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Full-Text Articles in Education

Cost-Effectiveness Model For Youth Efnep Programs: What Do We Measure And How Do We Do It?, Elena Serrano, Mary Mcferren, Michael Lambur, Michael Ellerbock, Kathy Hosig, Nancy K. Franz, Marilyn Townsend, Susan Baker, Peter Muennig, George Davis Jul 2011

Cost-Effectiveness Model For Youth Efnep Programs: What Do We Measure And How Do We Do It?, Elena Serrano, Mary Mcferren, Michael Lambur, Michael Ellerbock, Kathy Hosig, Nancy K. Franz, Marilyn Townsend, Susan Baker, Peter Muennig, George Davis

Nancy K. Franz

The Youth Expanded Food and Nutrition Education Program (EFNEP) is one of the United States Department of Agriculture's hallmark nutrition education programs for limited-resource youth. The objective of this study was to gather opinions from experts in EFNEP and related content areas to identify costs, effects (impacts), and related instruments to develop a cost-effectiveness model (instrument) for youth EFNEP, which does not exist. A cost-effectiveness model determines the economic or financial cost of producing an impact. The findings highlight several challenges in identifying inputs through consensus and provide a roadmap for the creation of a model that can be ...


Qualitative Tools To Examine Efnep Curriculum Delivery, Justine R. Hoover, Peggy A. Martin, Ruth E. Litchfield Jun 2009

Qualitative Tools To Examine Efnep Curriculum Delivery, Justine R. Hoover, Peggy A. Martin, Ruth E. Litchfield

Food Science and Human Nutrition Publications

Use of qualitative research methods to evaluate nutrition education programs is limited. Structured observations and focus groups, qualitative research methods, were conducted to examine use of theory-based learning strategies and participant experiences in a nutrition education program. Theory-based learning strategies included use of open-ended questions, visual aids, and experiential learning activities. Open-ended questioning and some experiential activities were used less often than desired. Language of lesson delivery and instructional setting appear to influence the use of learning strategies. Lesson delivery and instructional setting may be relevant for preferred learning styles of different cultures.


Evaluation Of A New Nutrition Education Curriculum And Factors Influencing Its Implementation, Justine R. Hoover, Peggy A. Martin, Ruth E. Litchfield Feb 2009

Evaluation Of A New Nutrition Education Curriculum And Factors Influencing Its Implementation, Justine R. Hoover, Peggy A. Martin, Ruth E. Litchfield

Extension and Outreach Research and Scholarship

The study reported here evaluated a nutrition education curriculum through examining participant behavior change. A previously used curriculum (April - September 2005 and 2006) was compared to a new curriculum (April - September 2007) using pre- and post-program 24-hour dietary recalls and food behavior surveys. Participant, educator, and program variables were explored relative to behavior change. The new curriculum elicited behavior change similar to that elicited by the previous curriculum. Factors influencing behavior change included participant and educator race and educator experience. Participant and educator variables should be considered in future program/curriculum implementation.