Malnutrition, School Feeding and Educational Performance. Notes, Comments...No. 186 = Malnutrition, alimentation scolaire et resultats educatifs.

Autor/in	Levinger, Beryl
Institution	United Nations Children's Fund, Paris (France).; United Nations, New York, NY. World Food Programme.; United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Malnutrition, School Feeding and Educational Performance. Notes, Comments...No. 186 = Malnutrition, alimentation scolaire et resultats educatifs.
Quelle	(1989), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Breakfast Programs; Cognitive Development; Developed Nations; Developing Nations; Elementary Secondary Education; Intelligence Tests; Literature Reviews; Lunch Programs; Nutrition; Public Schools; Research Needs; School Effectiveness; Socioeconomic Status + Suchen Sie Ihr Suchwort? Schulleistung; Schulfrühstück; Kognitive Entwicklung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Intelligence test; Intelligenztest; Mittagessen; Ernährung; Public school; Öffentliche Schule; Forschungsbedarf; Schuleffizienz; Socio-economic status; Sozioökonomischer Status
Abstract	Studies reviewed in this paper analyze the relationship between School Feeding Programme (SFP) participation and cognitive development in both developing and industralized countries. Contents concern: (1) the relationship betweeen diet and cognitive development; (2) limitations of intelligence quotient tests and the need for more adequate instruments; (3) school feeding programs and the socioeconomic backgrounds of students; and (4) long-term behavioral effects. In summary, findings fail to provide a strong basis for any policy decision regarding the relationship between SFP participation and cognitive development in malnourished children. Studies are inadequate due to lack of methodological rigor. The investigations, however, do highlight the need for additional research into the relationship between SFPs and cognitive development. Some recommendations for further research are offered. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC