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Development of the TEACH Study: A Culturally Responsive Nutrition Intervention Program for Montessori Teachers
Nicole Vitale1, Sabrina Sales Martinez2, Cristina Palacios2
1Department of Exercise Science and Health Promotion, Florida Atlantic University, Boca Raton, FL.
Objective:
To describe the intervention and research methods of the Teacher Education and Classroom Habits (TEACH) study, a social cognitive theory-based virtual nutrition intervention program for Montessori teachers to enhance teachers' personal and classroom nutrition beliefs and behaviors.
Design:
This 12-week study will employ a cluster-randomized control design with a delayed intervention for the control group.
Setting:
Montessori schools across the US with early childhood programs.
Participants:
Early childhood teachers will be recruited from approximately 29 Montessori schools across the US and randomized at the school level.
Intervention:
The TEACH study will provide culturally focused nutrition education for Montessori teachers over 6 weeks, consisting of 4 program components, including an interactive online platform, live virtual education sessions, a Montessori-based nutrition curriculum, and parent education handouts.
Main Outcome Measures:
Using validated survey measures, changes in teachers' nutrition knowledge, nutrition self-efficacy, nutrition teaching self-efficacy, cultural competence, classroom eating behaviors, classroom food practices, nutrition teaching practices, and teacher-parent communication will be assessed at 3 timepoints (i.e., baseline, week 6, and week 12).
Analysis:
Stepwise linear regressions will be used to assess relationships between baseline variables. Multilevel modeling will be used to determine the impact of the intervention. Statistical significance set at P ≤ 0.05.
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