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1
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.
2
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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3
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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4
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 - MEdThis 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.
5
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
6
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.
7
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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8
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
9
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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10
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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Thomas, Christie Jane. "Forces influencing home economics curriculum change in British Columbia secondary schools 1912-1985." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26615.
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The purposes of this study were to describe the changes that have occurred in home economics curricula in the province of British Columbia during the period 1912 - 1985, to identify the forces that have influenced these changes and to determine the role of home economics professionals in this process of curriculum change. Documents concerning the six major home economics curriculum revisions were analyzed using Cuban's (1979) four curricular determinants: social, political and economic movements; political-legal decisions; influential groups; and influential individuals.
Four major changes in the home economics curriculum were noted. These included an expansion of the central focus on concerns of the home and family to include vocationalism in the workplace and community interaction; expansion and contraction in the educational relevance and status of home economics education; the evolution of home economics as a course of study for females to one which is coeducational; and changes in the format of the curriculum documents.
The major determinants found to influence these changes were broad social, political and economic movements, especially trends in educational philosophy. There were other movements, such as social movements and changes in economic conditions, which also had an impact. The major secondary force influencing curriculum change was political-legal decisions. These decisions defined the nature of education and of intended curriculum change and determined the process of curriculum change. While both groups and individuals have had an influence on the home economics curriculum through advocacy and/or implementation of educational policies, these efforts have been subject to potential veto by the Department (Ministry) of Education. As bureaucratization in education in B.C. has increased, there was an apparent decline in the influence of individuals.
In this study, B.C. home economics professionals assumed a role in the process of home economics curriculum change through making recommendations, implementing educational policy and in some cases, mediating educational policy. The influence of home economics professionals has been as individuals or as members of groups rather than as policy-makers.
Some suggestions for further study have been made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
12
Jaroenkornburi, Sumonchat, of Western Sydney Nepean University, and School of Teaching and Educational Studies. "The changing role of Home Economics education in primary schools in contemporary Thai society." THESIS_XXX_TES_Jaroenkornburi_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/479.
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This study investigated the changing role of home economics education in primary schools in contemporary Thai society. Two main questions were set to guide the study : What home economics subject matter should be taught in primary schools in contemporary Thai society? How should it be taught? Both qualitative and quantitative methodologies were employed. A qualitative research approach was used in collecting data from several sources, including published documents relevant to home economics education in Thai primary schools and those relevant to Thai society during the period 1960-2000; observations of Thai primary school Housework classrooms during the 1997-1998 academic year; and interviews with prominent Thai home economists, primary school principals and Housework teachers, and involved parents of primary school children. A quantitative research approach was used to examine the perceptions of home economics education in Thai primary schools of the Housework teachers, and to examine the lifestyles of Thai primary school children. Expectations about the changing role of home economics education in Thai primary schools were investigated. It was concluded that the role of home economics needs to shift from a technical skills orientation to a practical problem solving emphasis. According to this new role, home economics education in Thai primary schools will not only provide for the children's technical skills but also provide an opportunity to develop a group of life skills, namely- critical thinking, decision making, individual/family resource management, and problem solving. Through the acquisition of these life skills children will be better equipped to manage their everyday life in a rapidly changing Thai society. Finally, based on its major conclusions, the study draws implications for future action by several groups of stakeholders (policy makers, curriculum developers, teacher educators, personnel in schools, and professional associations) required to bring about important changes in home economics education in Thai primary schoolsDoctor of Philosophy (PhD)
13
Chamisa, Shylet. "Trends in home economics education : an analysis of curriculum documents in Zimbabwe and South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8057.
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The purpose of this study is to analyse and discuss current trends in the construction and development of home economics subjects in South Africa and Zimbabwe, trends that reflect the direction that home economics is taking in the new millennium. Practical/pre-vocational subjects were introduced in secondary school curriculum for both general education and labour market reasons, that is, for the preparation of pupils to 'enter employment' and/or for 'self employment'. Over the years national education planners have debated over the future of practical/vocational subjects on the school curriculum. Many writers note that the concern of these groups is related to the challenges of technology and globalisation and general concerns for youth employment and poverty alleviation. As a result, far from phasing out from the secondary school education scene in Africa, technical and vocational subjects (correctly termed pre-vocational education) are offered along with academic subjects. They have undergone change in an attempt to better meet the needs of the labour market and the challenges that technology and globalization bring.
14
Ryu, Sang-Hee. "Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.
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McSweeney, Kathryn. "Assessment practices and their impact on home economics education in Ireland." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21804.
