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Journal articles on the topic 'Home Economics Curriculum Framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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7

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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8

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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9

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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Oguzor, Uloma Charity. "Consideration of Culture in Development of Home Economics Curriculum in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 97–104. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.97.

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This paper tries to examine the consideration of culture in the development of HomeEconomics curriculum in Nigeria. The cultural element which the school draws from include the society’s values, norms, religion, belief, languages, customs e.t.c and other attributes which are transmitted and local acquired. The role of culture in school should be appreciated particularly in HomeEconomics curriculum development which is practically oriented subject that deals with people’s clothing, feeding, housekeeping, e.t.c. This will be a guide towards helping the teachers of the subject know how to deal students with culural diversity.

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Olibie, Eyiuche Ifeoma, Chinyere Nwabunwanne, and Dorothy Nkem Ezenwanne. "Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery." International Journal of Adult Vocational Education and Technology 4, no. 4 (October 2013): 74–83. http://dx.doi.org/10.4018/ijavet.2013100105.

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This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.

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Garcia, Lily T., Donald A. Curtis, Kent L. Knoernschild, and Stephen D. Campbell. "Improving Oral Health Through Curriculum Framework Innovation in Supportive Care and Home Maintenance." Journal of Dental Education 83, no. 8 (August 2019): 863–64. http://dx.doi.org/10.21815/jde.019.082.

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Lee, EunYoung, Jisu Kim, and Youngjoo Na. "Correlation between Curriculum and Employing Testing for Secondary School Teachers in Home Economics Subjects." Family and Environment Research 58, no. 2 (May 21, 2020): 187–200. http://dx.doi.org/10.6115/fer.2020.014.

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This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into ‘Teacher Eligibility Criteria’, ‘Assessment Area’, and ‘Evaluation Content Elements‘ for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

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15

Brue, Stanley L. "Controversy and Change in the American Economics Curriculum." American Economist 40, no. 2 (October 1996): 44–51. http://dx.doi.org/10.1177/056943459604000206.

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The undergraduate economics curriculum in American universities continues to evolve, but within a framework of course titles and degree requirements remarkably similar to those of twenty-five years ago. This essay compares the current curriculum with that of a quarter century past, identifying areas of stability and change. It also examines the recent decline in economics majors, exploring its relationship to (and possible implications for) the present economics curriculum. Finally, miscellaneous other issues facing the American undergraduate economics curriculum are discussed.

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Park, Mi-Jeong. "The Relevance of the Area of Home Economics in Practical Arts (Technology & Home Economics) Curriculum to Green Growth Education." Journal of the Korean Home Economics Association 48, no. 9 (October 30, 2010): 89–102. http://dx.doi.org/10.6115/khea.2010.48.9.089.

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Limon, Mark Raguindin, and John Paul Castillo Vallente. "Outcomes-Based Education Integration in Home Economics Program: An Evaluative Study." Journal of Educational Issues 2, no. 1 (May 16, 2016): 289. http://dx.doi.org/10.5296/jei.v2i1.9262.

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<p>This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and interpret data, which were deemed significant to the study. These research methods involved questionnaires, interviews, observations, and document investigations. The unit of analysis, which was purposively selected, was the students and faculty of the HE department under the TLE program. Results disclosed that there is little understanding of the new paradigm shift—OBE; there are limited instructional resources for the faculty; laboratory equipment were inadequate; and physical facilities available do not maximize the competencies required by OBE. Therefore, the researchers proposed the formulation of a new set of educational objectives, and the design of an action plan for the succeeding five years, in order to solicit necessary budget allocation from the government funding agency. This effort will address the identified gaps in the delivery of the OBE curriculum, specifically in upgrading physical resources and instructional materials. In addition, personnel involved in curriculum implementation should undergo seminars and trainings so that they could translate theories and concepts into practical skills and lifelong learning, which are needed for global marketability in the 21<sup>st</sup> century.<strong> </strong></p>

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Ju, Sueun, and Taemyung Yoo. "Integrative Home Economics Curriculum Development from a Critical Science Perspective through Deliberation." Family and Environment Research 53, no. 4 (August 18, 2015): 447–61. http://dx.doi.org/10.6115/fer.2015.036.

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19

Mickan, Peter. "Doing Science and Home Economics: Curriculum Socialisation of New Arrivals in Australia." Language and Education 21, no. 2 (March 15, 2007): 107–23. http://dx.doi.org/10.2167/le652.0.

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Govaerts, Fadoua. "Schooling vs Home Education: Implications in Measuring Success in Home Education in The United Kingdom." European Journal of Teaching and Education 2, no. 3 (December 30, 2020): 59–64. http://dx.doi.org/10.33422/ejte.v2i3.495.

