Food Systems, Nutrition & Kinesiology
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Item Cross-State Validation of a Tool Supporting Implementation of Rural Kinship Navigator Programs(MDPI AG, 2024-09) Routh, Brianna; McKibbin, Christine L.; Wihry, David; Crittenden, Jennifer; Foluso, Ayomide A.; Jain, JenniferWhile kinship care is prevalent and preferred over out-of-family care, there are relatively few measurement tools validated for use with this audience. The Title IV-E Clearinghouse, used to rate Families First Prevention Services such as Kinship Navigator Programs, requires valid tools. Such families face a myriad of needs in supporting children in their care. Previous research has established the significant challenges faced by rural families. Accurate assessment of these needs, particularly for rural families, is an essential component of kinship navigation services. In this study, we examined the face validity of the Family Needs Scale for use with kinship caregivers in rural programs. Methods: The evaluation teams with each respective kinship program conducted four virtual focus groups comprising kinship caregivers (n = 18) in three rural states. Participants were recruited from outside an ongoing Kinship Navigator Program Evaluation sample but had previously received program support as kinship caregivers. All states received IRB approval from their respective universities. Verbal consent was obtained at the time of the focus group. Focus groups lasted approximately 60–90 min and participants received a gift card incentive. Data were transcribed and qualitatively coded by question set and individual questions to identify phenomenological trends. Findings: Across four focus groups, we found four themes: (1) Broad agreement regarding the face validity of most assessment items; (2) Lack of clarity and shared understanding of several terms used within the tool, (3) Responses change with Ages and Stages of kinship family, and (4) Perspective considerations varying when completing the assessment. Discussion: Findings indicate that most assessment items had strong face validity, where there are a few opportunities to clarify key concepts relevant to rural kinship families and assess additional needs to understand the situational scope of the kinship experience. Overall, the needs assessment tool appears to have validity in assessing current kinship needs and outcomes within Kinship Navigator program evaluation.Item Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools(Taylor & Francis, 2024-03) Egan, Cate A.; Orendorff, Karie L.; Merica, Christopher B.University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.Item A Grassroots Initiative to Engage Classroom Teachers in Increasing Physical Activity(Human Kinetics, 2024-03) Orendorff, Karie L.; Merica, Christopher B.; Egan, Cate A.Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants’ stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems.