Relevant bibliographies by topics / Home Economics Curriculum Framework

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Home Economics Curriculum Framework'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Home Economics Curriculum Framework"

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Acharya, Kamal Prasad, Rajani Rajbhandary, and Milan Acharya. "(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal." Asian Social Science 15, no. 6 (May 31, 2019): 88. http://dx.doi.org/10.5539/ass.v15n6p88.

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The Science in the Learning Home (SciLH) program was designed to address two well-documented, inter-related educational problems observed in the Community High Schools in Nepal. The first relates to the achievement of students in science in Secondary Education Examination (SEE), which is below average (33 out of 75 i.e. 44%), and the second concerns the insufficiencies of the resources and instruction to discourse their traditional and livelihood requirements through school science learning activities. Funded by the University Grants Commission (UGC), Nepal, as a Small Research Development and Innovation Grants (SRDIG) to the faculty member, SciLH is a title set by the researcher to provide a new and innovative concept to learn science from the home and cultural practices. The tenth-grade high school students and the community people (parents) participated in the study. Livelihood practices and activities at the home link SciLH concept aligns with the school science curriculum and textbooks with that of cultural practices. This research article offers a framework to explore factors which support the accomplishment of the ethnically different student population and parents using the outline of ethno-perspective.
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Bentsen, Peter, Ane H. Bonde, Mikkel B. Schneller, Dina Danielsen, Maria Bruselius-Jensen, and Jens Aagaard-Hansen. "Danish ‘add-in’ school-based health promotion: integrating health in curriculum time." Health Promotion International 35, no. 1 (November 29, 2018): e70-e77. http://dx.doi.org/10.1093/heapro/day095.

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Summary Schools provide an important setting for health promotion and health education. In countries where health education is not a specific subject, it is typically undertaken by teachers in health-integrating subjects such as biology, home economics or physical education. More ambitious and holistic frameworks and whole school approaches such as health promoting schools have been considered best practice for the past three decades. Recently, more attention has been given to policy initiatives integrating health activities into school curriculum time. This paper discusses potentials and challenges of school-based health promotion applying an ‘add-in’ approach, that integrates health activities into teachers’ curricular obligations without taking time away from them, based on a presentation of three Danish cases. This may serve as a supplement to health promotion activities that have been initiated over and above the day-to-day teaching (add-on). We contend that an ‘add-in’ approach to school health promotion provides a potential win–win situation where both health and core education stand to gain; makes it possible to reach a wider range of schools; mobilizes additional resources for health promotion; and leads to more sustainable activities. However, potential limitations including not addressing structural aspects of health promotion and reliance on a relatively limited evidence base should also be considered.
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Haruna, Rabiu, and Yusri Bin Kamin. "Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 1 (April 10, 2019): 21–30. http://dx.doi.org/10.21831/jptk.v25i1.21743.

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This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach
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Awramiuk, Alina, and Magdalena Fuhrmann. "Socio-Economic Conditions in Warsaw Districts and the Availability of Extracurricular Activities in Primary Schools." Miscellanea Geographica 14, no. 1 (December 1, 2010): 283–94. http://dx.doi.org/10.2478/mgrsd-2010-0027.

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Abstract Polish schools achieve their educational aims, as set out in the curriculum, within the framework of obligatory class periods. Extracurricular activities may be organised when schools receive additional funding from local government budgets. The aim of this article is to demonstrate the relationship between the socio-economic conditions of individual Warsaw districts and the availability of extracurricular activities in those districts’ primary schools. The analysis carried out during this study disproved the initial assumption that more affluent districts with higher per capita incomes and a higher proportion of expenditures directed towards educational aims would be characterised by a larger offer of extracurricular activities. Rather, what distinguishes districts with the highest availability of extracurricular activities is their peripheral location within the territory of Warsaw. There, schools ensure longer hours of supervision for children and organised the time after class, which offers support to the parents. It is likely that it is the parents who, due to their relatively longer commute between home and work, support the organisation of such activities, not least financially.
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Gadjieva, Zarema N., and Madina B. Gimbatova. "WOMEN’S EDUCATION IN DAGESTAN (SECOND HALF OF THE 19TH – EARLY 20TH CENTURIES)." History, Archeology and Ethnography of the Caucasus 16, no. 4 (December 18, 2020): 940–51. http://dx.doi.org/10.32653/ch164940-951.

