Academic literature on the topic 'Home economics Study and teaching Victoria'
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Journal articles on the topic "Home economics Study and teaching Victoria"
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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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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Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.
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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
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Granberg, Albina, Viktoria Olsson, and Ylva Mattsson Sydner. "Teaching and learning cooking skills in Home Economics." British Food Journal 119, no. 5 (May 2, 2017): 1067–78. http://dx.doi.org/10.1108/bfj-09-2016-0435.
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Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking. Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context. Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills.
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Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.
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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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Bamalli, Halima Sidi. "Competencies and Strategies for the Teaching of 21ST Century Learners in Vocational Home Economics Education." International Letters of Social and Humanistic Sciences 19 (December 2013): 50–55. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.50.
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Vocational Home Economics is a skill oriented field of study which equipped the learners with saleable skills that make them self reliance/self employed. To equip the learners, the teacher must also be equipped with competent strategies for effective teaching and learning. The paper looks at Home Economics Education as a Vocation and discussed some effective strategies every teacher should use for teaching. The paper recommends that learners should adapt to change and develop initiative and self direction, while the Home Economics teachers should reposition their teaching strategies for effective teaching and learning in the 21st century.
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Azonuche, Juliana Ego. "Revitalizing Home Economics Education in Tertiary Institutions in Nigeria Through ICT Use for Skill Acquisition for Global Relevance." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 332. http://dx.doi.org/10.36941/jesr-2020-0131.
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The study examined how to revitalize Home Economics education in tertiary institutions through ICT use for skill acquisition and global relevance. Three research questions and one hypothesis guided the study. A descriptive survey was adopted for this study. 233 Lecturers and students constituted the population and 134 subjects were selected through simple random sampling method. A structured questionnaire was used to collect data and was analysed using mean, standard deviation and t-test analysis. Findings showed 30 skills that can be acquired through ICT use in Home Economics teaching and learning, such as; scaling of foods, meal planning, budgeting, selection, purchasing of foodstuffs and preparation. Factors affecting teaching and learning Home Economics include; insufficient personnel to teach practical, teaching more of theory than practical in the course. 10 ways proffered on how to revitalize Home Economics education include; equipping laboratory with adequate ICT facilities, teachers and students being ICT proficient, Carrying out assignment online, among others. It was concluded that since much skills can be learnt in Home Economics that enables learners to be relevant to self and the world, training and provision of ICT equipment is important in tertiary institutions.
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Winters, Grace, and Helen Maguire. "'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study." Routledge Open Research 1 (October 19, 2022): 18. http://dx.doi.org/10.12688/routledgeopenres.17558.1.
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Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.
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Lovšin Kozina, Francka. "Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching." Center for Educational Policy Studies Journal 6, no. 3 (September 30, 2016): 101–16. http://dx.doi.org/10.26529/cepsj.67.
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This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to thepre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-serviceteachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results alsorevealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.
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Torkar, Gregor, and Verena Koch. "FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 216–23. http://dx.doi.org/10.33225/jbse/12.11.216.
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The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.
Dissertations / Theses on the topic "Home economics Study and teaching Victoria"
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Smith, Mary Gale. "A conception of global home economics education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29533.
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Living in an increasingly complex and interdependent world has prompted many educators to call for infusing or integrating a global perspective across the curriculum. Such action, to be ethically defensible, demands conceptual clarity and the exposure of theoretical underpinnings and basic values. Integrating a global perspective and home economics education is investigated through conceptual analysis and conception construction. The purpose of this study is to develop and defend a conception of global home economics education by exploring the following research questions: Is a global perspective implicit in the mission of home economics? Is global education implicit in home economics education? What are the places of citizenship education, education for cross-cultural understanding, consumer education, and environmental education in home economics education? What is global home economics education? And what justification or rationale can be offered for global home economics education? Findings indicate that a constructivist global perspective (Coombs, 1988a) is implicit in the mission of home economics (Brown & Paolucci, 1979), that a constructivist global education is implicit in the conception of home economics education developed by Brown (1980), and that the various educations can offer complementary approaches to global problems. A conception of global home economics education is proposed that is an expansion of existing work (Brown, 1980), and advocates the systematic integration of global education and home economics education, confirms the practical problem orientation recommended by Brown, and adopts the strategy of practical reasoning. Implications for curriculum development, teachers, teacher education, and schools are briefly explored with suggestions for further research.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Raynor, Barbara Jean. "Fostering critical thinking through problem solving in home economics." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29059.
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This study investigated whether critical thinking can be fostered in home economics through teaching a problem solving approach in Family Management. Secondarily, it investigated teacher behaviours which may foster critical thinking abilities, the moral and ethical issues which the teaching of critical thinking addresses, and whether the students were able to use problem solving in real life situations.
The research involved the students and teacher in a Family Management eleven class in rural British Columbia. All students in the class chose to participate in the study. The study was conducted during twenty-six classroom hours.
The study used action research as the research methodology. The research included action/research cycles with time between for analysis and reflection. The phase of data analysis and reflection was called the reconnaissance. Data was collected through audio tapes of the classes, entries in the teacher's journal, a checklist, and collected student work. The data collected in the first reconnaissance phase established a description which served as a point of reference for comparing and analyzing later observations.