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This study was prompted by an interest in the extent to which the aims of home economics education in Ireland are being served by the assessment carried out at a national level. This interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics assessment and a critical evaluation of its impact on teaching and learning. The data collection primarily comprised interviews with a selection of teachers and other key people such as students, teacher educators and professional home economists; and a complementary analysis of curriculum and design of Junior and Leaving Certificate home economics assessments during the period 2005-2014. The analysis of interview data combined with the curriculum and assessment analyses revealed the compounding impact and washback effect of home economics assessments on student learning experience and outcomes. This impact was reflected in several areas of the findings including an evident satisfaction among the respondents with junior cycle assessment, due to the perceived appropriateness of the assessment design and operational arrangements, and dissatisfaction with curriculum and assessment arrangements at senior cycle as they were considered to be inappropriate and negatively impacting on the quality of learning achieved. The respondents candidly pointed to what they considered to be an acceptance by some teachers of unethical behaviour around the completion of journal tasks. The respondents indicated that summative assessment practices are commonly used in home economics classrooms and the findings strongly suggest that external examinations are influencing teaching methods by demanding a test-oriented pedagogy to enable students to achieve certificate points. The technical analysis of the Junior and Leaving Certificate examination questions confirmed that these external assessments predominantly promote lower-order learning and there are clear indications of a washback effect on the quality of learning achieved. There is a view that the subject's position in the curriculum is weakened due to a lack of coherence around practice, as well as a lack of advocacy and leadership in the field. There was little evidence of the impact of home economics education and many of the interviewees merely 'hoped' that home economics made a difference in the lives of students. The study also showed that there are profiling, identity and teacher agency issues impacting upon the home economics profession. While not immediately generalisable to all home economics teachers or settings in schools, this study nonetheless implies that if the views and practices of the respondents were to be replicated across the whole of the home economics education community, it would not be safe to view national assessment results as a valid indicator of learning and achievement standards in the subject. There are grounds in this work to argue that the subject's values and purposes are not supported by existing curriculum, pedagogy and assessment arrangements.
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Mlambo, Phares Jona Taindisa. "Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22042.
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Bibliography: pages 88-95.The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
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Hjälmeskog, Karin. ""Democracy begins at home" : Utbildning om och för hemmet som medborgarfostran." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-506.
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This thesis is intended as a contribution to a discussion about education, especially when related to democracy and gender equality, in other words citizenship education. A strategy for the inquiries is developed, termed a feminist pragmatist attitude. The focus is on thqualitative content of education i.e. three theoretically demarcated relationships: feminine/masculine, home/society and home/school. When studying educational policy documents in order to identify different views on these relationships, I draw on a tradition of curriculum theory/curriculum history/didactics and the inquiries are influencedy a post-structuralist view of meaning. In agreement with Arendt, history is used to understand the present times and to propose alternatives for the future. Three discourses on home economics, ie. different ways of understanding home economics, are constructed. Home economics as: (1) Vocational education for women, (2) An education for women's mission in life and (3) Women's education for efficiency. Further, an alternativdiscourse for the future is proposed: (4) Home economics as citizenship education. This alternative discourse is constructed from "the forgotten potentials of the past", i.e. ideas from three phases or debates during the 20th century. The three phases are: thdiscussion of the relevance of home economics for the education of boys; the national curriculum from 1969, Lgr 69; and the parliamentary debate during the 1990s. The discourse is further underpinned by a discussion of feminist critique of traditional views of rationality, reason and ethics and by feminist alternatives such as ethics of care. Within the alternative discourse the norm of masculinity in education is criticised and the possibilities of breaking the dominance of thinorm is examined. The potentids of education about and for the home, e.g. education in home economics, as contributing to citizenship education of boys as well as girls are discussed.
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Faoagali, Susan. "Home economics vs food and textile technology : bridging the gap between the old and new secondary school curriculum in Samoan secondary schools." Thesis, University of Canterbury. Christchurch College of Education, 2004. http://hdl.handle.net/10092/3823.
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As a teacher educator the researcher was interested in the new Food
and Textile Technology curriculum and how teachers were implementing
it. The purpose of the study is to investigate the teacher's perspectives,
ultimately to provide direction for the researchers' own teaching
programme at the National University of Samoa (Faculty of Education)
reflected in the initial research question;
What are the teacher training implications of the new Food and Textile
Technology Curriculum in Samoa?
To answer this question two aspects were identified; the old and new
curriculum documents and the teachers perspectives. As shown by the
two main questions; • What is the difference between the old Home Economics
syllabus and the new Food and Textile Technology Curriculum
Statement
• How are teachers dealing with the new Food and Textile
Technology Curriculum Statement?
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Serfontein, Michele. "Housing education and training in the general education and training band of the national qualifications framework." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52298.
