Cecilie Beinert

• Beinert, Cecilie; Røed, Margrethe & Vik, Frøydis Nordgård (2024). How effective is nutrition training for staff running after school programs in improving quality of food purchased and meal practices? A program evaluation. BMC Research Notes. ISSN 1756-0500. 17(1). doi: 10.1186/s13104-024-06798-5.
• Bjørkkjær, Tormod; Palojoki, Päivi & Beinert, Cecilie (2023). Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health. Maternal & Child Nutrition. ISSN 1740-8695. doi: 10.1111/mcn.13521. Full text in Research Archive Show summary

  Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory–practice, creating room for discussion and focusing less on cooking-related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents.

• Beinert, Cecilie; Øverby, Nina Cecilie & Vik, Frøydis Nordgård (2021). Project LifeLab Food and Health – Innovative Teaching for the Future: Development of Student Active Learning Tasks for Home Economics Education in the 21st Century. Center for Educational Policy Studies Journal – CEPS Journal. ISSN 1855-9719. 11(4), p. 63–80. doi: 10.26529/CEPSJ.1179.
• Beinert, Cecilie; Sørlie, Anne Cathrine; Åbacka, Gun; Palojoki, Päivi & Vik, Frøydis Nordgård (2021). Does food and health education in school influence students’ everyday life? Health Education Journal. ISSN 0017-8969. 81(1), p. 29–39. doi: 10.1177/00178969211045722. Full text in Research Archive
• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Food and health teachers’ experience of online teaching of a practical school subject during the initial Corona lockdown. International Journal of Home Economics. ISSN 1999-561X. 14(2), p. 39–52. Full text in Research Archive Show summary

  Abstract When the Norwegian authorities closed all schools with immediate effect on March 12th 2020 due to Coronavirus, teachers had to find new strategies for educating their pupils online. Food and health are a compulsory subject in Norwegian primary and lower secondary schools, where the main focus is on practical cooking lessons. We hypothesised that practical subjects like food and health would be difficult to perform online. Therefore, we aimed to investigate how food and health teachers carried out their teaching and evaluated the pupils in this challenging situation. A short online survey was developed. An invitation to respond was sent by email to all primary and lower secondary schools containing a link to the survey. The survey included questions about the teachers’ digital tools, how they communicated with the pupils, and how pupils documented their work. A total of 817 food and health teachers responded, and 710 of them completed the full survey. After excluding teachers who had only answered the demographic questions, we ended up with 751 participants. Most teachers taught food and health in 5th-7th grade (44%) and 8th-10th grade (51%). Only 5 % were teaching at 1st-4th grade. 86% of the respondents were women. The most widely used teaching tool used for online teaching was videos found on the internet, closely followed by digital learning platforms. Regarding documentation of the pupils’ work, photos and log were most frequently used. Written communication in digital platforms and video conference was the most preferred tools for keeping contact with the pupils. Although most of the teachers stated that they had changed a lot on both their planned teaching and teaching practice, the majority did not find the teaching, follow-up nor assessment of the pupils too challenging, and most of them were satisfied with their teaching.

• Beinert, Cecilie; Palojoki, Päivi; Åbacka, Gun; Øverby, Nina Cecilie & Vik, Frøydis Nordgård (2021). “Is there any sugar in bread?” : A qualitative video analysis of student activating learning tasks in Home Economics. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(1). doi: 10.5617/adno.8078. Full text in Research Archive
• Vik, Frøydis Nordgård; Beinert, Cecilie; Palojoki, Päivi; Hillesund, Elisabet Rudjord; Engeset, Dagrun & Ask, Anne Merete Selvik [Show all 8 contributors for this article] (2020). Differences in formal education among Norwegian Home Economics teachers. Journal of the International Society for Teacher Education. ISSN 1029-5968. 24(2), p. 45–59. Full text in Research Archive Show summary

  Many Norwegian teachers in Food and Health (Home Economics) do not have any formal subject-specific education. This study aims to explore potential differences between teachers with formal versus no formal Food and Health education. In 2018, Food and Health teachers in all primary and lower secondary schools in Norway were invited to answer a web-based questionnaire. In total, 1170 Food and Health teachers completed the questionnaire. We found several differences between the groups. Most importantly, 49% of the teachers at the secondary school level had formal Food and Health education despite national requirements. Also, a higher proportion of the formally educated group showed more contentment with teaching and reported to a greater extent mastering teaching (p≤0.001) compared to the non-educated group. With higher coverage of formally educated teachers in Food and Health, the subject can be strengthened towards fulfilling its potential of being influential for motivation, knowledge and life skills related to food and health.

