Jo Pearce
Biographic Data
| ID | 4251722 |
|---|---|
| NAME | Jo Pearce |
| GIVEN NAMES | Jo |
| FAMILY NAME | Pearce |
| SIGNATURE | PEARCE J |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0002-3506-0877 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Lunch Provision, Consumption and Plate Waste in Early Years Settings in Sheffield
Food provision in early years settings (EYS) presents an opportunity to support healthy eating amongst young children. This study aimed to record and nutritionally analyse setting lunches provided for, consumed and wasted by 3- to 4-year-old children attending EYS in Sheffield, England, including a comparison to packed lunches. Lunch choices were recorded for participating children, along with weights of foods served and any leftovers. A total of…
Intake of iodine in a sample of UK mother–infant pairs, 6–12 months after birth
Objective: To investigate the intake of iodine in mother–infant pairs. Design: An exploratory, cross-sectional study. Iodine intake was estimated using Nutritics nutritional analysis software, following 24-h dietary recall. Iodine-rich foods were grouped and compared between those women who met the UK reference nutrient intake (RNI) for iodine (140 μg/d) and those who did not. Setting: Online and telephone questionnaires. Participants: Self-selec…
Consumer knowledge of and engagement with traditional takeaway and dark kitchen food outlets
Energy and nutrient content of school lunches provided for children attending school-based nurseries
Objective: To nutritionally analyse lunches provided for 3–4-year-old children attending school nurseries. Energy and nutrient content are compared with nutrient frameworks underpinning voluntary guidelines for early years settings (EYS) and mandatory standards for infant schools (4–7-year-olds). Design: A cross-sectional study, recording all main meals, vegetarian meals, jacket potato options, sandwich options and all desserts and accompaniments…
Spiritual education as a subspecies of relational education
Though the promotion of spiritual ‘development’ is statutory in state-maintained schools in England and Wales, it is neither clear what spirituality is nor how schools might educate in this area. In the literature, one finds an array of divergent conceptions of spirituality and spiritual education. There is, indeed, lack of agreement regarding whether spiritual education has any place in schools other than those of a religious character. Some arg…
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
Students’ Perceptions of Religion and Science, and How They Relate
In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15 year-old…
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Lunchtime food and nutrient intakes of secondary-school pupils; a comparison of school lunches and packed lunches following the introduction of mandatory food-based standards for school lunch
Objective To compare the key differences between school lunches and packed lunches as eaten in eleven secondary schools in England, 21 months after the food-based standards for school lunch became mandatory, but before the introduction of nutrient-based standards. Design Data on 358 school lunches and 139 packed lunches were collected in May and June 2008 from pupils attending secondary schools in Sheffield, Manchester, Leicester City and Essex. …
Children’s lunchtime food choices following the introduction of food-based standards for school meals
Objective To describe the lunchtime choices and nutritional intake of primary-school-aged children in England 4 months after the introduction of interim food-based standards for school lunches. Design Cross-sectional 2 d weighed food records collected in January and February 2007. Setting Six primary schools in Sheffield, England. Subjects One hundred and twenty-three pupils aged 8–10 years. Results Vegetables (81 % v . 8 %) and cakes and biscuit…
Short communicationKey differences between school lunches and packed lunches in primary schools in England in 2009
Objective To compare the key differences between school lunches and packed lunches as consumed in a nationally representative sample of primary schools, 6–8 months after the nutrient-based standards for school lunch became mandatory. Design Data on 6580 pupils’ school lunches and 3422 pupils’ packed lunches were collected between February and April 2009 from pupils attending primary schools in England. Fieldwork was conducted over five consecutiv…
Patriotism in British Schools
How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the cu…
Patriotism in British Schools
How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the cu…
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
Patriotism in British Schools
How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the cu…
Children’s lunchtime food choices following the introduction of food-based standards for school meals
