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Item Beverage consumption in Auckland primary school children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand(Massey University, 2019) Smirk, EmmaBackground: The New Zealand (NZ) Ministry of Health advises that plain water and plain low-fat milk should be consumed daily and that if children are to drink sugar-sweetened beverages (SSB) they should be limited. The latest comprehensive NZ beverage intake data in 8 to 12 year old children was published in 2008, however, fizzy drink intake data is updated annually. This means that NZ is lacking a full picture of children’s beverage consumption. SSB intake has been associated with weight gain in some studies. However, most of these studies calculate adiposity using body mass index (BMI) and few measure body fat percentage (BF%). International and limited national evidence has identified home availability, parental encouragement, socioeconomic status, and knowledge in children as factors associated with SSB intake. Many NZ schools have become ‘water-only’ schools (WOS) to try to reduce SSB consumption. Aim: To investigate beverage consumption in 8 to 12 year old Auckland primary school children. Methods: This cross-sectional study evaluated beverage intake and associated factors using self-administered questionnaires. SSB consumption measurements consisted of 17 types of beverages, and different combinations of these. Body composition was measured using bioelectrical impedance analysis (BIA). Chi squared and Mann-Whitney tests were used to examine the associations between SSB consumption and the factors associated with it. Results: Children (n=695, 9.9±0.7 years, 44.8% male) were recruited from 6 schools (4 WOS). Plain water and plain milk were consumed less than once per day by 11.6% and 54.7% of the children, respectively. Soft drink and fruit juice were consumed more than once per week by 30.6% and 39% of the children, respectively. SSBs (p<0.001), including fruit juice (p=0.021), had a positive relationship with BF% in girls. There was an increased likelihood of consuming beverages at least once per week if they were usually available at home. Receiving a lot of encouragement for healthy beverage intake from parents or school had an inverse relationship with SBB intake (p<0.001). Low socioeconomic status was inversely associated with SSB intake (p<0.001). WOS had a higher consumption of SSBs compared to non-WOS (p<0.001). Conclusions: Too many children in this cohort were not meeting the NZ Ministry of Health recommendations for plain water and milk consumption. Thus, they may benefit from increasing their intake, whilst decreasing their SSB intake. If parents limited SSB home availability and encouraged intake of healthy beverages it may contribute to a decrease in their children’s SSB consumption. Our findings support a recommendation to include fruit juice in any public health actions to discourage SSB consumption. More research is needed to assess school water-only policies and their effect on SSB consumption.Item Investigating the social validity of an early literacy assessment tool in New Zealand classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2018) Davidson, LaurenThere is vast evidence that emergent literacy skills provide the foundation for reading success. Print concept knowledge and listening comprehension are two emergent literacy skills that make important contributions to reading and can be developed in early childhood. However, some children may start school without the necessary knowledge to succeed with formal literacy instruction and will be at-‐risk for underachievement. Appropriate assessment and subsequent support can produce positive outcomes for these children, however, there are currently few tools dedicated to assessing print concept knowledge and listening comprehension in the early stages of schooling. The current research involved the development of an assessment tool that assessed these skill areas. Four Year 0-‐1 teachers in New Zealand then trialled the tool with children who they perceived may need additional literacy support. Interviews were conducted to seek teacher perceptions about the tool’s social validity. Findings suggest this tool could be an effective resource for teachers who prefer authentic assessment and it has the potential to provide valuable information about a child’s understanding of print concept knowledge and listening comprehension abilities to inform teacher planning. Future directions for related research are discussed including the recommendation for a larger scale study seeking feedback from a greater number of teachers in New Zealand.Item Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology in Education at Massey University, Manawatū, New Zealand(Massey University, 2018) Kenwright, DebbieYouth mental health and wellbeing is a complex issue which requires prevention strategies from early childhood through entry into adulthood. Schools are well positioned to promote and develop student’s overall capacity for wellbeing and have a responsibility to do so. Mindfulness has been identified as a potential practice to support the development of wellbeing and human flourishing