_dyson_stage_wong_2020, title={Extended Reality Technologies in Nutrition Education and Behavior: Comprehensive Scoping Review and Future Directions}, volume={12}, ISSN={["2072-6643"]}, url={https://doi.org/10.3390/nu12092899}, DOI={10.3390/nu12092899}, abstractNote={The use of Extended Reality (XR) (i.e. Virtual and Augmented Reality) for nutrition education and behavior change has not been comprehensively reviewed. This paper presents findings from a scoping review of current published research. Articles (n = 92) were extracted from PubMed and Scopus using a structured search strategy and selection approach. Pertinent study information was extracted using a standardized data collection form. Each article was independently reviewed and coded by two members of the research team, who then met to resolve any coding discrepancies. There is an increasing trend in publication in this area, mostly regarding Virtual Reality. Most studies used developmental testing in a lab setting, employed descriptive or observational methods, and focused on momentary behavior change like food selection rather than education. The growth and diversity of XR studies suggest the potential of this approach. There is a need and opportunity for more XR technology focused on children and other foundational theoretical determinants of behavior change to be addressed within nutrition education. Our findings suggest that XR technology is a burgeoning approach in the field of nutrition, but important gaps remain, including inadequate methodological rigor, community application, and assessment of the impact on dietary behaviors.}, number={9}, journal={NUTRIENTS}, publisher={MDPI AG}, author={McGuirt, Jared T. and Cooke, Natalie K. and Burgermaster, Marissa and Enahora, Basheerah and Huebner, Grace and Meng, Yu and Tripicchio, Gina and Dyson, Omari and Stage, Virginia C. and Wong, Siew Sun}, year={2020}, month={Sep} }
 @article{resor_hegde_stage_2020, title={Pre-service early childhood educators’ perceived barriers and supports to nutrition education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85081730702&partnerID=MN8TOARS}, DOI={10.1080/10901027.2020.1740841}, abstractNote={ABSTRACT Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.}, journal={Journal of Early Childhood Teacher Education}, author={Resor, J. and Hegde, A.V. and Stage, V.C.}, year={2020} }
 @article{may_jilcott pitts_stage_kelley_burkholder_fang_zeng_lazorick_2020, title={Use of the Veggie Meter® as a tool to objectively approximate fruit and vegetable intake among youth for evaluation of preschool and school-based interventions}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85083317657&partnerID=MN8TOARS}, DOI={10.1111/jhn.12755}, abstractNote={AbstractBackgroundReflection spectroscopy is an emerging, non‐invasive objective measure used to approximate fruit and vegetable intake. The present study aimed to use a reflection spectroscopy device (the Veggie Meter®, Longevity Link Corporation, Salt Lake City, UT, USA) to assess skin carotenoid status in preschool, middle‐ and high‐school students and to examine associations between skin carotenoids and self‐reported dietary intake.MethodsIn Autumn 2018, we used the Veggie Meter® to assess skin carotenoids and age‐appropriate validated dietary assessment measures to approximate fruit and vegetable (FV) intake. Preschool participants completed a previously validated pictorial liking tool using an iPad (Apple Inc., Cupertino, CA, USA). Middle‐school participants completed selected questions from the validated School Physical Activity and Nutrition (SPAN) (Michael & Susan Dell Center for Healthy Living, University of Texas, Austin, TX, USA) questionnaire regarding frequency of their FV and beverage intake on the previous day, with additional questions about physical activity. High‐school participants’ FV intake was assessed using the Fruit and Vegetable Screener (National Cancer Institute, Bethesda, MD, USA). Spearman correlation coefficients were used to determine bivariate associations between measures of dietary intake and Veggie Meter®‐assessed skin carotenoid levels.ResultsMean (SD) Veggie Meter® readings were 266 (82.9), 219 (68.1) and 216 (67.2) among preschool, middle‐ and high‐school students. There was an inverse association between soda intake and Veggie Meter® readings (r = −0.22, P = 0.03) among middle‐school students; and a positive association between daily fruit intake and Veggie Meter® readings (r = 0.25, P = 0.06) among high‐school students.ConclusionsThe Veggie Meter® comprises a promising evaluation tool for preschool and school‐based nutrition interventions.}, journal={Journal of Human Nutrition and Dietetics}, author={May, K. and Jilcott Pitts, S. and Stage, V.C. and Kelley, C.J. and Burkholder, S. and Fang, X. and Zeng, A. and Lazorick, S.}, year={2020} }
 @article{stage_downing_hegde_dev_peterson_goodell_2019, title={Comparison of Parent and Child Ratings of Fruit and Vegetable Liking to Assess Parent Accuracy as Proxy Reporters}, volume={58}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85061046923&partnerID=MN8TOARS}, DOI={10.1080/03670244.2019.1572002}, abstractNote={ABSTRACT This study examined the accuracy of parent-report child fruit/vegetable (FV) liking. Child/parent dyads (n = 24) were recruited from six Head Start preschools in North Carolina. Liking for 10 FVs was assessed using a validated pictorial tool for children; a similar scale was used for parents. Negative relationships were observed between parent/child for one fruit (grapes) and one vegetable (broccoli). Positive relationships were observed among oranges, grapes, and overall fruit rankings. Parents tended to rank children’s liking of fruits higher than their children, while children ranked liking vegetables higher. Findings suggest parents may not be accurate respondents for preschool children’s FV liking.}, number={2}, journal={Ecology of Food and Nutrition}, author={Stage, Virginia C. and Downing, Carrie and Hegde, Archana V. and Dev, Dipti A. and Peterson, Amanda D. and Goodell, L. Suzanne}, year={2019}, pages={166–186} }
 @article{burgermaster_wong_bateson_qamar_mcguirt_uribe_el-kour_spielmaker_c. stage_2019, title={DigiTech Division: Positioning SNEB to Lead the Way in Digital Technology for Nutrition Education and Behavior Change}, volume={51}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85061620922&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2019.01.016}, abstractNote={In July 2018, the Society for Nutrition Education and Behavior (SNEB) launched the Digital Technology in Nutrition Education and Behavior Change (DigiTech) Division. 1 White AA The next 50 years: setting the course for SNEB and JNEB. J Nutr Educ Behav. 2018; 50: 651-653 Abstract Full Text Full Text PDF PubMed Scopus (2) Google Scholar Sharing SNEB's mission and vision with the other 11 divisions, the DigiTech Division purposefully aligns its goals and values to SNEB's. We aim to strengthen the promotion of effective nutrition education and healthy behavior through research, policy, and practice that include digital technology.}, number={3}, journal={Journal of Nutrition Education and Behavior}, author={Burgermaster, M. and Wong, S.S. and Bateson, W. and Qamar, Z. and McGuirt, J. and Uribe, A.M. and El-Kour, T. and Spielmaker, A. and C. Stage, V.}, year={2019}, pages={265–266} }