Objective To describe the lunchtime choices and nutritional intake of primary-school-aged children in England 4 months after the introduction of interim food-based standards for school lunches. Design Cross-sectional 2 d weighed food records collected in January and February 2007. Setting Six primary schools in Sheffield, England. Subjects One hundred and twenty-three pupils aged 8–10 years. Results Vegetables (81 % v . 8 %) and cakes and biscuit…
Short communicationKey differences between school lunches and packed lunches in primary schools in England in 2009
Objective To compare the key differences between school lunches and packed lunches as consumed in a nationally representative sample of primary schools, 6–8 months after the nutrient-based standards for school lunch became mandatory. Design Data on 6580 pupils’ school lunches and 3422 pupils’ packed lunches were collected between February and April 2009 from pupils attending primary schools in England. Fieldwork was conducted over five consecutiv…
Lunchtime food and nutrient intakes of secondary-school pupils; a comparison of school lunches and packed lunches following the introduction of mandatory food-based standards for school lunch
Objective To compare the key differences between school lunches and packed lunches as eaten in eleven secondary schools in England, 21 months after the food-based standards for school lunch became mandatory, but before the introduction of nutrient-based standards. Design Data on 358 school lunches and 139 packed lunches were collected in May and June 2008 from pupils attending secondary schools in Sheffield, Manchester, Leicester City and Essex. …
Bad Religion as False Religion
This article argues against a prevalent discourse that distinguishes "true" religion (essentially loving and peaceful) from "false" religion. Concerned this discourse might be present in Religious Education (RE), the authors surveyed 465 UK RE teachers about their beliefs on religion. The survey aimed to assess how far teachers conceptualize bad religion as false religion. Results indicate many teachers understand and present religion(s) as essen…
Students’ Perceptions of Religion and Science, and How They Relate
In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15 year-old…
Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland
This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profe…
Spiritual education as a subspecies of relational education
Though the promotion of spiritual ‘development’ is statutory in state-maintained schools in England and Wales, it is neither clear what spirituality is nor how schools might educate in this area. In the literature, one finds an array of divergent conceptions of spirituality and spiritual education. There is, indeed, lack of agreement regarding whether spiritual education has any place in schools other than those of a religious character. Some arg…
Energy and nutrient content of school lunches provided for children attending school-based nurseries
Objective: To nutritionally analyse lunches provided for 3–4-year-old children attending school nurseries. Energy and nutrient content are compared with nutrient frameworks underpinning voluntary guidelines for early years settings (EYS) and mandatory standards for infant schools (4–7-year-olds). Design: A cross-sectional study, recording all main meals, vegetarian meals, jacket potato options, sandwich options and all desserts and accompaniments…
Lunch Provision, Consumption and Plate Waste in Early Years Settings in Sheffield
Food provision in early years settings (EYS) presents an opportunity to support healthy eating amongst young children. This study aimed to record and nutritionally analyse setting lunches provided for, consumed and wasted by 3- to 4-year-old children attending EYS in Sheffield, England, including a comparison to packed lunches. Lunch choices were recorded for participating children, along with weights of foods served and any leftovers. A total of…
Intake of iodine in a sample of UK mother–infant pairs, 6–12 months after birth
Objective: To investigate the intake of iodine in mother–infant pairs. Design: An exploratory, cross-sectional study. Iodine intake was estimated using Nutritics nutritional analysis software, following 24-h dietary recall. Iodine-rich foods were grouped and compared between those women who met the UK reference nutrient intake (RNI) for iodine (140 μg/d) and those who did not. Setting: Online and telephone questionnaires. Participants: Self-selec…
Consumer knowledge of and engagement with traditional takeaway and dark kitchen food outlets
Environmental health (5 works) · Medicine (5 works) · Obesity, Physical Activity, Diet (5 works) · Pedagogy (5 works) · Religious Education and Schools (5 works) · Sociology (5 works) · Vitamin (5 works) · Chemistry (4 works) · Epistemology (4 works) · Food Science (4 works)