in both clinical and non-clinical settings. There is an increasing body of research which has found mindfulness-based interventions to have positive effects on human wellbeing and academic achievement as well. Mindfulness practice also develops an attitude of acceptance which fosters equanimity, creating space for reflection and perspective taking; allowing for self-acceptance and greater awareness of self and others. Increasingly mindfulness skills and capabilities are being fostered through mindful-based programs designed for school curriculums. The aim of this study was to gain a greater understanding of primary teachers’ knowledge, beliefs and perspectives about mindfulness in schools. Specifically, this study aimed to capture primary teachers’ views who have not yet been involved in the training or implementation of a formal mindfulness school based program. Placed within a constructivist epistemology this study included 45 participants (n=45) who completed an online survey. The survey was designed using mixed-method research methodology to gather teacher perspectives. Results revealed most primary teachers in this study were prepared to implement mindfulness in schools, and believed schools should be providing mindfulness programs. The results of this study indicate that the implementation of mindfulness in schools is both supported by teachers and viewed as feasible to implement in primary settings. Teachers understood some of the ways in which mindfulness promotes and develops valuable life skills for students in relation to improving their mental health, building individual capacity for coping, and being resilient, and improving student’s overall well-being. Implications for schools and teachers interested in beginning a mindfulness programme at primary school are discussed.Item Impact of a school meal programme on the dietary intake of children, aged 9-11 years, in a low decile school in South Auckland, New Zealand : a thesis presented in partial fulfilment of requirements for the degree of Master of Science in Nutrition and Dietetics at Massey University, Auckland, New Zealand(Massey University, 2016) Walia, NitashaBackground: The prevalence of the multiple burdens of malnutrition, characterised by the coexistence of obesity and undernutrition, is increasing worldwide, including in New Zealand (NZ). These lead to inadequate growth and development towards adulthood due to associated non-communicable diseases and micronutrient deficiencies. The current food environment contributes towards reduced access to nutritionally adequate meals. Therefore, nutrition programmes, policies and guidelines have been developed by government bodies such as the Ministry of Health and charitable trusts. Feed the Need (FTN), is a school meal programme that provides lunch meals to children in decile one and two schools in South Auckland, NZ. Aim: The aim of my thesis is to explore the effect of a school meal programme on children’s (9-11 years) dietary intake during school hours in a low decile school in South Auckland, NZ. School staff and children’s perceptions of the school meal programmes will also be evaluated. Methods: Eighty-two children completed self-administered food records under supervision for two weeks. FTN meals were offered to all children on alternate days (FTN week) during week one, with FTN meals being absent in week two (non-FTN week). Dependent t-tests, Kruskal Wallis and post-hoc tests were used to analyse energy, macronutrient and micronutrient intake during school hours. Dietary intake for boys and girls during school hours was compared to 40% of the NZ Nutrient Reference Values (NRVs) and the United Kingdom (UK) dietary guidelines. This was to identify whether the children’s dietary intake met current recommendations. In addition, dietary intake for all children was compared between food sources including dairy, home, school food programmes, FTN and other food sources. Two focus groups were conducted with school staff and children to identify their perceptions of the school meal programme. Results: Dietary intake was higher in energy, carbohydrate, dietary fibre, sugars, protein, total and saturated fat, calcium and iron during the FTN week (p<0.05) in comparison to the non-FTN week. Girls did not meet dietary fibre recommendations during non-FTN week when compared to 40% of the dietary guidelines, whereas boys did not meet dietary fibre recommendations in both weeks. Boys and girls exceeded total fat intake recommendations by 15% and 21% during the FTN week, respectively. Overconsumption of saturated fat intake during the FTN and the non-FTN week was also observed. This is likely attributed to the local food environment, which allows easy access to unhealthy discretionary food items such as crisps, corn snacks, biscuits, cookies and pies. In addition, use of cheap cuts of meat in FTN meals increases their saturated fat content. During the FTN week children consumed food from all sources and did not use one food source as their major food provider. In contrast, during the non-FTN week food from home was the major food source for the children’s dietary intake during school hours. Conclusions: FTN meals add to the children’s usual dietary intake and contribute towards the oversupply of energy, total and saturated fat. Modifications of FTN meals are required to reduce the saturated fat content of the meals. To reduce the prevalence of childhood obesity and undernutrition, implementation of school food and meal programmes should accompany interventions that are designed to reduce the intake of unhealthy discretionary foods.Item An evaluation of 'Feed the Need' and other food assistance programmes on dietary intake and classroom success in a low decile school in South Auckland, New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand(Massey University, 2016) Ansell, Samantha MarieBackground: Feed the Need (FTN) is a charitable organisation that provides lunches to low decile schools during winter. Limited literature investigates the effects of such programmes on dietary intake and classroom success in New Zealand children. Aim: To assist Manurewa South School in demonstrating the effects of FTN on dietary intake at school, and classroom success in year five and six students. Methods: Self-administered food records were completed by 82 year five and six students from Manurewa South School during one week of FTN (i.e. ‘FTN week’) and again two months after FTN’s conclusion (i.e. ‘control week’). Mean intake of energy and all macronutrients were estimated in both weeks, and compared to school-day requirements (40% of the Nutrient Reference Values). Meals offered to students by FTN were also analysed against school-day requirements. Key food sources were identified and intake was compared between the FTN and control weeks. Furthermore, attendance and classroom behaviour were analysed using the ‘Positive Behaviour 4 Learning’ screening initiative. Finally, focus groups were undertaken with three staff and six student representatives to understand perceptions of food assistance programmes available. Results: During the FTN week students consumed more energy, protein, carbohydrate, fat, saturated fat and dietary fibre (p<0.05). School-day dietary fibre requirements were not met during the control week but were achieved during FTN by girls (9.13±7.39g/day). During both weeks consumption of carbohydrate, protein and saturated fat exceeded school-day recommendations. FTN meals exceeded school-day recommendations for carbohydrate, protein and saturated fat. Sources of food included the dairy, home, school, FTN and ‘other’. No difference in energy intake sourced from the home or dairy was observed between the weeks (p>0.05). Attendance rates and behaviour did not differ between the two weeks (p>0.05). Focus groups demonstrated concerns over the tenure and cultural appropriateness of FTN. Conclusions: FTN increased energy, macronutrient, and dietary fibre intakes in students. Nutritional adequacy of FTN meals should be moderated, in particular the saturated fat content. Guidelines should be established to ensure nutritionally adequate meals are served by programmes like FTN. Attendance and behaviour remained unaffected in this study. Longitudinal studies are required to determine the effects of FTN on attendance rates in school. Key Words: Feed the Need, food assistance programmes, food insecurity, nutrition, public health, South Auckland, New ZealandItem What makes mathematics lessons interesting in the middle school : student and teacher perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics at Massey University(Massey University, 2003) Jones, Evan GriffithSome researchers have suggested that students in schools find mathematics classes boring, and that this attitude towards learning mathematics gets stronger as students grow older. Using reports of students and teachers, this study investigates how interest is used and developed in intermediate school mathematics classes. Five teachers and 101 Year 7 and 8 students from a single co-educational suburban state intermediate school participated in the study. One teacher and ten student focus group discussions to explore attitudes to and uses of interest in their mathematics classrooms were audio-taped. The results of these discussions were used to develop themes that formed the basis of separate student and staff questionnaires for all participants. Further data was obtained from a mathematics class journal kept by participants, and from individual interviews with all staff and seven randomly chosen students. The study showed that both teachers and students had similar ideas about what students found interesting, and revealed several aspects of classroom practices that heightened and/or developed interest in learning mathematics. The most notable of these were: using hands-on activities; teacher enthusiasm; group work and student progress. Mathematical content was rarely seen as interesting in itself, although probability, symmetry and transformations, geometry and problem solving were regarded as the most interesting sub-strands of the curriculum, while number, measurement and 'all of mathematics' garnered least support. Bookwork using textbooks or worksheets was usually considered boring, and activities such as external mathematics competitions and challenging or easy mathematics polarised student opinion. Interest has a complex