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Thesis (PhD)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant homeowners are first-time homeowners, they are not necessarily informed about the pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing approved more than 1,1 million housing subsidies. The recipients of these subsidies were first-time homeowners that did not possess the necessary knowledge and skills to make informed and responsible housing-related decisions, thus making them vulnerable to exploitation and creating complex problems that hamper the housing delivery process. The release of the National Housing Code during March 2000 announced that the South African Government had harnessed seven strategies that were aimed at providing housing to a growing low-income market that already exceeded two-and-a-half million households. Although the Government has attempted short-term solutions aimed at equipping these housing consumers with the necessary knowledge and skills to make informed and responsible housing-related decisions, initial research pointed to the need for a sustainable long-term solution in the form of education and training of the housing consumer. The aim of this research was three-fold: Firstly, to determine the knowledge and skills required by the housing consumer to be able to make informed and responsible housingrelated decisions. Secondly, to determine the status of housing education and training in the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased model that would facilitate the inclusion of the identified and refined housing education and training content into the General Education and Training (GET) Band of the National Qualifications Framework (NQF). A culturally diverse group of educators and practitioners participated in four national structured group meetings that were facilitated using the Nominal Group Technique (NGT). The aim of these meetings was to identify the knowledge and skills required by consumers to be able to make informed and responsible housing-related decisions. Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role- Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options" (TO) and "Types of Housing" (TH). The document analysis performed in the second phase of the research, revealed the paucity of housing education and training core concepts in the current curriculum of the GET and Further Education and Training (FET) Bands of the NQF. Housing education and training core concepts occurred in only 50% of the 318 core subject curriculums. Of the housing education and training core concepts that were present in these documents, less than 40% were rated as "relevant" and could therefore be used for housing education and training of the learners. An outcomes-based model was developed that can be used to facilitate the inclusion of the housing education and training content into the Foundation, Intermediate and Senior Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas, Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme Organisers, currently included in the new curriculum. Outcomes were then developed that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing education and training core concepts. The mastering of these 57 outcomes will reduce the ignorance of first time homeowners during the housing process and provide a sustainable, long-term solution to these problems .
AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en vaardigdhede besit wat benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem. Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn, volhoubare oplossing in die vorm van opvoeding en opleiding van die behuisingsverbruiker. Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum Raamwerk (NKR) sal bewerkstellig. 'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration" (HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing" (RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of Housing" (TH). Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat. Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die leerders. 'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >- en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis, vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die '. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing vir hierdie probleme daarstel.
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Muituti, J. M. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003619.
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In Namibia, as in many other countries, curriculum changes have resulted from a “highly complex mix of ideological, political, social, philosophical, economic and other influences” (McGee, 1995, cited by Swarts). Over time some influences become stronger while others lose ground. Different conceptions exist as to what school curricula should be. These conceptions are sometimes referred to as “theories of curricular” or ideologies (ibid). Ideologies in general are “belief systems that provide value premises from which decisions about practical educational matters are made” (Eisner, 1994:47). They derive from broad, international perspectives and views. Some views are unproblematic in that they are generally agreed, such as all children should learn to read and write. Others are more controversial and problematic, e.g. whether sex education should be taught in school. As a result of exposure to other views and perspectives, there is overlap between ideologies and no ideology represents a clear-cut concise school of thought. Nevertheless they provide a theoretical basis for the Home Ecology syllabus. This paper will attempt to provide a critical analysis of the Home Ecology syllabus, the socio-historic and economic analysis of the learners for whom the curriculum has been designed and the analysis of the learning environment in which this curriculum is presented. The synthesis, which will link the sections together, and conclusion will draw the threads together. In providing this analysis it is imperative to provide a definition of what a curriculum is. In the broader sense, a curriculum is the offering of socially valued knowledge, skills and attitudes made available to learners through a variety of programmes. Forquin (1995) cited in Swarts (1996:23) has the following to say about curriculum: ‘The concept of curriculum, indeed, implies taking into consideration the whole of the course of studies and not just one aspect or one stage considered separately’. In examining official educational documents, especially curricular documents written after independence, there are signs of continuing traditional emphasis however, this is expected, as Fullan (1991) contends that change does not take place just because it has been decreed and written down in the book of reforms. Change takes time to work its way in.
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Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.
