Papers by Jessica Linnell
Objective: To examine the use of a systematic approach and theoretical framework to develop an
in... more Objective: To examine the use of a systematic approach and theoretical framework to develop an
inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program.
Methods: Curriculum development occurred in 3 steps: identification of learning objectives, determination
of evidence of learning, and activity development. Curriculum activities were further refined through
pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in
improvements to activities.
Results: Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices,
which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore,
the Backward Design method provided the design team with a systematic approach to ensure activities
addressed targeted learning objectives and overall Shaping Healthy Choices Program goals.
Conclusions and Implications: The process by which a nutrition curriculum is developed may have a
direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives
are selected, and how theory and pedagogy are applied should be further investigated so that effective
approaches to developing garden-enhanced nutrition interventions can be determined and replicated.
Key Words: nutrition education, curriculum development, garden enhanced, inquiry based, school based
Journal of Nutrition Education and Behavior, 2014
Journal of Nutrition Education and Behavior, 2014
Journal of Nutrition Education and Behavior, 2013
Journal of Nutrition Education and Behavior, 2013
Journal of nutrition education and behavior
To provide a framework for implementation of multicomponent, school-based nutrition interventions... more To provide a framework for implementation of multicomponent, school-based nutrition interventions. This article describes the research methods for the Shaping Healthy Choices Program, a model to improve nutrition and health-related knowledge and behaviors among school-aged children. Longitudinal, pretest/posttest, randomized, controlled intervention. Four elementary schools in California. Fourth-grade students at intervention (n = 252) and control (n = 238) schools and their parents and teachers. Power analyses demonstrate that a minimum of 159 students per group will be needed to achieve sufficient power. The sample size was determined using the variables of nutrition knowledge, vegetable preference score, and body mass index percentile. A multicomponent school-based nutrition education intervention over 1 academic year, followed by activities to support sustainability of the program. Dietary and nutrition knowledge and behavior, critical thinking skills, healthy food preferences a...
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Papers by Jessica Linnell
inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program.
Methods: Curriculum development occurred in 3 steps: identification of learning objectives, determination
of evidence of learning, and activity development. Curriculum activities were further refined through
pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in
improvements to activities.
Results: Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices,
which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore,
the Backward Design method provided the design team with a systematic approach to ensure activities
addressed targeted learning objectives and overall Shaping Healthy Choices Program goals.
Conclusions and Implications: The process by which a nutrition curriculum is developed may have a
direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives
are selected, and how theory and pedagogy are applied should be further investigated so that effective
approaches to developing garden-enhanced nutrition interventions can be determined and replicated.
Key Words: nutrition education, curriculum development, garden enhanced, inquiry based, school based
inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program.
Methods: Curriculum development occurred in 3 steps: identification of learning objectives, determination
of evidence of learning, and activity development. Curriculum activities were further refined through
pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in
improvements to activities.
Results: Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices,
which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore,
the Backward Design method provided the design team with a systematic approach to ensure activities
addressed targeted learning objectives and overall Shaping Healthy Choices Program goals.
Conclusions and Implications: The process by which a nutrition curriculum is developed may have a
direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives
are selected, and how theory and pedagogy are applied should be further investigated so that effective
approaches to developing garden-enhanced nutrition interventions can be determined and replicated.
Key Words: nutrition education, curriculum development, garden enhanced, inquiry based, school based