and generally positive association with learning. Student reports suggest that two interest factors that have the potential to be used more effectively in mathematics lessons are teacher enthusiasm and group work. The catch phase of situational interest, the aspect of interest most frequently used, was rarely developed further. This study suggests that mathematics learning will benefit from further developing interest in mathematics classes by linking situational interest factors with mathematical content, student experiences and clarity about each student's progress. Teachers need professional development and resource support for this to happen.Item Teachers' perceptions of psychological services in educational settings in Aotearoa New Zealand : a thesis presented to the Institute of Education at Massey University, Manawatū, New Zealand, in partial fulfillment of the requirements for the degree of Masters in Educational Psychology(Massey University, 2016) Williams, Olivia JDespite an increasing international knowledge base, there is a lack of New Zealand based research regarding teacher and school perceptions of educational psychology. This study discusses the findings of a survey of teachers’ perceptions of educational psychology services in New Zealand. A total of 164 teachers completed the survey that yielded both quantitative and qualitative data. Findings indicate that there is considerable alignment between educational psychologists and teachers in New Zealand regarding the role of educational psychology. Teachers from this survey reported little contact with educational psychologists, and rated educational psychology services as at least ‘slightly helpful’. Consultation and collaboration with both school staff and parents was recognised as the most important service educational psychologists in New Zealand should provide. The greatest barriers to educational psychology services were identified as insufficient funds, a personal lack of knowledge regarding services and referral processes, and a shortage of educational psychologists. Teachers reported feeling overwhelmed, unsupported and underequipped to properly support the wide ranging and seemingly ever increasing needs of our learners. Overall, the teachers surveyed expressed that too many students are missing out on desperately needed support. These findings suggest important implications for the future of educational psychology services in New Zealand. An increased promotion of psychological, social, and emotional health in schools is proposed as one potential area in which the role of educational psychologists in New Zealand could be further advanced.Item The effect of a nutrition and health education programme on the dietary choices and body composition measures in 10-12 year old New Zealand children : a thesis presented in partial fulfillment of the requirements for the degree of Masters of Science in Nutritional Science at Massey University(Massey University, 2004) Denton, ChristinaChildhood dietary patterns are formed at a young age and influenced by a number of factors including the media, family members and school environment. With the increasing prevalence of childhood overweight and obesity it is therefore important to educate children on appropriate dietary and lifestyle behaviours. This research aimed to investigate: (1) the effects of a 12-week nutrition and health education programme on the dietary intakes of children aged 10-12 years; and (2) the effects of the education programme on children's body composition measures including height, weight and body mass index values. Two New Zealand intermediate schools were chosen for the study and consisted two hundred and forty four children (aged 10-12 years) in the intervention school and one hundred and six children in the control school. At baseline and at 3 months, dietary intake and body composition was assessed in the children. The intervention school also received a 12-week health and nutrition education programme taught by class teachers and consisting of nine different modules looking at healthy lifestyle and nutrition behaviours. Dietary intakes were measured by a food frequency questionnaire (FFQ) that collected information on the daily frequency of foods consumed within the last 4 weeks. Height and weight measurements were collected and this allowed body mass index (BMI) values to be calculated. The food frequency questionnaire has been previously validated against twenty four hour dietary records and the New Zealand Food Composition Database 2000 (NZFCD). There were no significant differences between the two groups for body composition values. Both groups displayed some significant differences (p≤0.05) among dietary intake between baseline and follow-up with changes in median number of servings per day. A larger number of changes were seen among intervention subjects and may have been attributed to the school education intervention programme however no definite conclusions can be made. Other influences such as ethnicity, socioeconomic status and other lifestyle factors may have affected results but these were not investigated. Although results were inconclusive, significant findings from the study are encouraging for