Teachers' Experience and Perspectives of Traditional Breakfast and Breakfast in the Classroom.
OBJECTIVE
To understand teachers' perceptions about Breakfast in the Classroom and traditional breakfast.


DESIGN
An electronic survey was sent to teachers across the state of Utah. Teachers responded to an open-ended question exploring what they liked and/or disliked about Breakfast in the Classroom and traditional breakfast.


SETTING
Schools across the state of Utah.


PARTICIPANTS
Kindergarten through grade 12 teachers who were members of the Utah Education Association.


PHENOMENON OF INTEREST
Teachers' opinions regarding Breakfast in the Classroom and traditional school breakfast ANALYSIS: Researchers independently coded all responses and then grouped codes into themes. Themes were reviewed recursively over time.


RESULTS
The 3 overarching themes were food and nutrition, administration of school breakfast, and student outcomes. Aspects most commonly disliked were the nutrition or quality of food, the mess created, the time required, coordination and logistical issues, behavioral issues, and waste. Aspects most commonly liked were breakfast being available to all students, students being fed or not hungry, coordination and logistics, and student learning and academics.


CONCLUSIONS AND IMPLICATIONS
Teachers liked and disliked aspects of Breakfast in the Classroom and traditional breakfast. Schools could potentially increase efforts to garner support and feedback from teachers to create buy-in and identify best practices. Future research could focus on identifying the effect that the School Breakfast Program model has on teachers' perceptions as well as confirming results with a larger and more diverse population.
Improving the Nutritional Intake and Physical Activity of Children from Low-Income Households via Family, School, and Workplace Policy
Childhood obesity remains high, especially among children from racially and ethnically diverse and low-income households, and it is associated with numerous negative health consequences in adulthood. Family, home, school, and workplace environments are recommended areas for expanding policies and implementing strategic interventions for child obesity designed to improve nutritional intake and increase physical activity. Family-based interventions offer a variety of strategies to lower the incidence of obesity. Programs such as the federally funded Child and Adult Care Food Program can be extended to work with families and caregivers in schools. Further workplace wellness programs could use federal programs such as the USDA Expanded Food and Nutrition Education Program to establish policies and initiatives that extend obesity interventions to employees’ families.
Cooperative Collection Development
The author discusses cooperative collection development from an historical perspective and examines some of the projects conceived and implemented during the past forty years. In many cases the projects failed even after years of concentrated effort. However, more important than these failures are new efforts that are being made. The major focus of this article is on both current regional projects and the more broadly based ARL-sponsored North American Collections Inventory Project. The author discusses these efforts and offers some specific judgments regarding the possibility that these projects will lead to a truly successful coordinated collection development project on a national basis.