Operationalizing sustainable food systems through food programs in elementary schools
Bibliographic record
Abstract
Healthy eating supports optimal growth, development, and academic achievement. Yet, the diet quality of school-aged children is poor. Food insecurity and chronic disease are concerns, as are unsustainable agricultural practices. Sustainable food systems have a low environmental impact and can address both dietary and sustainability concerns. This multi-case study was conducted in two Community Schools in a mid-sized Canadian city. Data was collected through interviews, observations, a checklist, and curriculum and policy review. The purpose of this study was to understand the capacity of local elementary schools to implement sustainable food systems strategies in curriculum, policy, and practice. Teachers were doing some cooking and gardening with students, and schools were doing some recycling. There were no specific food policies. Infrastructure challenges varied by school. Insufficient funding and curriculum resources were seen as barriers to implementing sustainable food systems. Staff characteristics and relationships were seen as facilitators. Schools can be positioned to be strong leaders in the area of school food by prioritizing food literacy and sustainable food system strategies and developing supportive policies, including community members and students in programming, and including experiential food production opportunities for all students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".