 @article{resor_hegde_stage_yeh_2019, title={Standing Up for Broccoli: Exploring Pre-Service Early Childhood Educators’ (ECE) Experience With Nutrition Education}, volume={33}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85068175000&partnerID=MN8TOARS}, DOI={10.1080/02568543.2019.1609629}, abstractNote={ABSTRACT This study aimed to understand early childhood pre-service teachers’ thoughts and experiences with nutrition education in their undergraduate program and how these experiences play into their perceptions and future use of nutrition education within their own classrooms. Using phenomenology, 11 in-depth telephonic interviews were conducted with early childhood pre-service teachers from two public universities in the state of North Carolina. All participants were females. Eight participants were White/Caucasian and the remaining three participants were Black/African American. Their ages ranged between 21–46 years (mean age 29 years). Six participants were enrolled in a face-to-face licensure degree-seeking program, while five participants completed their licensure degree program through online education. Only two participants were Licensure Only/Licensure Add-On students, who already had a bachelor’s degree in a different or related field to education, and were seeking a Birth through Kindergarten license. Six participants planned to include nutrition related activities during student-teaching. Four emergent themes were familial and life experiences, academic experiences, food choices and mealtime, and strategies. Implications for teacher education programs and the early childhood education field are discussed.}, number={3}, journal={Journal of Research in Childhood Education}, author={Resor, J. and Hegde, A.V. and Stage, V.C. and Yeh, C.}, year={2019}, pages={414–429} }
 @article{bullard_sisson_stage_2019, title={TraDiSHional Impact on the Health of Native American Children}, volume={51}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85065623083&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2019.04.014}, abstractNote={Native American (NA) children have a rich cultural and sensory relationship with food.}, number={6}, journal={Journal of Nutrition Education and Behavior}, author={Bullard, C. and Sisson, S. and Stage, V.C.}, year={2019}, pages={647} }
 @article{dunn_burgermaster_adams_koch_adintori_stage_2019, title={A systematic review and content analysis of classroom teacher professional development in nutrition education programs}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85062822901&partnerID=MN8TOARS}, DOI={10.1093/advances/nmy075}, abstractNote={Many nutrition programs include classroom-based education. Schoolteachers are relied upon to deliver these programs despite gaps in nutrition education motivation, knowledge, and self-efficacy. Teacher professional development (PD) for these nutrition education programs has been identified as a strategy for improving program effectiveness, yet many interventions do not include a PD component and still fewer describe it. A literature search was conducted between January and February 2017; articles were collected from PubMed, ERIC, and EBSCOhost. Article inclusion criteria were as follows: 1) published in an English-language peer-reviewed or scholarly journal, 2) published after 2000, 3) empirical research, 4) research conducted in a K-12 classroom, 5) research included nutrition education component, and 6) program delivered by a classroom teacher. Twenty-seven interventions were identified. A team of 2 researchers performed content analysis based on an evidence-based set of 7 PD components to assess if and how these components were incorporated before, during, or after program implementation. Little information was provided that described the role of teacher PD in the course of delivering nutrition education in classroom-based programs. The most common elements of PD described in the literature were the time spent in PD and follow-up with instructors during or after program implementation. There was a notable lack of methodologic description of teacher PD, and this limited reporting may decrease researchers' ability to work with teachers in a consistent and effective manner.}, number={2}, journal={Advances in Nutrition}, author={Dunn, C.G. and Burgermaster, M. and Adams, A. and Koch, P. and Adintori, P.A. and Stage, V.C.}, year={2019}, pages={351–359} }
 @article{garcia_dev_stage_2018, title={Predictors of Parent Engagement Based on Child Care Providers’ Perspectives}, volume={50}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051636575&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2018.06.009}, abstractNote={<h2>Abstract</h2><h3>Objective</h3> Determine the predictors of child care providers' parent engagement regarding child nutrition in child care centers (CCCs) and family child care homes (FCCHs). <h3>Design</h3> Cross-sectional. <h3>Setting</h3> Child care centers and FCCHs. <h3>Participants</h3> Child care center directors (n = 337) and FCCH providers (n = 1,153) completed a self-administered survey. <h3>Main Outcome Measures</h3> Fifteen variables were examined as predictors for parent engagement: providers' perceived barriers to communication, participation in <i>Go Nutrition</i> and <i>Physical Self- Assessment in Child Care</i>, National Association for the Education of Young Children accreditation, participation in Quality Ratings and Improvement Systems, feeding practices, and professional development. <h3>Analysis</h3> Structural equation modeling examined the relation between variables for CCCs and for FCCHs. <h3>Results</h3> For CCCs, NAEYC accreditation, providers' perceived barriers regarding parents' cultural beliefs about food, parents not liking the taste of healthy foods, and parents prioritizing other food-related topics over healthy eating significantly predicted parent engagement. For FCCHs, participation in <i>Go Nutrition</i> and <i>Physical Self- Assessment in Child Care</i>, perceiving parents to be busy, not wanting to offend parents, and practicing family-style dining were significantly related to parent engagement. For both CCCs and FCCHs, professional development regarding child nutrition was related to parent engagement. <h3>Conclusions and Implications</h3> Focusing professional development on child care contexts and addressing providers' perceived barriers may improve parent engagement.}, number={9}, journal={Journal of Nutrition Education and Behavior}, author={Garcia, A.S. and Dev, D.A. and Stage, V.C.}, year={2018}, pages={905–912} }
 @article{stage_coletta_2018, title={The Pregnancy/Birth-24 Months Project: Background and Importance}, volume={50}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85047598561&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2018.04.001}, abstractNote={The Nutrition Education for Children Division along with Higher Education, Communications, Public Health Nutrition, and Food and Nutrition Extension Education (FNEE) Divisions are proud to sponsor a session during the 2018 SNEB Annual Conference on The Pregnancy/Birth-24 Months Project: Examining Current Evidence for Feeding Practices on Food Acceptance and Weight Outcomes in Toddlers.}, number={6}, journal={Journal of Nutrition Education and Behavior}, author={Stage, V.C. and Coletta, F.}, year={2018}, pages={527} }
 @article{stage_kolasa_díaz_duffrin_2018, title={Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum}, volume={88}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85037696769&partnerID=MN8TOARS}, DOI={10.1111/josh.12576}, abstractNote={ABSTRACTBACKGROUNDExplore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth‐grade curriculum may support gains in academic knowledge.METHODSSecondary analysis of a quasi‐experimental study. Sample included 438 students in 34 fourth‐grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post‐test‐nutrition knowledge; independent variables = baseline‐nutrition knowledge, and post‐test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression.RESULTSThe hypothesized model predicted post‐nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association.CONCLUSIONSScience and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth‐grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.}, number={1}, journal={Journal of School Health}, author={Stage, Virginia C. and Kolasa, Kathryn M. and Díaz, Sebastián R. and Duffrin, Melani W.}, year={2018}, pages={15–22} }
 @article{stage_wilkerson_hegde_lisson_babatunde_goodell_2018, title={Head Start administrator and teacher perceptions of parental influence on preschool children's nutrition education}, volume={16}, ISSN={["1741-2927"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85047990596&partnerID=MN8TOARS}, DOI={10.1177/1476718X17705415}, abstractNote={ Parents play a significant role in molding their children’s nutrition knowledge and behavior. The purpose of the present study was to explore parental influence on preschooler’s nutrition education from the perspectives of North Carolina–based Head Start coordinators and teachers. Investigators conducted 63 in-depth, structured interviews with Head Start Health/Nutrition Coordinators (n = 31) and teachers (n = 32). Interviews were recorded in digital audio format and transcribed verbatim. Following a grounded theory approach, researchers identified primary, emergent themes related to parental influence and a substantive-level model was developed. Head Start staff described parental background (i.e. nutrition knowledge, culture), socioeconomic status, food preferences and parental engagement/support of teacher provided nutrition education as the primary factors that affect preschooler’s nutrition education. The proposed theoretical model provides an initial understanding of the influence Head Start parents may have on their children’s nutrition education. The findings suggest more training and education opportunities for parents and teachers may be needed. Despite barriers, teachers and local community partners should continue to support parents in their efforts to reinforce positive nutrition messages among preschool children. }, number={2}, journal={JOURNAL OF EARLY CHILDHOOD RESEARCH}, author={Stage, Virginia C. and Wilkerson, Kristi and Hegde, Archana and Lisson, Sarah and Babatunde, Oyinlola Toyin and Goodell, L. Suzanne}, year={2018}, month={Jun}, pages={160–175} }
 @article{dev_carraway-stage_schober_mcbride_kok_ramsay_2017, title={Implementing the Academy of Nutrition and Dietetics Benchmarks for Nutrition Education for Children: Child-Care Providers’ Perspectives}, volume={117}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85028054813&partnerID=MN8TOARS}, DOI={10.1016/j.jand.2017.07.001}, abstractNote={National childhood obesity prevention policies recommend that child-care providers educate young children about nutrition to improve their nutrition knowledge and eating habits. Yet, the provision of nutrition education (NE) to children in child-care settings is limited.Using the 2011 Academy of Nutrition and Dietetics benchmarks for NE in child care as a guiding framework, researchers assessed child-care providers' perspectives regarding delivery of NE through books, posters, mealtime conversations, hands-on learning, and sensory exploration of foods to young children (aged 2 to 5 years).Using a qualitative design (realist method), individual, semistructured interviews were conducted until saturation was reached.The study was conducted during 2012-2013 and used purposive sampling to select providers. Final sample included 18 providers employed full-time in Head Start or state-licensed center-based child-care programs in Central Illinois.Child-care providers' perspectives regarding implementation of NE.Thematic analysis to derive themes using NVivo software.Three overarching themes emerged, including providers' motivators, barriers, and facilitators for delivering NE to children. Motivators for delivering NE included that NE encourages children to try new foods, NE improves children's knowledge of healthy and unhealthy foods, and NE is consistent with children's tendency for exploration. Barriers for delivering NE included that limited funding and resources for hands-on experiences and restrictive policies. Facilitators for delivering NE included providers obtain access to feasible, low-cost resources and community partners, providers work around restrictive policies to accommodate NE, and mealtime conversations are a feasible avenue to deliver NE. Providers integrated mealtime conversations with NE concepts such as food-based sensory exploration and health benefits of foods.Present study findings offer insights regarding providers' perspectives on implementing NE in child care. Drawing from these perspectives, registered dietitian nutritionists can train providers about the importance of NE for encouraging healthy eating in children, integrating NE with mealtime conversations, and practicing low-cost, hands-on NE activities that meet the food safety standards for state licensing. Such strategies may improve providers' ability to deliver NE in child-care settings.}, number={12}, journal={Journal of the Academy of Nutrition and Dietetics}, author={Dev, D.A. and Carraway-Stage, V. and Schober, D.J. and McBride, B.A. and Kok, C.M. and Ramsay, S.}, year={2017}, pages={1963–1971.e2} }
 @article{hodges_roseno_duffrin_stage_2017, title={Middle school nutrition knowledge tool development and evaluation in North Carolina}, volume={47}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85020431946&partnerID=MN8TOARS}, DOI={10.1108/NFS-06-2016-0079}, abstractNote={
Purpose
This study aims to develop and empirically assess an instrument for measuring nutrition knowledge aligned to the North Carolina (NC) Healthful Living Essential Standards for teaching nutrition. The instrument was critically evaluated and used to assess nutrition knowledge in Eastern NC students.


Design/methodology/approach
Researchers evaluated 250 students in 16, eighth-grade classrooms using a 22-question researcher-developed nutrition knowledge questionnaire. Assessment questions were aligned with NC Healthful Living Essential Standards, which suggest students should be able to: apply tools to plan healthy nutrition, create strategies to improve dietary intake, create plans for lifelong health, and evaluate health information and products. Survey reliability and validity (face) were evaluated prior to study implementation. Descriptive statistics for individual items, total and individual standard scores were analyzed. Instrument efficacy was evaluated using item-difficulty and discrimination indexes.


Findings
The survey displayed appropriate levels of item difficulty with three exceptions: two questions were identified as too difficult, and one as too easy. The majority of items also displayed acceptable (>0.20) or excellent (>0.40) discrimination (17 out of 20). Average total nutrition knowledge score was 11.82-3.26 (53.7 per cent). Within aligned standards, students scored highest in creating plans for lifelong health (79 per cent) and lowest in evaluating health information (37.6 per cent).


Originality/value
Study findings suggest eighth-grade students may only possess half the nutrition knowledge standards expected in the eighth grade. More instrument development is needed to supply researchers with standard means of assessing nutrition knowledge.
}, number={3}, journal={Nutrition and Food Science}, author={Hodges, C. and Roseno, A. and Duffrin, M.W. and Stage, V.C.}, year={2017}, pages={332–345} }
 @article{peterson_goodell_hegde_stage_2017, title={Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools}, volume={49}, ISSN={["1878-2620"]}, url={https://doi.org/10.1016/j.jneb.2017.01.003}, DOI={10.1016/j.jneb.2017.01.003}, abstractNote={Objective To develop a theory that explains the process of how teachers' perception of multilevel policies may influence nutrition education (NE) teaching strategies in Head Start preschools. Design Semistructured telephone interviews. Setting North Carolina Head Start preschools. Participants Thirty-two Head Start teachers. Phenomenon of Interest All interviews were transcribed verbatim. Following a grounded theory approach, authors coded interview data for emergent themes. Analysis Two primary themes emerged during analysis, including teachers' policy perceptions and teacher-perceived influence of policy on NE. Results A theoretical model was developed to explain how teachers' perceptions of policies influenced NE (eg, teaching strategies) in the classroom. Teachers discussed multiple policy areas governing their classrooms and limiting their ability to provide meaningful and consistent NE. How teachers perceived the level of regulation in the classroom (ie, high or low) influenced the frequency with which they used specific teaching strategies. Conclusion and Implications Despite federal policies supporting the provision of NE, teachers face competing priorities in the classroom (eg, school readiness vs NE) and policies may conflict with standardized NE curricula. To understand how Head Start centers develop local policies, additional research should investigate how administrators interpret federal and state policies.}, number={5}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, publisher={Elsevier BV}, author={Peterson, Amanda D. and Goodell, L. Suzanne and Hegde, Archana and Stage, Virginia C.}, year={2017}, month={May}, pages={387-+} }
 @article{c. stage_roseno_hodges_hovland_diaz_duffrin_2016, title={Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition}, volume={47}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84969800038&partnerID=MN8TOARS}, DOI={10.1080/19325037.2016.1157534}, abstractNote={Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on fourth-grade teachers' self-efficacy toward teaching nutrition. Methods: Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 fourth-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and posttest teacher self-efficacy using a 4-point Likert scale (1 = not confident at all; 4 = very confident). Analysis of covariance (ANCOVA) and Wilcoxon's signed rank test were used for statistical analysis. Results: Teachers in the intervention group displayed significantly higher post efficacy expectation scores (mean = 3.52; SD = 0.41) than comparison group teachers (mean = 2.86; SD = 0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion: The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice: Health Educators can use the findings to inform the development of teacher trainings in nutrition and health.}, number={3}, journal={American Journal of Health Education}, author={C. Stage, V. and Roseno, A. and Hodges, C.D. and Hovland, J. and Diaz, S. and Duffrin, M.W.}, year={2016}, pages={155–162} }
 @article{lisson_goodell_dev_wilkerson_hegde_stage_2016, title={Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use}, volume={48}, ISSN={["1878-2620"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84994745084&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2016.07.016}, abstractNote={Objective The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. Methods In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina–based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Results Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Conclusions and Implications Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed.}, number={9}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Lisson, Sarah and Goodell, L. Suzanne and Dev, Dipti and Wilkerson, Kristi and Hegde, Archana V. and Stage, Virginia C.}, year={2016}, month={Oct}, pages={655-+} }
 @article{goodell_stage_cooke_2016, title={Practical Qualitative Research Strategies: Training Interviewers and Coders}, volume={48}, ISSN={["1878-2620"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84995495634&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2016.06.001}, abstractNote={The increased emphasis on incorporating qualitative methodologies into nutrition education development and evaluation underscores the importance of using rigorous protocols to enhance the trustworthiness of the findings. A 5-phase protocol for training qualitative research assistants (data collectors and coders) was developed as an approach to increase the consistency of the data produced. This training provides exposure to the core principles of qualitative research and then asks the research assistant to apply those principles through practice in a setting structured on critical reflection.}, number={8}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Goodell, L. Suzanne and Stage, Virginia C. and Cooke, Natalie K.}, year={2016}, month={Sep}, pages={578-+} }
 @article{roseno_geist_carraway-stage_duffrin_2015, title={Exploring sunflower seeds: A thematic approach to science inquiry}, volume={70}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85021639061&partnerID=MN8TOARS}, number={3}, journal={YC Young Children}, author={Roseno, A. and Geist, E. and Carraway-Stage, V. and Duffrin, M.W.}, year={2015}, pages={88–91} }
 @article{carraway-stage_hovland_showers_díaz_duffrin_2015, title={Food-based science curriculum yields gains in nutrition knowledge}, volume={85}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84923641272&partnerID=MN8TOARS}, DOI={10.1111/josh.12243}, abstractNote={ABSTRACTBACKGROUNDStudents may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics.METHODSDuring the 2009‐2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth‐grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands‐on, integrative curriculum for children in grades 3‐5 that uses food as a tool to teach mathematics and science. Researchers developed a 28‐item multiple‐choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post‐intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge.RESULTSA significant improvement was observed in total nutrition knowledge at post‐intervention (adjusting for baseline) between groups (F [1] = 128.95; p < .01) and in all content areas post‐intervention.CONCLUSIONSFindings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth‐graders' nutrition knowledge compared with students not exposed to FMI.}, number={4}, journal={Journal of School Health}, author={Carraway-Stage, V. and Hovland, J. and Showers, C. and Díaz, S. and Duffrin, M.W.}, year={2015}, pages={231–240} }
 @article{carraway-stage_hammond_duffrin_2014, title={A Gourd Smorgasbord Offers Second Grade Students Sensory Exposure to a Variety of Squash While Teaching Science}, volume={46}, DOI={10.1016/j.jneb.2014.04.123}, abstractNote={To share the layout and design of an activity called Gourd Smorgasbord, illustrate the activity alignment to Next Generation Science Standards, and discuss the implementation of the activity. Second grade students. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative uses food as a tool to teach mathematics and science. This project was a partnership with a teacher to enhance an existing thematic curriculum about pumpkins. Curriculum developers created an activity that offered second grade students sensory exposure to butternut, acorn, and spaghetti squash. Students rotated through 3 stations observing, predicting, and recording information. Curriculum developers and the classroom teacher monitored students and facilitators progression through the activities. Student engagement, implementation techniques, and recommendations for improving the activity were considered. The activity engaged students in the learning process and facilitated sensory exposure to a variety of squash. Some or all of the squash varieties were a new exposure for a majority of students. Sensory descriptors posed the greatest challenge for students. The classroom teacher suggested the addition of word banks to assist students with nomenclature. The activity could easily be adjusted to multi-day lessons and/or demonstration-lecture format. Continued educational research evaluating food and nutrition scientific knowledge gains is warranted.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Carraway-Stage, Virginia and Hammond, J. and Duffrin, M.W.}, year={2014}, month={Jul}, pages={S143–S144} }
 @article{carraway-stage_bala_white_roseno_duffrin_2014, title={FoodMASTER Middle Grades: Development and Pilot Evaluation of an Integrative Food-based Science Curriculum}, volume={46}, DOI={10.1016/j.jneb.2014.04.124}, abstractNote={ObjectiveThe purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science.Study Design, Setting, Participants, and InterventionResearchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year.Outcome, Measures and AnalysisTeachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities.ResultsFeedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation.Conclusions and ImplicationsOutcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development.FundingNIH ObjectiveThe purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science. The purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science. Study Design, Setting, Participants, and InterventionResearchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year. Researchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year. Outcome, Measures and AnalysisTeachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities. Teachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities. ResultsFeedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation. Feedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation. Conclusions and ImplicationsOutcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development. Outcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Carraway-Stage, Virginia and Bala, S. and White, M.L. and Roseno, A. and Duffrin, M.W.}, year={2014}, month={Jul}, pages={S144} }