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The article is devoted to the history of the development of female education in the Dagestan region in the second half of the 19th – early 20th centuries. It examines the system of women’s education, features of its development, formation, support and organization of the educational process, its impact on the education system of Dagestan as a whole. The chronological framework of the study covers the second half of the 19th – early 20th centuries. During this period, religious schools functioned in parallel with Russian educational institutions, which emerged in the places of deployment of military units and settlements with a Russian-speaking population. An important issue, reflected in the study, is the disclosure of the peculiarities of homeschooling, the content of which depended on the preferences of parents. An analysis of the diverse historical literature made it possible to conclude that women’s educational institutions in pre-revolutionary Dagestan, regardless of their form and content of education, raised the educational and cultural level of girls, introduced them to the achievements of world culture, and prepared them for family life. The teaching process in religious and Russian schools varied greatly. Thus, for example, Muslim traditional education was divided into two stages. Dagestan people received their primary education in maktabs (mosque schools), the main goal of which was to teach reading and writing in Arabic and reading the Koran, to introduce students to the scientific achievements of the Muslim Orient. After that, those wishing to gain in-depth knowledge of classical Muslim sciences continued their studies in numerous madrasahs, the level of which varied depending on the established traditions and teaching staff. In Russian schools, the educational process was regulated by the curriculum and curricula in general subjects, theology and home economics. The task of Russian schools was to help students integrate into the all-Russian cultural field, to introduce them to the achievements of Russian and European cultures.
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Yu, Nan Sook. "Case Study of Home Economics Curriculum in Victoria Australia." Korean Home Economics Education Association 32, no. 2 (June 30, 2020): 19–42. http://dx.doi.org/10.19031/jkheea.2020.06.32.2.19.

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Smith, Frances M., and Cheryl O. Hausafus. "An Academic/Vocational Curriculum Partnership: Home Economics and Science." Middle School Journal 24, no. 5 (May 1993): 48–51. http://dx.doi.org/10.1080/00940771.1993.11496091.

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Lee, Gi-Sen, So-Jin Lim, Yoo-ri Choi, Eun-Jong Kim, So-Young Lee, and Mi-Jeong Park. "Analysis of Home Economics Curriculum Using Text Mining Techniques." Korean Home Economics Education Association 30, no. 3 (September 30, 2018): 111–27. http://dx.doi.org/10.19031/jkheea.2018.09.30.3.111.

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Yang, Ji Sun. "A Case Study on Competence-based Curriculum in Finnish Secondary Home Economics Curriculum." Korean Home Economics Education Association 31, no. 4 (December 31, 2019): 19–39. http://dx.doi.org/10.19031/jkheea.2019.12.31.4.19.

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Geen, A. G. "Equal Opportunities in the Curriculum: the case of home economics." Gender and Education 1, no. 2 (January 1989): 139–53. http://dx.doi.org/10.1080/0954025890010204.

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Dissertations / Theses on the topic "Home Economics Curriculum Framework"

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Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.

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A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.
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Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.

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Burnham, Jill E. "Curriculum development for a basic course in home economics." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/414.

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Abrahams, Patricia Annette. "Writing for learning in Home Economics." University of the Western Cape, 1992. http://hdl.handle.net/11394/8349.

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Magister Educationis - MEd
This mini-thesis comprises two sections, the what and the how of writing-across-the curriculum (WAC). Section one investigates the integration of writing into content area subjects through the writing process as a project of possibility for critical pedagogy. The view is held that the writing in content area subjects makes learning more meaningful, enjoyable and also empowers students to become critical self-determined thinkers. Students no longer only fill in blanks, choose the correct answer or rely on rote learning when writing in content area subjects, but write creatively and expressively in a variety of discourse forms. In chapter two the literature on WAC is reviewed in depth. The chapter commences with some thoughts on what writing is. Then it investigates the writing process and proceeds to what writing across the curriculum is, with all its merits highlighted. The implementation of writing across the curriculum which involves the whole school as well as a proposed writing across the curriculum policy comprises the main section of the chapter. One of the objectives of this research is to show that implementing the writing process in a content area subject not only improves the standard of writing but also enhances the internalisation of subject matter. A further objective is to illustrate that writing across the curriculum can facilitate change in the classroom. Section two, starting with chapter three, is devoted to the "how" of WAC, and its practical application. Observations in classrooms where writing in content area subjects were done in Missouri schools are described and examples of work done at the schools are cited. In chapter four attention is given to the design and presentation of a writing project in Home Economics based on the standard eight Home Economics syllabus. This classroom research is based on experiential learning. A detailed description of the results is included. The last chapter starts with a dream, an outline of a Home Economics project of possibility for a standard eight Home Economics class. The project is developed around community work to convince students that they can make a difference in the world by showing care and concern for the elderly. The second part of chapter five, deals with constraints with regard to the implementation of a writing programme in Home Economics at the school where I teach. The chapter concludes with recommendations for the implementation of a writing programme in Home Economics.
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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Portelli, Lorraine. "Home Economics and Textiles Studies in Malta : a curriculum history, 1960-2010." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/5b643a11-a5a2-4f4b-a236-bfb985ce67a1.