Full textAbstract:
Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 students. Tests on the first two topics were conducted before and after the in-service course. T-test analysis was conducted on the mean scores of the results obtained, to compare students' learning of HE on the two occasions. it was found that the differences between the mean scores of the tests conducted prior to the in-service course and those carried out after it, were very highly significant, in favour of teaching PS-style lessons. A test on the third topic was conducted on all groups of students to investigate differences between classes.To show how trained teachers implemented the PS techniques acquired during the In-service course, a diary study was conducted on the three topics taught.Questionnaires were developed and administered to the teachers who participated in the In-service course to find out their opinions about the experience of teaching PS, both in the in-service course and In their own classes. Teachers' views were also obtained by means of semi-structured interviews.The findings of the study support the use of PS method in teaching HE. Some implications of the findings for the development of initial and in-service teacher training, as well as curriculum modification In Sudanese secondary HE education are highlighted, and suggestions made for further research.
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Mitova, Mariana A. "Relationship Between Investments in Self and Post-Graduation Career Satisfaction Among Apparel and Textiles Majors." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491579505475789.
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Garosas, Elfriede S. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1015966.
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[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation
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Chou, Tiang-Hong. "A Longitudinal Examination of How Hospital Provision of Home Health Services Changed after the Implementation of the Balanced Budget Act of 1997: Does Ownership Matter?" VCU Scholars Compass, 2009. https://scholarscompass.vcu.edu/etd/1985.
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By using a natural experiment approach and longitudinal national hospital data, this study sheds light on the objective functions of hospitals with different ownership forms by comparing their relative reductions in HH provision after the implementation of the BBA. The empirical findings reveal that for-profit hospitals behave differently as compared to public and private nonprofit hospitals, due to their different operational objectives. While the response of for-profit hospitals is consistent with the profit-maximizer model, both public and private nonprofit ownership types behave consistently in accordance with the model of two-good producers whose objective is to maximize market outputs for meeting the health care needs of the community, given the break-even requirement. This finding provides support for the tax exemption the United States government has granted private nonprofit hospitals. Although the response patterns of the nonprofit ownership types are in general similar, this study found that, contrary to expectation, religious hospitals were more likely than secular nonprofit hospitals to have reduced HH provision after the BBA. Further studies are needed to explore the difference in operational behaviors between these two ownership types. Built on previous related studies and applying a more comprehensive set of independent and control variables with improved data sources, this study is able to examine the effects of certain organizational and market factors on hospital offering of HH care pre-BBA and the change in the provision of HH care in the six years following the implementation of the BBA. Hospital proportion of Medicare patients, hospital size, total profit margin, case mix index, elderly density in the market are found to be positive determinants of a hospital’s likelihood of offering HH care. However, these organizational and market factors, in general, play a non-significant role in influencing hospitals’ changes in HH care provision after the implementation of the BBA. In the study, explanations and implications of these finding are discussed. Finally, potential limitations to this study and opportunities for future research are addressed.
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Vaziri, Alyssa S. "Pink and Dude Chefs: Effectiveness of an After-School Nutrition Knowledge and Culinary Skills Program for Middle School Students to Increase Fruit and Vegetable Consumption." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1946.
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The rate of overweight and obesity among adolescents aged 12-19 years has more than tripled since 1980, and disproportionately impacts low-income and marginalized populations. Reduction in adolescent obesity rates may result in decreased health risks, decrease healthcare costs, and increased quality of life. Effective intervention methods for adolescent participants have incorporated nutrition knowledge and culinary skill building into afterschool programs. This study examines whether building knowledge, skills, and confidence through a culinary intervention can improve adolescent participants’ choices of healthful foods through increased fruit and vegetable intake.
Pink and Dude Chefs (PDC) is an afterschool nutrition education and culinary skills program for middle-school adolescents aged 11-14 years. This project aimed to improve eating behavior in participants by increasing culinary and nutrition self-efficacy. PDC was implemented in Shandon, California from Spring 2014 to Fall 2014, and in Santa Maria, Guadalupe, and New Cuyama, California from Fall 2015 to Summer 2016. Eighty-three middle school students participated and completed surveys in the 12-lesson program that covered food safety, micro- and macronutrients, meal planning, and USDA MyPlate guidelines.
Participant fruit and vegetable consumption improved following participation. Girls’ frequency of overall fruit consumption increased from a mean of 1.8 (SD 0.9) to 2.0 (SD 1.0). Girls’ vegetable consumption increased from 1.2 (SD 0.8) to 1.5 (SD 0.9). Boys’ fruit consumption increased from 1.9 (SD 1.0) to 2.2 (SD 1.0), and boys’ vegetable consumption increased from 1.1 (SD 0.9) to 1.3 (SD 0.8).
More research is needed to evaluate the long-term effect of participation in nutrition education and culinary skills programs. If obesity prevention programs that incorporate a skill-based culinary approach continue to show promising outcomes for adolescents, larger scale efforts may contribute to decreasing the public health and economic burdens associated with obesity.