future studies. Limitations and future recommendations are provided.Item Evaluation of school lunch programme at a low-decile primary school in South Auckland : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand(Massey University, 2015) Chua, JenniferBackground: Optimal childhood nutrition is crucial as children experience rapid changes in physical, cognitive and behavioural development. However, increasing number of children is experiencing some form of malnutrition, either over- or undernutrition. Diet inadequacies during school hours need to be addressed as food choices made during lunchtime are significant contributors to their overall diet. Minimal research has been conducted in New Zealand to assess what children are consuming at schools and whether a school lunch programme will be beneficial in improving nutrition and school outcomes. Aim: To assess impacts of Feed the Need school lunch programme on children’s dietary intakes, attendance and behaviours during school hours, pre-, during and postprogramme. Methods: Primary school children aged 10-11 years (n=77) from a low-decile school in South Auckland completed daily food records during school hours, in pre-, during and post- Feed the Need timeframes. Nutritional breakdown of food records was used to examine children’s micro- and macro- nutrients intakes and most commonly consumed food items, across the timeframes. Three recipes from the programme were also analysed to determine their contribution to one-third of a child’s daily requirements. Information for attendance and behaviours were obtained from the school records. Children’s perception of the programme was examined through five Likert scale items, whereas focus group was conducted with class teachers. Results: Feed the Need meals were adequate in meeting one-third of children’s protein, folate, vitamin A, iron and zinc requirements, based on average contribution of the three meals within a week. During the programme, significant higher intakes of the same nutrients were observed (p<0.05). Energy level was inadequate whereas sodium content was elevated in these meals. Confectionery and sweet drinks were most commonly consumed during school hours. Attendance and behaviour conducts remained unaffected by the programme. However it was very well received by the children and teachers. Conclusion: The programme, upon modifications and improvement of recipes, can be a useful instrument to prevent nutrient deficiencies in childhood. Longitudinal studies are needed to examine long term benefits of adequate childhood nutrition on health and educational outcomes. Key words: school lunch programme, Feed the Need, childhood nutritionItem The effect of policy on practice : an analysis of teachers' perceptions of school based assessment practice : a thesis submitted in partial fulfilment of the requirements for the degree Master of Educational Administration at Massey University(Massey University, 1999) Dixon, HelenSince 1990 the New Zealand education system has undergone a number of radical curriculum and assessment reforms with the official policy for teaching, learning and assessment now outlined in the New Zealand Curriculum Framework (NZCF) (1993). National Curriculum statements provide expanded formulations of this policy and together with the NZCF form the basis of teachers' practice. Contained within these policy documents are implicit and explicit notions related to the purposes and functions of school based assessment including assessment for learning and accountability. Within the New Zealand context there is now a substantial amount of evidence which shows that the implementation of assessment requirements has been problematic for both schools and teachers. Drawing from the interpretive paradigm this thesis utilised a multi site case study approach, involving several replications of a single case study, to investigate the relationship between policy requirements and teachers' articulations of their assessment practice and the factors which shaped and influenced this practice. In each of the school's in this study assessment had been both a critical issue for teachers and a focus for school wide professional development as teachers worked together collectively and collaboratively to effect and manage curriculum and assessment change. Dissatisfied with their preliminary attempts to set up assessment systems to support the national curriculum there was some evidence that teachers were attempting to define what constitutes good assessment practice. However professional attempts to initiate change had been tempered by the perceived expectations of external agencies such as the Education Review Office. In attempting to meet school based requirements teachers engaged in both formative and summative assessment activity. However, while teachers attributed great importance to assessment and its potential to enhance learning, their practice was dominated by summative activity. The domination of summative assessment activity could be attributed to both teachers' lack of understanding of formative assessment and to the meeting of external demands that were often in conflict with their personal beliefs, but monopolised their time and energy.