• Beinert, Cecilie; Päivi Esteri, Palojoki; Åbacka, Gun; Hardy-Johnson, Polly; Engeset, Dagrun & Hillesund, Elisabet Rudjord [Show all 9 contributors for this article] (2020). The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes : a missed opportunity. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2020.1816677. Full text in Research Archive
• Beinert, Cecilie; Øverby, Nina Cecilie; Åbacka, Gun; Engeset, Dagrun; Hillesund, Elisabet Rudjord & Ask, Anne Merete Selvik [Show all 7 contributors for this article] (2020). The state of learning activities in teaching Home Economics : A cross sectional study in Norwegian schools. International Journal of Home Economics. ISSN 1999-561X. 13(1), p. 2–14.
• Beinert, Cecilie; Hernes, Sigrunn; Haugen, Margaretha & Øverby, Nina Cecilie (2017). No long-term effect of a 2-days intervention on how to prepare homemade food, on toddlers' skepticism for new food and intake of fruits and vegetables and sweet beverages: a randomized, controlled trial. BMC Research Notes. ISSN 1756-0500. 10. doi: 10.1186/s13104-017-2931-z. Full text in Research Archive

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• Ruge, Dorte; Vik, Frøydis Nordgård; Johannsen, Heather Dawn; Zdeněk, Janík; Kostanjevec, stojan & Reissmannova, Jitka [Show all 12 contributors for this article] (2024). Sustainable Competences in Higher Education -Design Based Research Development of New ESD Curriculum.
• Valand, Ida Ulrikke; Beinert, Cecilie & Bjornes, Camilla (2023). Skills for life-podden, episode 3: Hvordan få til et sunt og variert kosthold i en travel studiehverdag? [Internet]. Spotify, Google Podcasts, Apple Podcasts. Show summary

  Førsteamanuensis Cecilie Beinert og universitetslektor Camilla Bjornes kommer med tips og triks om sunn og variert mat i studietida.

• Bjørkkjær, Tormod; Palojoki, Päivi & Beinert, Cecilie (2023). På tide å ta matkompetanse seriøst? lokalavisen fedrelandsvennen.
• Beinert, Cecilie (2023). Bærekraftig kosthold- matens betydning for å oppnå FNs bærekraftsmål 2.
• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Frå undervisningskjøkken til digital undervisning - mat og helselærarar si oppleving av undervisinga under korona-nedstenginga våren 2020.
• Guttormsen, Vigdis & Beinert, Cecilie (2021). Portrettintervju med Cecilie Beinert . [Journal]. Mat og helse i skolen.
• Nødland Skogedal, Magnus & Beinert, Cecilie (2021). Mye mat og lite helse i mat- og helsefaget. [Internet]. Forskning.no.
• Beinert, Cecilie (2021). Mat- og helsefagets ubrukte potensial - med perspektiver på fremtiden.
• Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Beinert, Cecilie (2021). Utdanningsnivået blant mat- og helse-lærere er urovekkende lavt . Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Beinert, Cecilie (2021). Utdanningsnivået blant mat- og helselærere i Norge er urovekkende lavt. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Beinert, Cecilie (2021). The state of learning activities in teaching Home Economics: A cross sectional study in Norwegian schools.
• Beinert, Cecilie (2021). Fungerer mat- og helsefaget slik det er tenkt? [Radio]. NRK Sørlandet.
• Beinert, Cecilie; Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Åbacka, Gun (2019). LifeLab Mat og helse. Innovativ undervisning for fremtidens skole.
• Beinert, Cecilie; Øverby, Nina Cecilie; Åbacka, Gun & Vik, Frøydis Nordgård (2019). LifeLab mat og helse. Innovativ undervisning for fremtidens skole. Mat og helse i skolen. ISSN 1890-3193. p. 20–21.
• Beinert, Cecilie; Vik, Frøydis Nordgård; Åbacka, Gun & Øverby, Nina Cecilie (2019). Lifelab Food and health. Inovative teaching for the school of the future.
• Beinert, Cecilie (2018). Deltakelse Forskningstorget Kristiansand.
• Vik, Frøydis Nordgård; Røed, Margrethe; Åbacka , Gun Katarina ; Beinert, Cecilie & Øverby, Nina Cecilie (2018). Et felles løft for gode matvaner på skolen. Fædrelandsvennen. ISSN 0805-3790.
• Beinert, Cecilie (2016). Salt i kostholdet. [Radio]. Radio Sør Kristiansand.
• Røed, Margrethe; Beinert, Cecilie & Vik, Frøydis Nordgård (2023). Læringsrik mat på SFO i Lindesnes. Universitetet i Agder.
• Beinert, Cecilie (2021). “An unexploited potential” LifeLab Food and Health: Assessment and Development of Teaching and Learning Practices in the Norwegian School Subject Food and Health. Universitetet i Agder. ISSN 978-82-8427-020-3. Full text in Research Archive

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