 @article{babatunde_wilkerson_lisson_carraway-stage_babatunde_2014, title={Head Start Administrator and Teacher Perceptions of Parental Influence on Preschool Children}, volume={46}, DOI={10.1016/j.jneb.2014.04.103}, abstractNote={The purpose of this study was to explore parental influence on preschool children's nutrition education from the perspective of Head Start administrators and teachers. Beginning September 2011 through May 2012, researchers conducted 63 in-depth, structured interviews with North Carolina-based (NC) Head Start Health/Nutrition Coordinators (n=31) and teachers (n=32). Researchers recorded interviews via digital audio format and transcribed them verbatim. Through open-coding, researchers identified four primary, emergent themes related to parental influence. Following a grounded theory approach, themes were then broken down to develop a substantive-level model. Outcomes revealed parent interaction involvement (e.g. parent meetings), educational opportunities offered through Head Start (e.g. parent education classes), community support programs (e.g. public funding, private organizations), and factors related to a parent's own background (e.g. socio-economic status, food preferences) were principal parent related-components that Head Start staff reported as being influential to preschooler's nutrition education. Initial findings suggest more training and education opportunities for parents may be needed to overcome their own nutrition-related knowledge and perceptions. Yet, participants often reported a lack of parental involvement as a barrier to educational opportunities offered to families through Head Start. Despite barriers, teachers and local community partners should continue supporting parents in efforts to reinforce positive nutrition messages among preschool children. However, in order to better understand the impact of parent-related factors (e.g. involvement, influence) on children's nutrition education, researchers should also explore these issues from the perspective of Head Start parents.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Babatunde, Oyinlola and Wilkerson, K.N. and Lisson, S.E. and Carraway-Stage, V. and Babatunde, O.T.}, year={2014}, month={Jul}, pages={S135} }
 @article{peterson_carraway-stage_bechar_goodell_carraway-stage_2014, title={Teacher and Administrator Perceptions of Nutrition Education During Mealtime in Head Start Preschools}, volume={46}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/J.JNEB.2014.04.125}, DOI={10.1016/j.jneb.2014.04.125}, abstractNote={ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools.Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31).Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model.ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education.Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children.FundingNone ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Mealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Researchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. Transcribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Findings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children. Implementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Peterson, Amanda and Carraway-Stage, Virginia and Bechar, N. and Goodell, S.L. and Carraway-Stage, V.}, year={2014}, month={Jul}, pages={S144} }
 @article{carraway-stage_henson_dipper_spangler_ash_goodell_2014, title={Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach}, volume={45}, ISSN={1932-5037 2168-3751}, url={http://dx.doi.org/10.1080/19325037.2013.853000}, DOI={10.1080/19325037.2013.853000}, abstractNote={Background Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool classrooms. Methods Between September 2011 and May 2012, investigators conducted 74 in-depth, structured interviews (31 health/nutrition coordinators, 11 center directors, and 32 teachers). Participant interviews were recorded in digital audio format and transcribed verbatim. Results Researchers condensed identified interrelated themes into 4 categories within a substantive-level model. Outcomes revealed that teacher training/education, funding, and policies/regulations were the core factors influencing the quality and quantity of nutrition-related instruction. Discussion The proposed model establishes a framework for understanding the state of nutrition education in the preschool environment. Teachers need more opportunities for training/education in instructional methods and nutrition content; financial support for materials; and clear, supportive policies/regulations. Translation to Health Education Practice Teachers and administrators can use the proposed framework as an objective guide to identify the presence of these barriers in their organizations and to facilitate their ability to work together to improve the quality of nutrition education in the preschool environment.}, number={1}, journal={American Journal of Health Education}, publisher={Informa UK Limited}, author={Carraway-Stage, Virginia and Henson, Sydney R. and Dipper, Allison and Spangler, Hillary and Ash, Sarah L. and Goodell, L. Suzanne}, year={2014}, month={Jan}, pages={52–62} }
 @article{duffrin_carraway-stage_briley_christiano_2015, title={Validation of a dietary intake tool for african-american dialysis patients with low literacy}, volume={41}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84929506917&partnerID=MN8TOARS}, DOI={10.1111/jorc.12104}, abstractNote={SUMMARYBackgroundThis study analysed the validity and reliability of a food frequency questionnaire designed for African‐American patients with low literacy. This instrument was designed specifically to meet the need for a tool that was short, easy to understand, and met clinical reliability and validity standards.ObjectivesAssessing patient nutritional status and dietary intake is crucial to the care of patients in end stage kidney disease. The development of a quick and reliable nutritional assessment tool for patients with low literacy could increase nutritional counselling effectiveness and improve patient outcomes.DesignThe renal food frequency questionnaire (RFF) and a standard 24‐hour recall were administered to a general population of African‐American patients undergoing dialysis. Registered Dieticians and statistical analyses were used to validate the content and structural validity and reliability of the RFF to adequately measure dietary intake.ParticipantsThe study sample consisted of 30 African‐American patients who received dialysis treatment at a regional teaching hospital facility.ResultsThe RFF was found to be a simple, easy to understand instrument with low reading complexity (grade level 4.4). Inter‐rater reliability was found to be high (.81–1.00), and statistical analysis determined a high level of clinical validity.ConclusionThe RFF was found to be a valid dietary recall tool that is appropriate for patients with limited literacy. It was found to have acceptable reliability and validity when compared with a standard 24‐hour recall and has potential for use as a dietary intake and monitoring tool in patients undergoing dialysis.}, number={2}, journal={Journal of Renal Care}, author={Duffrin, C. and Carraway-Stage, V.G. and Briley, A. and Christiano, C.}, year={2015}, pages={126–133} }