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Kunkwenzu, Esthery Dembo. "Professional experiences of beginning home economics teachers in Malawi : a grounded theory approach." Thesis, 2007. http://hdl.handle.net/10019.1/1408.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, face-to-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.
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WU, NI CHEN, and 吳妮真. "A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/91451349839749414192.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭研究所
92
A Study of the Process of Curriculum Decision Making by Home Economics Teachers in Senior High School Abstract The purpose of the research were to understand the teaching process and ideas about teaching of home economics teachers in senior high schools, to find out the process of curriculum decision-making and factors to affect it, and to compare the difference between the results and the present official curriculum outline. The qualitative approach was adopted, data gathered through interviews and the interviewees’ provision. The objects are limited to public senior high school home economics teachers. The tools used are outlines of interviews, recording equipment, interviewing journals, and the researcher herself. Six female and one male teachers were interviewed in this research, aged 26 to 47, with teaching experience between 0 (less than 1) to 19 years teaching in senior high schools. It was found that the Joint College Entrance Exam plays a decisive role in the process of becoming home economics teachers, and the factors to consider about career include the influence by the school teachers in their senior high, personal interests and experience, family condition and encouragement. The ideas discovered include (1) home economics is daily life, is the practice of philosophy, is to promote quality of life; (2) home economics is not a pure theory; (3) the cores of home economics are food and nutrition, clothing, and family life; (4) home economics is to manage a home at the point of economics. The aims of home economics curriculum are inclusive of (1) students should have knowledge about food and nutrition, clothing, and family life; (2) students should think critically and have the abilities to choose suitable life styles; (3) students should have self confidence; (4) students should cherish. The process of curriculum decision-making is, the aims of the curriculum, the structure of the curriculum, the source of the materials, the content of the curriculum, time arrangement and unit order, teaching activities and curriculum evaluation, and, the last step, discuss with the students. The aims of the curriculum are set up according to the home economics education they themselves acknowledged, and, secondly, the observation of social phenomenon and problems, in hope of students’ abilities to live and solve problems. The factors of curriculum decision-making are (1) the teacher him or herself; (2) the official course outline and textbooks; (3) factors inside the school; (4) factors outside the school; (5) seasoning and holidays. Compared with the official course outline, the real course-in-practice cannot completely achieve the regulated. Two objectives were to be found ignored in high school teachers’ ideas about teaching, i.e., to develop confidence to establish happy families, and to inspire interests to keep learning home economics, which are regulated in the official course outline. Moreover, it can be found that various parts of materials are added, including the changes of families, the roles of sexes, teatime affairs, and handicraft. At last, some suggestions were proposed, according to the findings in the study, to the revisers of official curriculum outline, the writers of textbooks, the organizations of teacher education, the school administration, the home economics teachers and further studies.
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Huang, Chun-Man, and 黃純滿. "An Action Research of Concept Applied Aesthetic Experience in Home Economics Instruction：Taking an Example for Zakka Curriculum." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/77tc2w.
Full textAbstract:
碩士台南應用科技大學
視覺傳達設計系碩士班
102
This study is focused on senior high school students’ changing process of aesthetic experience applied in Home Economics curriculum, for upgrading students’ learning motivation, other learning effects and teacher’s professional abilities in curriculum and teaching. The study subjects are the 1st grade students of a junior high school in Tainan City. Using documentary analysis summarizes the characteristics of aesthetic experience: interaction of harmony and balance, feelings of pleasure and satisfaction, connection of life experience, concentration of emotional absorption, action of cherishing and vigorous and imagination of creativity and freedom, applying these aesthetic experience concept of the home economics with Zakka design courses. Aesthetic approaches used in teaching process summarized as "Transformed" aesthetic experience teaching and guiding, respecting students’ multiple Perspectives and making good use of aesthetic elements. The data is collected through classroom observation, journals, interview, students’ works as well as the pretest and protest scores in Aesthetic experience Questionnaire to observe students’ changing process. The results of this study are as follows: 1. Wandering around romantic teaching rhythm, vigorous game activities, independent cooperative group learning, intentions combined with the art materials can achieve aesthetic experience. 2. In t-test analysis, students’ acquirement in feelings of pleasure and satisfaction, connection of life experience, action of cherishing and vigorous and imagination of creativity and freedom, are significantly better than before. 3. Aesthetic experience curriculum can enhance students’ learning motivation in Home Economics. 4. Aesthetic experience curriculum can promote creative thinking, expressing, teamwork and problem solving ability, as well as active observation, emotional communication and self-transcendence. 5. Researchers reflect the slow calmly aesthetic education in the curriculum, giving students the opportunities to explore, and improve self-confidence in teaching ability with professional growth.