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The research examined the curriculum history of Home Economics and Textiles Studies in Malta. Although some studies on the history of Home Economics were carried out internationally, none had yet focused on the Maltese context which presents an interesting and unique case, the islands being a former British colony with a Catholic Mediterranean culture. This study, conducted from an insider perspective, focused on the development of the micro and macro level of the curriculum of both subjects over a span of fifty years, during which many changes occurred in the Maltese social, political and economic scene. These changes, in turn, had an impact on the local educational system, which was influenced by foreign models. The study adopted a social constructionist perspective towards the development of Home Economics and Textiles Studies, whereby it identified the influences that were most significant, and changes that took place over that particular span of time. The academic, utilitarian and pedagogical traditions were also analysed in relation to the change in status of the Home Economic and Textiles Studies curriculum. This multi-dimensional study included life-history narratives with key individuals who played an important role in the field, semi-structured interviews with various individuals who had a link with the learning or teaching of the subjects, focus group discussions with a group of young teachers, and archival research which shed further light on what led to the changes that occurred in the curriculum over time. The findings revealed that a number of factors led to the current status of the subjects. These included the relationship between patterns of status and resource allocation, the challenges posed by other subjects, the gendered nature of the subjects, the issues regarding name change, the development of the curriculum and role of examinations, and the career prospects of those involved in the learning and teaching of Home Economics and Textiles Studies. The research showed how and to what extent the socio-economic, political and cultural changes the Maltese islands experienced in the period under study affected both the curriculum and the subjects’ community. The study also revealed that the curricula of Home Economics and Textiles Studies developed and evolved according to these various influences, which in turn had a considerable effect on their status and significance, as the subjects have traditionally been considered marginal. The analysis highlighted the impact that various government policies had on the subjects and on the teachers’ lives and experiences, as well as the influence it had on their beliefs and ideals.
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Chae, Jung-Hyun. "Assessment of Korean secondary school home economics curriculum with implications for change /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972137299.

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Bauer, Edstrom Melissa. "Mindful curriculum and pedagogy in the practice of a home economics educator." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59354.

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A common conception is that the singular focus of home economics educators and home economics education is the development of a technical perspective (technê) in students with the goal of producing a product through reasoned, instrumental action (poïesis). However, taking such a curricular and pedagogical focus reduces the opportunity for interaction with praxis and phronesis. By excluding thoughtful engagement with the topics in this subject area, teachers may unknowingly facilitate mindlessness in themselves and their students regarding everyday life actions, which has the potential to unintentionally propagate harmful ideas and actions. This research is positioned on the idea that attaining a mindful disposition can help educators develop curriculum and pedagogy that challenges students to think critically and, as a result, make thoughtful decisions about their actions in their everyday lives. The home economics curriculum engages with everyday life actions. While they are ‘small’, everyday life actions have the potential to be emancipatory. The purpose of this study is to investigate what non-meditative mindfulness looks like in the practice of a mindful home economics educator and to uncover connections between education, home economics, and mindfulness. Through the use of case study and action research methodology, the research investigates how a home economics teacher engages with and employs mindfulness in her curriculum and pedagogy. Data collected throughout the semester delivery of secondary school courses include a reflective personal journal on classroom activity; lessons and classroom documents; and feedback from students within the course. Four themes identified from the data that appeared to reduce mindless tendencies in my teaching practice were: i) having an intentionally evolving curriculum and pedagogy, ii) the inclusion of place-based learning opportunities, (iii) the inclusion of inquiry based learning opportunities, and iv) the importance of external validation. This research indicates that engaging with non-meditative mindfulness has an impact on both an educator’s thinking about his or her pedagogy and also on his or her practice. Employing non-meditative mindfulness may appeal to educators because it offers the opportunity for individuals to experience empowering, transformative ways of thinking without demanding that individuals commit significant amounts of time to modifying their practice.
Education, Faculty of
Graduate
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Lovett, Susan Burroughs. "Family and consumer sciences in higher education common elements in undergraduate curriculum /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.