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This paper aims to address the current limitations of measuring success in Home Education. Educational achievements in schools are measured through standard knowledge-based assessments which take place during various stages in a child’s formal education, based on the National Curriculum. However, due to the unique purpose, aims and methods used by Home Educators, current measurements and standards are incompatible with achievements identified by Home Educating families. The established traditional concepts of educational success are the framework of current measurement of educational achievements, which may be contrary to the concepts of families who follow different philosophical understandings of education. The reality of each family having their individual aims and purpose of Home Education has resulted in their achievements to be immeasurable by the traditional standards as used in schools. This paper aims to argue that it is necessary to review current philosophical and theoretical concepts in education, apart from knowledge-based education as set out by the state in the National Curriculum. This will allow us to develop new common grounds in measurement of educational success inclusive of individual achievements set out by Home Educators.

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Carter, Jackie, Rafael Alberto Méndez-Romero, Pete Jones, Vanessa Higgins, and Andre Luiz Silva Samartini. "EmpoderaData: Sharing a successful work-placement data skills training model within Latin America, to develop capacity to deliver the SDGs." Statistical Journal of the IAOS 37, no. 3 (September 1, 2021): 1009–21. http://dx.doi.org/10.3233/sji-210842.

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EmpoderaData – from the Spanish word empoderar ‘to empower’ – is a partnership research project between the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (US and France). The project builds upon a successful data-driven, research-led paid internship programme in the UK (Q-Step) which enables undergraduate social science students to practise data skills through immersion in the workplace. Two-hundred and fifty students have benefited from the Q-Step programme in six years, many graduating into analytical careers in civic society and industry. EmpoderaData aims to build on this experiential learning initiative by developing a data fellowship programme in order to foster and develop data literacy skills in Latin America, led by the need to address society’s most pressing issues and using the framework of the Sustainable Development Goals (SDGs). EmpoderaData Phase 1 explored whether the internship model would have relevance and usefulness within the context of three Latin American case study countries (Brazil, Colombia and Mexico). The team set out to establish a baseline of the state of data literacy and existing training programs in Brazil, Colombia and Mexico. As part of a ‘Big Data for the Common Good’ event, a workshop was held in São Paulo with thirty participants representing data literacy advocacy or policy formation and drawn from civil society, academia, the private and public sector. The main conclusions from this first phase are: (1) the most requested data literacy training need is for basic skills, including introductory statistics, foundation data analysis and methodological skills; (2) paid data fellowship models are acknowledged as a useful intervention; and (3) the notion of a ‘hybrid’ professional to build data literacy capacities for ‘social science’ purposes provides a practical way forward. In the EmpoderaData Phase 2 project our focus was on Colombia to explore the challenges and opportunities of developing a pilot data fellowship model there. Engaging with national, regional and international capacity development efforts, this highlighted a demand for partnerships between universities and organisations working on the social challenges represented by the SDGs. Partnerships ensure that the in-country data literacy pipeline is strengthened in a home-grown, self-sustaining way, producing a steady flow of data literate graduates into the institutions and sectors where critical data skills are most needed. We report on how the EmpoderaData project is exploring working with students studying Science, Technology, Engineering and Mathematics (STEM) degrees at the Universidad del Rosario, to improve the application of statistical methods to the social sciences. The aim is to strengthen STEM skills and develop youth empowerment across Colombia, urban and rural areas, to improve the quality of statistical education at the national level, and support the skills needed to deliver the SDGs. In parallel, the Fundação Getulio Vargas (FGV) Business School in São Paulo agreed to trial the work-placement programme in their undergraduate business and public policy degrees through a programme entitled ‘The FGV Q-Step Center to improve quantitative skills in undergraduate business students’. This two-year-long funded study will enable us to explore the transferability of the internship model from the UK to Brazil. The paper will discuss how the programme was established (following the lessons learned from EmpoderaData), explain how this model will be implemented in FGV, especially paying attention to how the curriculum will develop to support it, and how the impact of the programme will be monitored. The knowledge exchange generated from this study will complement the research conducted through the EmpoderaData project. The paper will cover the progress of the EmpoderaData project and FGV-Q-Step Center to date and explore how we are developing these initiatives, the challenges we have faced, and how through partnership working we are developing capacity building in statistical and data skills training.

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Lee, Gyeong Suk, Taemyung Yoo, and Ji Sun Yang. "Development of Process-centered Performance Task For Curriculum･Instruction･Assessment Alignment based on 2015 Revised Home Economics Curriculum." Korean Home Economics Education Association 30, no. 4 (December 30, 2018): 165–85. http://dx.doi.org/10.19031/jkheea.2018.12.30.4.165.