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詹雅茹. "An Experimental Investigation of Multicultural Education Integrated into Home Economics Curriculum at Senior High School for New Immigrants." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96640176659491075381.
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Wen, Ching-Hor, and 溫敬和. "A Study on Curriculum Development Progress of a Home Economics Teachers’ Learning Community in a Senior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ppqfex.
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碩士國立臺灣師範大學
教育學系
105
In response to new guidelines of 12-year Compulsory Education in high school curriculum, high schools have tried to obtain the governmental subsidies through the competing projects of curriculum and instruction to innovate high school elective courses. Following the perspectives of naturalistic model in curriculum development, this study observes the developmental progress of featured elective courses from a group of Home Economics teachers, pursuing the same concepts to shape the model of curriculum development. With the same ideas and vision to pursue students’ high-quality learning, school administers and teachers’ professional learning communities (PLC) are the two pillars of school curriculum development. The principal actively set up a school-level platform for empowering co-creating curriculum development to root pioneering vision, have democratic dialogue and trust in teachers. Teachers have become the leaders of PLC to lead the faculty members to get involved in curriculum development voluntarily, playing key roles between the school and the subject levels. For about one year, these Home Economics teachers have built up their PLC to extend the senior high school curriculum framework, improve both of their subject-base and instructional professions, and, moreover, combine the local community resources with the experts in other fields to create an elective home economics course to bring in the practical wisdom of curriculum. With the thinking of food education in a global perspective, this home economics elective curriculum, partly included in the guideline of 12-year Compulsory Education, expends the learning space to do the agricultural experience courses, leading high school students to implement the projects of life practical programs to change the world. Meanwhile, the edible schoolyard has also bridged the interactive dialogue among other subject teachers, school administrators and students, to implement the curriculum vison of co-creation. And, the progress of this elective course will also open the door of international education courses.
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劉珍齡. "A Study on High School Students’ Need and Preference of 2010 Home Economics Senior High School Curriculum Guideline:." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/xk7kdx.
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碩士國立臺灣師範大學
人類發展與家庭學系
96
The evolution of curriculum is subject to the change of time, environment, and objectives of education. Such an evolution must be continued; it cannot be done once and for all. With the rapid changes in the society and education, the key to successful curricula lies in teachers’ awareness. Modern education is learner-centered, so it is very meaningful to explore teacher’s assessment on students’ need and preference of new curricular design. Thus, after the publication of the 2010 high school curriculum guideline, this study designed a questionnaire on home economics teachers’ awareness of students’ need and preference of the 2010 home economics senior high school curriculum guideline. Home economics teachers from 319 public and private high schools in Taiwan were surveyed in order to explore: teacher’s assessment on students’ need and preference of 2010 home economics senior high school curriculum guideline, and the differences between the assessments of need and preference; the assessment differences between students’ need and preference from home economics teachers of different backgrounds; and the correlation of the home economics teachers’ assessment on students’ need and preference on 2010 home economics senior high school curriculum guideline. The findings of the research include: 1. high school home economics teachers’ assessment on students’ need and preference of 2010 home economics senior high school curriculum guideline is above normal; 2. the assessment on need is above that of preference; 3. the teachers’ assessment on the curriculum is subject to their backgrounds, such as the involvement in the school’s curricular development committee, education background, on-job training hours, and whether the school is private or public; 4. teachers’ assessment on student’s need and preference of 2010 home economics senior high school curriculum guideline is positively correlated.
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PING, WANG, and 王屏. "A Self Study on the International Aspect in Home Economics curriculum instruction －A Case of Introducing Sri Lanka culture." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ckcanc.
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碩士國立臺北教育大學
教育學系生命教育碩士班
106
The new curriculum guidelines for 12-year compulsory education are about to be implemented, which would significantly change the school education in Taiwan. As a home economics teacher, the researcher intends to design a literacy-oriented course before the implementation of the new curriculum, and, in response to the New Southbound Policy in Taiwan, plans to incorporate the “introduction of other countries” into the course in order to provide different ways of thinking for students. The country selected in this study is Sri Lanka, an orthodox Buddhist country in South Asia. Though not far from Taiwan, Sri Lanka is distinctive in its culture and lifestyle. In particular, religious influence brings about unique values of life in this country, which eludes most Taiwanese people. This study aims to introduce the multiple dimensions of Sri Lanka, including food, clothing, housing, and living by incorporating them into the domestic affairs course in Taiwan. As a consequence, students can be exposed to the local life and life education there. In terms of research method, self-study was adopted to explore the course of the researcher’s own teaching process, inclusive of curriculum design, discoveries in teaching, and after-school reflections. Through the analyses of discussions with research peers, dialogues with students and self, reflection notes, and documentations from classes, the researcher demonstrates how a home economics teacher develops the international aspect in home economics lessons in Taiwan with literacy-oriented teaching strategies, in the hope of encouraging students to appreciate the beauty of other countries and realize the values of life education.