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McMullen, L. "Innovation and development of the post-primary home economics curriculum in Northern Ireland." Thesis, University of Ulster, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234144.

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Books on the topic "Home Economics Curriculum Framework"

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Endaylalu, Tewabech Eshete. Home economics in the curriculum. [Guildford]: [University of Surrey], 1994.

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Campbell, Margaret F. Home economics curriculum activities kit. West Nyack, N.Y: Center for Applied Research in Education, 1990.

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Branch, Alberta Curriculum. Junior high home economics: Curriculum guide. [Edmonton, Alta.?]: Curriculum, Alberta Education, 1987.

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DeBoe, Joyce. Minnesota secondary home economics: Housing curriculum examples. Edited by Grote Audrey and Minnesota. Dept. of Education. Saint Paul. Minn: Minnesota Dept. of Education, 1987.

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Wisconsin. Home Economics Education Task Force. A guide to curriculum planning in home economics. Madison, WI: Wisconsin Dept. of Public Instruction, 1987.

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Group, Home Economics Working. Proposals for home economics in the curriculum: Report of the Home Economics Working Group. Belfast: Northern Ireland Curriculum Council, 1989.

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White, Anne. Home economics for home schoolers, from Pearables: Once-a-week curriculum. Fort Collins, CO: Pearables, 2002.

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Christian-Carter, Judith. Teaching GCSE home economics. London: Macmillan Education, 1989.

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Council, Northern Ireland Curriculum. Home economics: A report on the consultation about the position of home economics in the curriculum. Belfast ((Stranmillis College Belfast, BT9 5DY)): Northern Ireland Curriculum Council, 1990.

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), Bellingham School District No 501 (Wash. Home and family life curriculum guide: Bellingham High School. Bellingham, Wash: The Schools, 1988.

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Book chapters on the topic "Home Economics Curriculum Framework"

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Davies, Hilary. "Values in Home Economics Teaching." In Values Across the Curriculum, 87–93. Routledge, 2019. http://dx.doi.org/10.4324/9780367352028-6.

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"Home Economics: A 'Definitely Womanly Curriculum'." In The 'Girl Question' in Education (RLE Edu F), 98–112. Routledge, 2012. http://dx.doi.org/10.4324/9780203803639-17.

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McWayne, Christine M., Daryl Greenfield, Betty Zan, Jayanthi Mistry, and Wendy Ochoa. "A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool." In Advances in Early Childhood and K-12 Education, 222–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch011.

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The purpose of this chapter is to present initial findings of teacher practice outcomes to illustrate promising aspects of the readiness through integrative science and engineering (RISE) professional development (PD) approach for informing early childhood science, technology, and engineering (STE) curriculum and PD interventions. In this chapter, the framework grounding RISE STE curriculum, the home-to-school approach for developing meaningful RISE home-school connections (HSCs), and the structural components of RISE PD (which consisted of practice-based, individualized, and ongoing supports) are described. Sixty-two teachers (n = 37 RISE, n = 25 Control) and 347 primary caregivers participated in this randomized controlled trial study. Preliminary evidence of the positive impacts of the RISE intervention on teachers' STE attitudes, practice, and knowledge was obtained from teacher report. Evidence for positive HSCs was obtained from teacher and parent surveys, as well as on-going coach documentation of teachers' home-to-school practices.
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Rodríguez, Cathi Draper, Iva Strnadová, and Therese M. Cumming. "Implementing iPad and Mobile Technologies for Students with Intellectual Disabilities." In Advances in Medical Technologies and Clinical Practice, 27–44. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8395-2.ch002.

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This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.
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Ask, Anne Selvik. "«Du gjør det, du lærer ikke bare om det». Min vei til dosent i mat og helse." In Å satse på dosenter, 159–78. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.109.ch8.

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This chapter describes how the author, after a career of teaching the subject food & health (sometimes referred to as home economics) in lower secondary school, became a docent (professor) of the same subject at a university. Her journey included teaching experiences, curriculum development, research work, publishing textbooks, and being awarded a prize for making entrepreneurship a relevant method of teaching the subject. She reveals how she composed her application for promotion and shares with the reader some of the comments of the assessment committee. To conclude, the author describes her vision for the attained professorship.
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Ahmed, S. T. "Managing Information, Communication and Technologies in Schools." In Information and Communication Overload in the Digital Age, 72–92. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2061-0.ch004.

