Summarise

With respect to daily intakes of specific micronutrients, 40% of adolescent girls and 8% of adolescent boys were at risk for inadequate intakes of iron. While protein intakes were adequate in these subpopulations, the top two sources of iron were from plant-based, iron fortified sources (breakfast cereals and breads and bread rolls). With regard to higher iron bioavailability and density, animal-based protein sources may be another strategy to address iron intake, particularly among females, as it has been previously shown to be a less popular food choice among Australian children and adolescents and avoided by young female adults (Fayet-Moore et al., 2017).

Fayet-Moore et al. (2017) found that 40% of adolescent girls, compared to 8% of boys, are likely to have an inadequate amount of iron in their diets, in spite of a sufficient protein intake. They attribute this to a tendency to avoid foods derived from animals.

Longitudinal studies have also confirmed the role of beliefs in teacher practice. The impact of previously held beliefs was found to be enduring when four school teachers were observed over a two-year period implementing a new and specific method of teaching reading (Stephens et al., 2000). Despite the teachers receiving special training, new practice was not comprehensively sustained, with one teacher reverting to practice based on prior-held beliefs at the end of the training period. Similar reliance on earlier beliefs has been observed in studies of preservice teachers. In a two year study on development of professional belief systems about reading instruction the teachers appeared to create fictive images of themselves as teachers consistent with their prior knowledge of teachers and reading, and the experiences they had on teaching practicum (Stoube, 2009). These factors seemed more important in forming these teachers’ notions about teaching reading, than formal reading courses undertaken as part of teacher training. In a similar fashion, research with preservice teachers at two American universities found that previous, personal experience and beliefs continued to influence content and instructional choices of these participants (Barnyak & Paquette, 2010).