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賴嘉誼. "A Comparative Study on Home Economics（Family & Consumer Sciences） Curriculum in Senior High School Between Taiwan and USA." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/z5jnu4.
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江明熹. "The relationship between learning attitude and studying satisfaction of junior high school students to the curriculum of home economics education:central Taiwan area." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/63435262612932575096.
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碩士國立彰化師範大學
工業教育與技術學系
96
The purpose of this study was to investigate the relationship between learning attitude and studying satisfaction about junior high students’ curriculum of home economics education. A questionnaire was applied in this study. 50 schools in central area were applied as random samples from those 149 public junior high schools. The returned questionnaires were 2,162 copies whose valid returned rate was 67 %. Descriptive statistics was applied to analyze this data. According to the report, the findings were as follows: 1. In central area, students’ learning attitudes made significant differences because of their genders, parents’ learning grades, their parents’ jobs, the location of school, and the total amounts of students in a school. 2. In central area, students’ studying satisfaction also made significant differences on their genders, parents’ learning grades, their parents’ jobs, the location of school, and the total amounts of students in a school. 3. There was a positive relationship between students’ learning attitudes and studying satisfaction of curriculum of home economics education. At last, based upon the above results, the study made suggestions for schools, parents and teachers, and further research. Keywords: home economics education, curriculum, learning attitudes, studying satisfaction
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PAN, YU-JIE, and 潘瑀婕. "Research on Interdisciplinary Collaborative Teaching Curriculum Design – A Case Study on Incorporating Fashion Illustrations into a Junior High Home Economics “Clothing” Unit." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xtq8ru.
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碩士朝陽科技大學
視覺傳達設計系
106
This study applies interdisciplinary collaborative teaching concepts to integrate arts and humanities into home economics. Accordingly, it incorporates fashion illustrations into the “clothing” unit of a junior high home economics course to develop a “fashion illustration themed” curricular teaching plan. The aim of the research is to integrate the operations of two disciplines to create an effective education platform while improving the students’ abilities in clothing connotations, aesthetics appreciation, creative thinking and skills performance. Prior to the education design, the study conducts a literature review and lays out the research processes and steps. In-depth interviews were conducted to gain an understanding of the actual learning situations in the courses on home economics and arts and humanities. The interview data was compiled and then a course outline and the teaching processes were planned out. Additionally, a course plan and the assessment criteria were developed: 1)By incorporating fashion illustrations into a collaborative teaching plan, the home economics students are able to gain an understanding of the connotations of “trends” and “fashion”; also learning to recognize and experience the skills associated with dressing stylishly. The students were thereby able to improve their skills in color perception, color matching and fashion illustrations. 2)The education design uses a “thematic” and “group learning” collaborative teaching model to connect home economics with arts and humanities. It applies the three education models of “cooperative learning”, “creative thinking” and “flipped classroom teaching” to bolster the learning content related to attire. 3)Through the interdisciplinary collaborative teaching designed “Fashion Illustration Curriculum”, students can understand, appreciate and apply clothing connotations – and by cooperating with teams, they cultivate attitudes of respect, tolerance and empathy towards one another.
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Chen，Kui-Fen and 陳桂芬. "An Action Research of Curriculum Development in Home Economics in Senior High School—A Case Study of Parent-Child Communication Courses for Senior High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/k82247.
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碩士國立臺灣師範大學
人類發展與家庭學系在職進修碩士班
102
The purposes of this research are to develop the Parent-Child Communication Courses for senior high school students in Home Economics in Senior High School, to explore the effect of Parent-Child Communication Courses for Senior High School Students, to reflect on teaching processes through the methods of Action Research, and to provide solutions to its problems. The findings of this research also provide teaching reference for Parent-Child Communication Courses in Home Economics in Senior High School. This research adopts the methods of Action Research during three semesters and chooses 158 first-grade students at senior high school as the subject. The study collects and analyzes the findings through the methods of participating observation, interview record, files such as homework and studying sheets, and daily record of research. Based on the findings of this research on Parent-Child Communication Courses for Senior High School Students, it provides a summary as follows: 1. This research develops a program of the Parent-Child Communication Courses for senior high school students in Home Economics in Senior High School through the methods of Action Research, including three units with totally twelve courses. 2. The program of the Parent-Child Communication Courses for senior high school students in Home Economics in Senior High School makes a positive effect on improving parent-child communication. 3. Teaching Action Research contributes to help teachers of Home Economics in Senior High School to discover teaching problems, to strengthen the ability to reflect on teaching problems and to solve those problems. 4. The program of the Parent-Child Communication Courses for senior high school students in Home Economics in Senior High School bridges the gap between theory and practice, and raises the professional competence of teachers. Furthermore, this teaching research puts forward a proposal that in terms of curriculum design and development, the appropriate selection of media should be enhanced and the Situational Leadership should be introduced as well. With respect to the implementation process, team teaching should be enhanced according to the demand of interdisciplinary field, such as information technology. It is recommended that further research chooses parents as subject and increases the quantitative analysis of research data.