 @article{carraway-stage_spangler_borges_goodell_2014, title={Evaluation of a pictorial method to assess liking of familiar fruits and vegetables among preschool children}, volume={75}, ISSN={["1095-8304"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84892474658&partnerID=MN8TOARS}, DOI={10.1016/j.appet.2013.12.011}, abstractNote={Research suggests fruit and vegetable (FV) preferences greatly influence on FV intake. Methods for assessing children's FV preference in a reliable and valid manner are needed. The purpose of this study was to develop a practical, reliable, and valid method for evaluating FV liking among preschool-aged children using photographs. Authors formatively assessed a series of digital FV photographs and hedonic scales to develop content for the liking measure. The measure for assessment included 20 high-quality, digital photographs presenting 13 FVs. A non-gendered 5-point face scale (super yummy to super yucky) was chosen to determine level of liking. We used this measure to establish reliability (i.e., test re-test) and concurrent validity (i.e., photograph versus tasting experience) of the pictorial method. Data were analyzed using Spearman's Rho Correlation Coefficients and Wilcoxon signed-rank tests. The measure demonstrated varying levels of reliability/validity for individual FV items and the fruit scale; however, the vegetable scale and collapsed FV scale were determined to be valid measures. Authors recommended the removal of one weak pictorial fruit item (halved peach) from the fruit and FV scales to improve validity. The final recommended measure included 19 high-quality, digital photographs presenting 12 FVs. The pictorial FV measure and subscales may be useful for assessing FV liking among groups of preschool-aged children within the studied population. Additional research is needed to further validate the use of the pictorial FV measures in a larger, more generalizable sample.}, journal={APPETITE}, author={Carraway-Stage, Virginia and Spangler, Hillary and Borges, Michelle and Goodell, L. Suzanne}, year={2014}, month={Apr}, pages={11–20} }
 @article{hovland_carraway-stage_cela_collins_díaz_collins_duffrin_2013, title={Food-based science curriculum increases 4th graders multidisciplinary science knowledge}, volume={12}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84884962054&partnerID=MN8TOARS}, DOI={10.1111/1541-4329.12016}, abstractNote={AbstractHealth professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.}, number={4}, journal={Journal of Food Science Education}, author={Hovland, J.A. and Carraway-Stage, V.G. and Cela, A. and Collins, C. and Díaz, S.R. and Collins, A. and Duffrin, M.W.}, year={2013}, pages={81–86} }
 @article{sykes_dechabert-rois_rivera_wall-bassett_carraway-stage_duffrin_2013, title={FoodMASTER Summer Science Camp Experience Impacts Participants’ Attitudes towards Nutrition and Cooking}, volume={113}, DOI={10.1016/j.jand.2013.06.276}, abstractNote={Participants viewing this presentation will take away an overview of the FoodMASTER Summer Science Camp curriculum and the positive impact the camp had on camper attitudes towards nutrition and cooking.}, number={9}, journal={Journal of the Academy of Nutrition and Dietetics}, publisher={Elsevier BV}, author={Sykes, S.G. and DeChabert-Rois, J. and Rivera, D. and Wall-Bassett, E. and Carraway-Stage, V. and Duffrin, M.}, year={2013}, month={Sep}, pages={A79} }
 @article{carraway-stage_hovland_diaz_duffrin_2013, title={Implementation of a Food-Based Science Curriculum Improves 4th Grade Educator's Self-Efficacy for Teaching Nutrition}, volume={113}, DOI={10.1016/j.jand.2013.06.266}, abstractNote={As a result of this presentation, the learner will be able to discuss how a food-based curriculum may improve teachers' nutrition teaching self-efficacy.}, number={9}, journal={Journal of the Academy of Nutrition and Dietetics}, publisher={Elsevier BV}, author={Carraway-Stage, V. and Hovland, J. and Diaz, S. and Duffrin, M.W.}, year={2013}, month={Sep}, pages={A77} }
 @article{roseno_hoerdemann_carraway-stage_hovland_diaz_duffrin_2013, title={Integrative Food-Based Science Curriculum Increases 4th Graders’ Math Knowledge}, volume={113}, DOI={10.1016/j.jand.2013.06.252}, abstractNote={As a result of this presentation, the learner will be able to discuss the impact food-based curricula may have on increasing math knowledge among elementary aged children.}, number={9}, journal={Journal of the Academy of Nutrition and Dietetics}, publisher={Elsevier BV}, author={Roseno, A. and Hoerdemann, C. and Carraway-Stage, V. and Hovland, J. and Diaz, S. and Duffrin, M.W.}, year={2013}, month={Sep}, pages={A73} }
 @article{carraway-stage_diaz_ochab_hovland_duffrin_2012, title={Food-Based Science Curriculum Yields Better Gains in Nutrition Knowledge Versus Conventional Science Curriculum}, volume={112}, DOI={10.1016/j.jand.2012.06.177}, abstractNote={Participants will be able to discuss strategies to improve nutrition knowledge in grade 3-5 school-based populations.}, number={9}, journal={Journal of the Academy of Nutrition and Dietetics}, publisher={Elsevier BV}, author={Carraway-Stage, V. and Diaz, S. and Ochab, C. and Hovland, J. and Duffrin, M.}, year={2012}, month={Sep}, pages={A50} }