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One of the most crucial areas in which information and technologies need to be managed in our information-rich society is in schools. Whilst information overload is often associated with organisations or social communication, schools represent the intersection of several stakeholders for whom information and communication must be managed effectively. Using a case study of a school in a Gulf State, this chapter analyses how mismanagement and miscommunication relating to the use of ICT is hindering the educational progress of children by examining school/teacher-pupil interaction; home-school communication, and; the application of ICT in the curriculum. It presents a professional and parental perspective on how the use and management of information technologies and effective communication are critical in maintaining acceptable levels of educational achievement. It draws on the experiences of both pupils and parents and uses a framework of participant observation to illustrate the problems of information overload as mismanagement and miscommunication.
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Gintis, Herbert. "The Unification of the Behavioral Sciences." In The Bounds of Reason. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691160849.003.0011.

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The behavioral sciences include economics, anthropology, sociology, psychology, and political science, as well as biology insofar as it deals with animal and human behavior. These disciplines have distinct research foci, but they include four conflicting models of decision making and strategic interaction, as determined by what is taught in the graduate curriculum and what is accepted in journal articles without reviewer objection. The four are the psychological, the sociological, the biological, and the economic. These four models are not only different, but are also incompatible. That is, each makes assertions concerning choice behavior that are denied by the others. This means, of course, that at least three of the four are certainly incorrect. This chapter argues that in fact all four are flawed but can be modified to produce a unified framework for modeling choice and strategic interaction for all of the behavioral sciences. The framework for unification includes five conceptual units: (a) gene-culture coevolution; (b) the sociopsychological theory of norms; (c) game theory, (d) the rational actor model; and (e) complexity theory.
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Tuğlu Karslı, Umut. "Design for the Future of Work." In Anywhere Working and the Future of Work, 163–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4159-3.ch007.

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The paradigm shift in work dynamics in the digital age leads the evolution of how and where people work. Knowledge workers adopt more flexible working styles: they connect to their laptops and work anywhere. The main disadvantage of this way of working is social isolation. Creative industries often require interdisciplinary interaction and collaboration. Coworking spaces have emerged in order to remove this isolation and create a third place apart from home and office. These spaces have been studied by disciplines such as economics, work psychology, and geography but studies on their spatial characteristics are limited. The aim of the chapter is to propose a conceptual framework to identify design implications for the coworking spaces in terms of spatial preferences of users. Accordingly, literature related to changing work dynamics and workplaces, rise of coworking spaces, and coworking space typology are discussed. The conclusion of the chapter is to propose design implications, which will inform designers, researchers, and managers on best practice for coworking space design.
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Polson, Donene. "Setting the Scene: Coordinating a Classroom Community." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0011.

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Throughout my years at the OC, first as a parent and then also as a teacher, I have given a lot of thought to the structure and coordination of the classroom, which supports parents, children, and teachers in creating a community of learners. I had enrolled my children in the OC because I liked the idea of students, teachers, and parents all working together as a community to help children learn. After spending a great deal of time as a co-oper, I returned to the university to earn a degree in elementary education and then added the role of teacher to my established parent role in the OC. In a community of learners, a tremendous amount of work is done behind the scenes—extensive coordination, planning, and structure allow the daily learning and activities to flow smoothly. It is like a ballet, where the performers move so gracefully, flowing to their positions and cooperating with such beauty that it looks deceptively simple. Yet we know it is preparation, planning, refining, and cooperation that allow the production to run so smoothly. In the OC, the coordination is based on backstage efforts among the adults of each classroom, teamwork among children and adults, and daily and weekly routines around which children’s, co-opers’, and teachers’ activities are organized. Although the teacher plays a unique role, coordination and planning are shared among all participants and extend beyond individual classrooms to the OC program as a whole. . . . Backstage Coordinating among Adults in the Classroom . . . A key support for coordinating the classroom community is the collaboration among adults. Before the school year begins, parents and the teacher hold a meeting at a family’s home to prepare for the upcoming year, getting acquainted and establishing weekly co-oper schedules and curriculum areas for the parents’ contributions to the classroom teaching. As teacher, I figure out how to coordinate the co-opers’ schedules, interests, and talents from their work, hobbies, and outside activities to create a balanced weekly structure that becomes the framework for the children’s activities.
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Greher, Gena R., and Jesse M. Heines. "Imagination and Creativity: The School Based Paradox." In Computational Thinking in Sound. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199826179.003.0007.

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People who are considered “creative”are generally respected and sought after in our society, both in the professional and social realms. Yet among the many paradoxes of our educational system is the strange fact that it does little to encourage a child’s imaginative and subsequent creative potential. As discussed by Judith Groch in her book The Right to Create, one reason might be a strongly held belief that creativity is innate and something one is born with. You either have it or you don’t. Another reason might be the difficulty in assessing creativity objectively. Unlike questions and problems with only one right answer, how can you make an objective value judgment on a student’s creative output? But imagine a young Pablo Picasso growing up in 21st-century America and attending a public school dominated by high-stakes testing. According to a case study by Howard Gardner in Creating Minds, our young Picasso had great difficulty mastering his numbers. Other than his artistic inclinations, which were nurtured by his family, he was an unremarkable student. In most of today’s public schools, Picasso would be force-fed a fairly prescribed curriculum that would ensure mastery of test-taking techniques but would be mostly devoid of opportunities for personal self-expression. In fact, in a climate focused on high-stakes testing, little attention would even be given to the arts. Picasso’s unique and imaginative vision of the world would probably be squelched for not conforming to the accepted adult views of how one draws the sun, trees, or sky. According to Feldman, Csikszentmihlayi, and Gardner, in Changing the World: A Framework for the Study of Creativity, creative people are shaped as much by their early experiences as by the natural abilities they are born with. Absent a home life where artistic insights are valued and nurtured, how many future Picassos are walking around America’s schools right now who will never know their potential because they will never come into contact with those experiences? Consider the following scenario. If Gena and Jesse walked into a cocktail party, who would be considered the more “creative” of the two? Why, certainly you would pick Gena.
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Conference papers on the topic "Home Economics Curriculum Framework"

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Suhartini, Ratna, Yulistiana, Urip Wahyuningsih, Luthfiyah Nurlaela, Elizabeth Titik Winanti, and Euis Ismayanti. "Development of Diploma 4 Fashion Design Curriculum." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.054.

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Wu, Ying, Neng Li, and Guiyu Qu. "The Difficulties and Countermeasures Research of Home Economics Curriculum Setting in Chinese Primary and Secondary School." In 2nd International Symposium on Social Science 2016 (ISSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isss-16.2016.19.

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Wahyuni, Wiwik. "The Role of Vocational Education in the Acceleration Preparation of Skilled Labor and Government Policy Standardizing Indonesian Labor in the Framework of ASEAN Economic Community Application." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.035.

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Sherrett, Ben, and John Parmigiani. "The Development of a Framework for Investigating the Effectiveness of Capstone Course Curricular Changes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48724.

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Capstone courses are an integral part of the educational experience in undergraduate engineering programs. However, such courses tend to be challenging in nature for course instructors as many of the features of the capstone course contrast starkly with typical courses in the engineering curriculum. As in any field, communication of effective strategies is crucial as the capstone course community seeks to better their practices. With this goal in mind, the question arises: How does one instructor convince her or his colleagues that a teaching practice implemented at the home university is (i) truly effective, and (ii) can be transferred to other universities with similar results? While effectiveness may be measured in other more traditional courses by simply looking at assignment and test grades, the complexity associated with the capstone course adds ambiguity and complex interrelations that require a more thoughtful and detailed inquiry. This work explains such a framework for evaluating the effectiveness of capstone course changes implemented over the past seven years at Oregon State University. The evaluation framework relies on results from faculty, sponsor, and student surveys as well as sponsor participation data, student work products, course evaluations, and student grades over the period of the past seven years. This work outlines the framework and discusses future plans of implementation of the research project.
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Bucha, Agostinho Inácio, and Abílio Ferreira. "THE ROLE OF THE DEPARTMENT COORDINATOR: LEADERSHIP AND SUPERVISION." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.149.

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With greater autonomy schools require assertive leadership in school management. Thus, it is crucial to understand the intermediate manager’s role in guiding a curriculum department, seeking to know how to validate their skills within the team. The department is shown functional, organized and communicative. Coordinator is spokesperson, democratic manager and performs duties within a framework of collaboration and valorisation, with joint decision and validation. Leadership is democratic and supervision relies on support for teachers and the figure of case manager emerges. Relevant constraints include bureaucracy and resistance to change. Functions in inclusive education, leadership, pedagogical supervision and in democratic, pedagogical, collaborative and mediating management are envisaged.
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