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Blumfield, Brian Alfred. "A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10500/2412.
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The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC.Educational Studies
M.Ed.
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Mbhenyane, Charlotte Misaveni. "Sustainability of teaching consumer studies at Secondary schools in Vhembe District, Limpopo Province, South Africa." Thesis, 2019. http://hdl.handle.net/11602/1438.
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DEd (Curriculum Studies)Department of Curriculum Studies
The focus of this study was to investigate the sustainability of teaching Consumer Studies as a school subject. The study was conducted in Vhembe District schools. The main purpose of the study was to establish the extent of the challenges affecting the sustainability of teaching Consumer Studies and to develop the necessary measures to address them. Consumer Studies is in a struggle for legitimacy as a school subject, despite its recognition and designation by the Department of Education. The study argued that Consumer Studies as a school subject is a tool for creating a sustainable future for learners. The nature of the study demanded for the adoption of a qualitative research design. Purposeful sampling procedure was used to select the population for the study. 42 secondary schools which offered Consumer Studies in all the circuits of the Vhembe District were purposefully selected. Participants constituted of school principals, heads of departments and Consumer Studies teachers of the sampled schools. Interviews, Observation and Document analysis were used as strategies for data collection. Data was analyzed thematically. The study revealed that Consumer Studies as a school subject was gradually downgraded and was not given the value that it deserves by the relevant authorities. This was evident as five out of the fifteen sampled schools were in the process of excluding the subject from the curricular. The study also revealed that the school subject Consumer Studies was not promoted as a viable career option for learners. The subject was regarded as an elective in the curricular of most schools selected for the study. It was recommended that the value of Consumer Studies be considered in order to avoid its elimination while other learning areas were added into the system and given compulsory status as well. The study further recommends the promotion of Consumer Studies as a viable career option for learners at secondary schools. The study suggested a model for sustaining the teaching of Consumer Studies at secondary schools.
NRF
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(6580142), Cagatay Tasdemir. "DEVELOPMENT AND VALIDATION OF A VERSATILE AND INNOVATIVE TOOL TO ASSESS AND BENCHMARK SUSTAINABILITY PERFORMANCE OF ORGANIZATIONS AND SUPPLY CHAINS." Thesis, 2019.
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Botha, Annerie. "Analysing South African individuals' behaviour regarding liability usages." Diss., 2015. http://hdl.handle.net/10500/18988.
Full textAbstract:
In South Africa household debt has increased rapidly over the past few years, therefore illustrating the importance of analysing liability usage behaviour of individual members within the household. In order to comprehend the behaviour of South Africans regarding liability usages, this study provides insight into why individuals find it necessary to obtain liability products as well as to indicate whether liability products are used to address the financial needs for the purpose it was developed for.
To achieve the aim of this study, it was firstly necessary to develop a theoretical framework for the process of selecting credit products when satisfying financial needs. Secondly, the characteristics and intended usage purposes of different credit products available in South Africa were discussed and a debt classification framework was developed. Finally, data obtained from the Finscope South Africa survey was analysed according to the developed frameworks following a combination of two approaches. Firstly, a qualitative approach was used to identify the different financial needs which are satisfied when using liabilities. The financial needs identified were classified according to Alderfer’s existence relatedness growth (ERG) theory and the factors that have an influence on liability usage. Secondly, a quantitative approach was followed to indicate which financial needs are fulfilled when using different credit products.
The results of this study suggest that individuals do not use liabilities only for the purpose what the products were originally developed for. The findings clearly indicated that individuals mainly use liabilities to satisfy basic needs which are classified as existence needs according to Alderfer’s ERG theory. Based on the data analysis a variety of factors such as access to credit and certain demographic characteristics have an influence on liability usage behaviour of individuals. The results further show that individuals mainly use informal, unsecured, short-term loans when satisfying their financial needs which might indicate that South Africans are unable to access formal credit products.Financial Accounting
M. Phil. (Accounting Science)