Observations and Teachers' Perceptions of the Implementation, Benefits, and Challenges of ...

145 Pages·2015·0.66 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
Observations and Teachers' Perceptions of the
Implementation, Benefits, and Challenges of
Breakfast in the Classroom
Dixie Shaffer
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Dixie Shaffer

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Darragh Callahan, Committee Chairperson, Education Faculty
Dr. Amie Beckett, Committee Member, Education Faculty
Dr. Patricia Anderson, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2015
Abstract
Observations and Teachers’ Perceptions of the Implementation, Benefits, and Challenges
of Breakfast in the Classroom
by
Dixie Shaffer

MA, Edinboro University, 2009
BS, Indiana University, 1991

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
September 2015
Abstract
The federal government established nutrition assistance programs such as the School
Breakfast Program and school districts have implemented Breakfast in the Classroom
(BIC) to improve participation rates, yet millions of low-income children do not partake
in these programs. Thus, many school districts are failing to meet the nutritional needs of
the low-income population, which can have negative effects on a child’s healthy
development. The purpose of this qualitative case study was to observe and explore
teachers’ perspectives regarding school breakfast implementation in a small school
district in the Mid-Atlantic region of the United States. Research questions examined
experiences with implementation, benefits and challenges to the program, and how
children’s needs are impacted based on Maslow’s hierarchy of needs, the theoretical
framework for this study. Data from the research participants’ interviews, journals, and
classroom observations were coded, themes were identified, and triangulation occurred to
answer the research questions. Findings indicated changes need to be made with food
portions, food options, food quality, the logistics of implementation, and outreach efforts.
Recommendations included changing equipment, providing equal amounts of food,
evaluating food options and quality, providing clean up supplies, and educating parents
on BIC. Stakeholders addressing these challenges can increase support and participation
rates in the program, leading to positive social change. Implications for positive social
change include reduced state costs associated with hunger, decreased food insecurity for
low-income families, improved behaviors in the classroom, and improved support of the
physiological, safety, and socialization needs of children.
Observations and Teachers’ Perceptions of the Implementation, Benefits, and Challenges
of Breakfast in the Classroom
by
Dixie Shaffer

MA, Edinboro University, 2009
BS, Indiana University, 1991

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
September 2015
Dedication
This study is dedicated to all children living in food insecure households. It is my
hope that the findings from this study can impact the lives of our future generation by
improving BIC to better meet the nutritional needs of low-income families.
Acknowledgments
I would like to thank and acknowledge several individuals for their support in
completing the doctoral program. First and foremost, I would like to thank Dr. Darragh
Callahan for her assistance in moving through the process at an efficient rate. I truly
appreciate the guidance, encouragement, and expertise she gave during every stage of the
process. Dr. Callahan is a true inspiration and a model professor who I feel blessed and
honored to have had for a chair. This process was an exciting, frustrating, stressful,
exhilarating, and rewarding journey, and I am thankful that Dr. Callahan was a part of the
process.
In addition, I would like to thank Dr. Amie Beckett, my second committee
member, as well as Dr. Patricia Anderson. The feedback and encouragement given during
the various stages of the dissertation process were highly beneficial and appreciated. I am
grateful for your assistance in helping me to create a meaningful study.
I would also like to thank Dr. Swetnam for the support given to me throughout my
experience at Walden. It was an honor to meet her during the residency, and I truly
appreciate the encouraging words and advice given to me. Even though she was not part
of my specialization, she went out of her way to answer any questions and support me
throughout my journey. Her professionalism is appreciated.
Dr. Share also needs to be acknowledged, as she helped to solve several problems
at the beginning of my process. Although the start of my journey was quite bumpy and
stressful, she worked to resolve all issues that arose and helped to decrease the anxiety I
was feeling. I appreciate her ability to be professional in all situations and work to
increase the level of satisfaction with the program.
Furthermore, and most importantly, I would like to thank my family. Without
each one of them, this journey would not have been successful. They accepted the time
constraints of the program and knew I would be sitting at the kitchen table for many
hours a week. They dealt with my occasional emotional outbursts, the drama, and my
perfectionism. It is impossible to express how much I truly appreciate their
understanding, encouragement, and support throughout the past three years. They are
what a support system should be, and I love each of them unconditionally for helping my
dream become a reality.
Finally, I would like to thank my Walden doctoral FaceBook friends, Debi
LaVine and Darla Tucker. I feel blessed to have met these two fantastic ladies during our
residency and cherish our friendship. It has been a pleasure supporting each other during
this process, and I look forward to continuing our conversations beyond our Walden
experiences. I cannot wait until our celebration excursion together; we will always be
known as the Three Muskeeters!
Table of Contents
Chapter 1: Introduction to the Study ....................................................................................1
Problem Statement .........................................................................................................3
Purpose of the Study ......................................................................................................5
Research Questions ........................................................................................................6
Nature of the Study ........................................................................................................7
Theoretical Framework ..................................................................................................8
Definitions....................................................................................................................10
Assumptions .................................................................................................................10
Scope and Delimitations ..............................................................................................11
Limitations of the Study...............................................................................................11
Significance of the Study .............................................................................................12
Local Application.................................................................................................. 13
Professional Application ....................................................................................... 13
Significance to Social Change .............................................................................. 13
Summary and Transition ..............................................................................................15
Chapter 2: Literature Review .............................................................................................17
Theoretical Framework ................................................................................................18
Literature Review.........................................................................................................20
History of School Food Programs................................................................................20
Food Insecurity and Hunger.........................................................................................22
Breakfast Consumption and Behavioral Outcomes .....................................................23
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Breakfast Consumption and Academic Achievement .................................................26
Breakfast Consumption and Health Outcomes ............................................................29
Challenges Associated with the SBP ...........................................................................33
Methodology ................................................................................................................37
Summary and Conclusions ..........................................................................................38
Chapter 3: Research Method ..............................................................................................40
Research Design and Rationale ...................................................................................40
Research Questions ......................................................................................................42
Context .........................................................................................................................42
Participant Selection ............................................................................................. 43
Access to Participants ........................................................................................... 44
Ethical Considerations .......................................................................................... 45
Role of the Researcher .................................................................................................46
Data Collection ............................................................................................................46
Interviews .............................................................................................................. 47
Journals ................................................................................................................. 48
Classroom Observation ......................................................................................... 50
Focus Groups ........................................................................................................ 50
Data Analysis ...............................................................................................................51
Issues of Trustworthiness .............................................................................................52
Credibility ............................................................................................................. 52
Transferability ....................................................................................................... 53
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