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Kim, Saetbyeol. "Development of Home Economics Maker Education Program Based on the 2015 Revised National Curriculum : Focused on Six Core Concepts of Home Economics." Korean Journal of Human Ecology 29, no. 2 (April 30, 2020): 119–35. http://dx.doi.org/10.5934/kjhe.2020.29.2.119.

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Mcmullan, L. "Innovation and development of the post-primary Home Economics curriculum in Northern Ireland." Research in Education 41, no. 1 (May 1989): 17–25. http://dx.doi.org/10.1177/003452378904100102.

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Marthers, Paul Philip. "Sweeping Out Home Economics: Curriculum Reform at Connecticut College for Women, 1952–1962." History of Education Quarterly 51, no. 3 (August 2011): 362–88. http://dx.doi.org/10.1111/j.1748-5959.2011.00340.x.

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At the moment of its founding in 1911, Connecticut College for Women exhibited a curricular tension between an emphasis on the liberal arts, which mirrored the elite men's and women's colleges of the day, and vocational aspects, which made it a different type of women's college, one designed to prepare women for the kind of lives they would lead in twentieth-century America. Connecticut was a women's college that simultaneously embraced the established brand of education practiced by its prestigious Seven Sister neighbors and forged its own path by integrating elements of home economics, municipal housekeeping, and professional/clerical training into its academic program. For forty years Connecticut College for Women achieved a balance between those two opposing poles of its curriculum.

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Yang, Ji-Sun, and Sueun Ju. "Contents Analysis on Gender Equality in Home Life Fields of Technology Home Economics Textbook of 2015 Revised Curriculum." Journal of Korean Practical Arts Education 25, no. 3 (August 31, 2019): 83–106. http://dx.doi.org/10.29113/skpaer.2019.25.3.006.

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Wilson, Susan W., and Eleanore Vaines. "A Theoretic Framework for the Examination of Practice in Home Economics." Home Economics Research Journal 13, no. 4 (June 1985): 347–55. http://dx.doi.org/10.1177/1077727x8501300401.

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Elorinne, Anna-Liisa, Lasse Eronen, Milja Pollari, Johanna Hokkanen, Helen Reijonen, and Jamie Murphy. "Investigating Home Economics Teachersí Food Waste Practices and Attitudes." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 6–20. http://dx.doi.org/10.2478/jtes-2020-0002.

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AbstractAlthough studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.

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Bengtsson, Elias, Magdalena Grothe, and Etienne Lepers. "Home, safe home: Cross-country monitoring framework for vulnerabilities in the residential real estate sector." Journal of Banking & Finance 112 (March 2020): 105268. http://dx.doi.org/10.1016/j.jbankfin.2017.12.006.

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Scheffel, Tara-Lynn. "Portraits of Home: Working in Community Daycare Homes in New Brunswick." LEARNing Landscapes 7, no. 1 (July 1, 2013): 283–99. http://dx.doi.org/10.36510/learnland.v7i1.643.

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Part of a larger project involving the design and implementation of a first-time curriculum framework for early childhood care and learning in New Brunswick, this paper highlights the stories of Canadian early childhood educators working in home-based daycares. In particular, a common theme of "sense of place" is discussed in relation to four portraits that are presented in this article: (1) Home as Survival, (2) Transition to Home, (3) Home as Transition, and (4) Coming Home. Through each portrait, the role of life changes and transitioning towards new beginnings is discussed, along with possibilities and constraints for ongoing discussion and reflection.

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Kim, Saet-Byeol. "Development and Effect of a Reading Program on the High School Home Economics Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 8 (April 30, 2020): 945–73. http://dx.doi.org/10.22251/jlcci.2020.20.8.945.

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Katz, Ellen H., Sharron Dalton, and Joseph B. Giacquinta. "Status Risk Taking and Receptivity of Home Economics Teachers to a Statewide Curriculum Innovation." Home Economics Research Journal 22, no. 4 (June 1994): 401–21. http://dx.doi.org/10.1177/0046777494224003.

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윤정화, Myung-Ja Park, and 이지연. "Housewives' Recognition of Usefulness and Application of Home Economics Curriculum Educated in High School." Research Journal of the Costume Culture 19, no. 1 (February 2011): 200–213. http://dx.doi.org/10.29049/rjcc.2011.19.1.200.

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Memken, Jean A., Julie Johnson, and Kendra Vance. "An Education Note: The Importance of Housing Education in the Secondary Home Economics Curriculum." Housing and Society 16, no. 3 (January 1989): 37–46. http://dx.doi.org/10.1080/08882746.1989.11430043.

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Kim, Nam Eun. "Proposal of ‘Consumer Life’ Area Curriculum in Home Economics Education for Ethical Consumption Practice." Korean Home Economics Education Association 30, no. 4 (December 30, 2018): 57–81. http://dx.doi.org/10.19031/jkheea.2018.12.30.4.57.

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Peregrin, Tony. "Home Economics Makes a Comeback: Opportunities for RDs to Become Part of the Curriculum." Journal of the American Dietetic Association 110, no. 11 (November 2010): 1626–29. http://dx.doi.org/10.1016/j.jada.2010.09.022.

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Seatbyeol, Kim, and Choi Yoori. "A Study on Research Trends in Secondary School Home Economics Practice: From the 5th Curriculum to the 2015 Revision Curriculum." Korean Journal of Teacher Education 36, no. 2 (April 30, 2020): 371–403. http://dx.doi.org/10.14333/kjte.2020.36.2.371.

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Suzuki, Akiko. "Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects." Impact 2020, no. 8 (December 16, 2020): 15–17. http://dx.doi.org/10.21820/23987073.2020.8.15.

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Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Karunaratne, Prashan Shayanka Mendis, Yvonne A. Breyer, and Leigh N. Wood. "Transforming the economics curriculum by integrating threshold concepts." Education + Training 58, no. 5 (June 13, 2016): 492–509. http://dx.doi.org/10.1108/et-02-2016-0041.

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Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

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Kim, Eun Kyung, Young Sun Lee, Kyoung Won Gham, Ji Hye Cha, and Mi Jeong Park. "A Comparative Analysis of ‘Function’ and ‘Achievement Standard’ Presented in the 2015 Revised Middle School Common Curriculum and Home Economics Curriculum." Korean Home Economics Education Association 33, no. 1 (March 31, 2021): 17–35. http://dx.doi.org/10.19031/jkheea.2021.3.33.1.17.

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Han, Ju. "Research on High School Students’ Demand for the 2015 Revised National Curriculum of Home Economics." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 6 (February 28, 2018): 739–59. http://dx.doi.org/10.22251/jlcci.2018.18.6.739.

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Choi, Seong-Youn, Young-Sun Lee, Ye-Ji Choi, Hyun-Jung Joo, Seung-Hee Kim, and Mi-Jeong Park. "Analysis of activities task using multiple intelligence in middle school ｢Technology･Home Economics｣ textbooks - Focusing on the ʻDietary Lifeʼ unit according to the curriculum of the 2015 revised Practical Arts(Technology･Home Economics) curriculum -." Korean Home Economics Education Association 30, no. 3 (September 30, 2018): 19–42. http://dx.doi.org/10.19031/jkheea.2018.09.30.3.19.

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Msimanga, Mothofela R. "Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 190–207. http://dx.doi.org/10.26803/ijlter.19.12.10.

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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.

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Yoon, Sohee. "Implication for the Composition of Competency-Based Curriculum Contents Through an Analysis of the Home Economics Curriculum in Korea and B.C., Canada." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 16 (August 31, 2021): 101–12. http://dx.doi.org/10.22251/jlcci.2021.21.16.101.

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Park, Ji Sook, and Jeong Sook Kim. "Analysis of the Content Connectivity of the 2009 Revised Technology & Home Economics Curriculum ‘Consumption’ Area." Family and Environment Research 55, no. 4 (August 21, 2017): 337–49. http://dx.doi.org/10.6115/fer.2017.025.

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Park, Mi Jeong. "Exploration on the Organization of High School Home Economics Selective Curriculum for the Fourth Industrial Revolution." Family and Environment Research 55, no. 5 (October 25, 2017): 539–53. http://dx.doi.org/10.6115/fer.2017.039.

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Ji-Suk, Kim. "An Analysis of Subject Characteristics and Key Competencies in Practical Arts/Technology and Home Economics Curriculum." Journal of Korean Practical Arts Education 30, no. 1 (March 31, 2017): 1. http://dx.doi.org/10.20954/jkpae.2017.30.1.1.

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Han, Sang Mi, Kyungmin Kim, and Yoon-jung Lee. "A study of ‘Clothing life’ Curriculum on Teacher Preparation Institutions for Middle school Home Economics Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 23 (December 15, 2019): 715–38. http://dx.doi.org/10.22251/jlcci.2019.19.23.715.

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Kim, Ji-Suk. "An Analysis of Subject Characteristics and Key Competencies in Practical Arts/Technology and Home Economics Curriculum." Korean Association of Practical Arts Education 30, no. 1 (March 30, 2017): 1–18. http://dx.doi.org/10.24062/kapae.30.1.1.

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