 @article{mcleod_carraway-stage_hovland_duffrin_2012, title={Measuring Me: Using Nutrition Education Curriculum Activities to Teach Elementary Mathematics}, volume={44}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84857446586&partnerID=MN8TOARS}, DOI={10.1016/j.jneb.2011.08.007}, abstractNote={Understanding basic functions of mathematics can greatly improve individuals’ future health risk. 1 Rothman R.L. Montori V.M. Cherrington A. Pignone M.P. Perspective: the role of numeracy in health care. J Health Commun. 2008; 13: 583-595 Crossref PubMed Scopus (152) Google Scholar Numeracy skills help people understand medication prescriptions, nutrition plans, and which treatment option is best for them. 2 Reyna V.F. Brainerd C.J. The importance of mathematics in health and human judgment: numeracy, risk communication, and medical decision making. Learning and Individual Differences. 2007; 17: 147-159 Crossref Scopus (218) Google Scholar However, one of the largest obstacles health professionals face is patient compliance to interventions; one reason is lack of mathematical proficiency among the population. 1 Rothman R.L. Montori V.M. Cherrington A. Pignone M.P. Perspective: the role of numeracy in health care. J Health Commun. 2008; 13: 583-595 Crossref PubMed Scopus (152) Google Scholar , 2 Reyna V.F. Brainerd C.J. The importance of mathematics in health and human judgment: numeracy, risk communication, and medical decision making. Learning and Individual Differences. 2007; 17: 147-159 Crossref Scopus (218) Google Scholar , 3 Kutner M. Greenberg E. Baer J. A First Look at the Literacy of America’s Adults in the 21st Century (NCES 2006-470). US Government Printing Office, Washington, DC2005 Google Scholar , 4 Nelson W. Reyna V.F. Fagerlin A. Lipkus I. Peters E. Clinical implications of numeracy: theory and practice. Ann Behav Med. 2008; 35: 261-274 Crossref PubMed Scopus (232) Google Scholar}, number={2}, journal={Journal of Nutrition Education and Behavior}, author={McLeod, S. and Carraway-Stage, V. and Hovland, J. and Duffrin, M.}, year={2012}, pages={189–191} }
 @article{carraway-stage_goodell_2011, title={Engaging Preschool Children with Inquiry-Based Nutrition Education}, volume={43}, ISSN={1499-4046}, url={http://dx.doi.org/10.1016/j.jneb.2011.03.085}, DOI={10.1016/j.jneb.2011.03.085}, abstractNote={To develop a hands-on, inquiry-based nutrition education curriculum for preschool-aged children that encourages exploration and tasting of fruits and vegetables in a positive classroom environment.}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Carraway-Stage, Virginia and Goodell, L. Suzanne}, year={2011}, month={Jul}, pages={S27} }
 @article{roseno_carraway-stage_duffrin_2011, title={FoodMASTER: Utilizing Hands-On, Food-Based Lessons to Introduce New Foods in the Preschool Classroom}, volume={111}, DOI={10.1016/j.jada.2011.06.184}, abstractNote={State that the use of a hands-on, food-based nutrition education curriculum can be a promising method to promote healthier food choices in preschool children.}, number={9}, journal={Journal of the American Dietetic Association}, publisher={Elsevier BV}, author={Roseno, A. and Carraway-Stage, V.G. and Duffrin, M.W.}, year={2011}, month={Sep}, pages={A52} }
 @article{carraway-stage_2011, title={Investigating perceived vs. medical weight status classification among college students}, journal={International Electronic Journal of Health Education}, author={Carraway-Stage, Virginia}, year={2011} }
 @article{carraway-stage_2010, title={An exploratory study of weight and alcohol consumption among college students}, journal={The Internet Journal of Nutrition and Wellness}, author={Carraway-Stage, Virginia}, year={2010} }
 @article{colby_wuensch_person_bulova_carraway-stage_2010, title={College Students' Ability to Self-identify Healthiness of Diet and Dietary Components}, volume={42}, DOI={10.1016/j.jneb.2010.03.081}, abstractNote={The objective of this study was to evaluate college students' ability to self-identify the overall healthiness of their diet and intakes of the individual dietary components of the Healthy Eating Index (HEI).}, number={4}, journal={Journal of Nutrition Education and Behavior}, publisher={Elsevier BV}, author={Colby, Sarah and Wuensch, Karl and Person, Ashley and Bulova, Jessica and Carraway-Stage, Virginia}, year={2010}, month={Jul}, pages={S101} }
 @article{duffrin_hovland_carraway-stage_mcleod_duffrin_phillips_rivera_saum_johanson_graham_et al._2010, title={Using food as a tool to teach science to 3rd grade students in appalachian Ohio}, volume={9}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77956001556&partnerID=MN8TOARS}, DOI={10.1111/j.1541-4329.2010.00090.x}, abstractNote={ABSTRACT: The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd‐grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands‐on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in 4 other classrooms served as the control group. Mainstream 3rd‐grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4th grade. Teachers and students alike reported that the hands‐on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.}, number={2}, journal={Journal of Food Science Education}, author={Duffrin, M.W. and Hovland, J. and Carraway-Stage, V. and McLeod, S. and Duffrin, C. and Phillips, S. and Rivera, D. and Saum, D. and Johanson, G. and Graham, A. and et al.}, year={2010}, pages={41–46} }
 @article{carraway-stage_duffrin_hovland_2009, title={FoodMASTER: Using Food as a Tool to Impact Health Literacy}, volume={109}, DOI={10.1016/j.jada.2009.06.178}, abstractNote={Participants will develop a working knowledge of the NIH SEPA program The FoodMASTER Initiative as a tool to impact healthy literacy in the everyday math and science classroom through the use of food as a teaching aid.}, number={9}, journal={Journal of the American Dietetic Association}, publisher={Elsevier BV}, author={Carraway-Stage, V. and Duffrin, M.W. and Hovland, J.}, year={2009}, month={Sep}, pages={A57} }
 @article{carraway-stage_2007, title={Supplements and Dietary Methods of Interest for Treatment of Health Conditions that Restrict Sport Performance among College Athletes}, journal={The Virginia Journal}, author={Carraway-Stage, Virginia}, year={2007} }
 @article{malinauskas_overton_carraway_cash_2007, title={Supplements of interest for sport-related injury and sources of supplement information among college athletes.}, volume={52}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-39749093203&partnerID=MN8TOARS}, journal={Advances in medical sciences}, author={Malinauskas, B.M. and Overton, R.F. and Carraway, V.G. and Cash, B.C.}, year={2007}, pages={50–54} }
 @article{carraway-stage_2007, title={Supplements of interest for sports-related injury and sources of supplement information among college athletes}, journal={Advances in Biomedical Sciences}, author={Carraway-Stage, Virginia}, year={2007} }