Priscilla Connors

Cafeteria Factors That Influence Milk-Drinking Behaviors of Elementary School Children: Grounded Theory Approach

This study was conducted to identify factors that influenced milk-drinking behaviors of elementary school children in North Texas. Ten focus groups with a total of 41 children aged 6 to 11 years were conducted using a grounded theory approach. Based on the principles of Social Learning Theory, milk preferences and health beliefs were identified as personal factors that influenced drinking. Cafeteria rules, milk flavor, product packaging, modeling by adults, and shared experiences were environmental factors. The data suggest that school cafeterias can capitalize on their unique position to offer milk-drinking opportunities that children can share to combine nutrition education with sensory experience.

Assessing Written Evidence of Critical Thinking Using an Analytic Rubric

Adding a critical thinking activity to a large-enrollment, introductory nutrition class resulted in a grading challenge. Instructors overwhelmed by the task and lacking a framework for grading were inconsistent in evaluating hundreds of submitted assignments. A clear depiction of expectations, as well as a standardized method for evaluating performance, were needed. A literature search of tools for systematically scoring written work was conducted, resulting in the design, testing, and implementation of an analytic scoring rubric. Response to the rubric was positive and supportive of the critical thinking component as a valuable addition to the course.

Sensory Testing of Milk With School Children

Abstract Milk is an important component of a school meal, and the temperature at which it is served may impact preferences of elementary school children for this beverage. The 1997 FDA Food Code recommends that milk be served at 41°F or below to maintain good quality and prevent bacterial growth. The purpose of this study was to discover the specific temperature range that children preferred for drinking milk. Preliminary bench testing of white and chocolate milk at various temperatures was conducted at a home day care to provide information on the ability of children to distinguish temperature differences and to establish temperature ranges for preference testing. Final sensory testing of milk was conducted at a selected elementary school in North Texas over three nonconsecutive days. Sixty children ages 6 to 11 years completed a series of three paired preference tests of 2% white milk at three temperature ranges, and an additional 60 children completed similar tests with 1% chocolate milk. Sensory testing was conducted in the school cafeteria using portable testing booths. Digital thermometers were used to periodically measure milk temperatures during testing. For each test, a majority of children preferred the milk served at a colder temperature. The children showed a significant (p