Two cycles of action/research followed. Observations were made and data collected as the critical thinking concepts were introduced. The introduction of the macro-thinking skill of problem solving was combined with the micro-
thinking skills of avoiding fallacies, observing, reporting and summarizing.
The research found that there was an increase in critical thinking activities at the end of the study. Factors that were found to have effected this change were: the teaching of a problem solving process, the teaching of micro-thinking skills, certain teacher behaviours, and the classroom atmosphere. Home economics was found to play a unique role in providing practice in real life problem solving.
Further research is needed to determine if the skills the students learned while problem solving in Family Management will carry over to everyday life.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Wilson, Susan Worth. "Changing conceptions of practice in home economics education." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25538.
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This thesis investigates changes in the underlying pattern of beliefs and actions central to the development of home economics education. Examination of the historical context in which training in domestic matters became of public concern discloses the circumstances which fostered the genesis of domestic science, the forerunner of contemporary home economics in Canada. Subsequently, analysing the curriculum of British Columbia schools using the notion of practice illustrates the ways in which programs changed as home economics became accepted as a school subject.
At the end of the nineteenth century social reformers perceived the introduction of domestic science as a means of ameliorating many social maladies. Therefore support for training in domestic matters primarily arose from organizations lying outside the school system. Though social and educational reformers viewed the purposes of domestic science differently, together they were successful in promoting domestic science as a responsibility of public schools.
Four interpretations of practice identified as customary, instrumental, interactive and reflective conceptions, help us to understand the documents and reports significant to the growth of home economics in British Columbia. These conceptions are rooted in the writings of critical theorists in education and are used in this study to clarify the ways in which the home economics program changed over a period of seventy-five years.
As a new subject for British Columbia schools home economics was most closely associated with customary practice, which reinforces the traditional expertise of women. The strong framework of social purpose characteristic of early programs both insulated families from perceived urban-industrial disorder and helped them to adjust to the changes of the era. Analysis of the curriculum since 1926 reveals that home economics has become increasingly associated with an instrumental conception of practice. While the 1979 curriculum begins to acknowledge interactive practice in the family studies area, overall the contemporary course of studies is firmly entrenched in understanding human experience only in instrumental ways.
The study makes clear that throughout the evolution of home economics the beliefs and actions underlying school programs are characterized by customary and instrumental concerns at the expense of interactive and reflective practice. If educators are to contribute to the mission of the profession, that of strengthening families by helping them to help themselves, then there is need for a broader interpretation of practice in the school curriculum.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Burnham, Jill E. "Curriculum development for a basic course in home economics." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/414.
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Kunkwenzu, Esthery D. "Critical competencies for effective teaching : perceptions of home economics teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/918.
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Home economics is a multi-faceted, inter-disciplinary, integrated field of study drawing from a multitude of disciplines including sociology, psychology, anthropology, chemistry, physics, architecture and the arts (Henry, 1995). As a school subject, home economics in Malawi is taught at primary school, secondary school as well as at university level. This study explores home economics teachers' perceptions of competencies critical for teaching the subject. Data was collected from secondary school home economics teachers in Malawi. The study is a qualitative investigation of how experienced teachers describe effective teaching of the integrated home economics syllabus, and what they perceive as critical competencies for meeting the goals and objectives of the course. The research design included interviews, Observations and discussions of curriculum and teaching documents. Using the ETHNOGRAPH computer program, the data was analysed to identify significant patterns of meaning and behaviour which related to the teaching of home economics in Malawi. This study noted that home economics teaching in Malawi was faced with problems resulting from the conditions in the environmental context of the schools, These problems did not only affect teaching performance, but also the way teachers perceived competent practice. The findings of this stud) provide useful information to extend the understanding of the nature of home economics teaching in Malawi. The information can be useful for the planning of more effective preservice and inscrvice teacher education programs and for the development of curriculum support materials.
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Paris, Karen Lee 1945. "A STUDY OF COMPUTER USE AND NEEDS IN SOUTHERN ARIZONA HOME ECONOMICS CLASSROOMS GRADES SIX THROUGH TWELVE (SOFTWARE)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276357.
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DeZwart, Mary Leah. "Home economics education in British Columbia 1903-1939 : proving its worth." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30539.
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This study focused on public school home economics education in British Columbia between 1903-1939. The aim was to examine how home economics educators of this time period worked to have home economics recognized as a compulsory school subject, and how their accomplishments were influenced by contemporary events and progressive education ideals. Documents were analyzed, compared and synthesized to form as accurate a picture as possible of the conditions under which the place of home economics in the school system was justified. Sources used included annual reports of the public schools, curriculum documents, newspapers and special interest publications, and relevant writings of the principal actors.
The time period 1903-1939 was divided into three sections. In the formative years (1903-1924) home economics was directed towards girls' vocational training as homemakers. Early home economics educators viewed the subject as a means of teaching about the middle-class "home ideal" through the inculcation of good habits of cleanliness, exactness and order. A problem arose because home economics, like other forms of practical education, was marginal, not central to the school system. It was not viewed seriously or made a priority except as it related to girls' education. Advocates of home economics decided that home economics would gain legitimacy if it were more regulated and accepted for matriculation credit, and worked toward this end.
The 1924-25 survey of the British Columbia school system by J.H. Putman and G. M. Weir and the resulting Putman-Weir Report (1925) cemented many progressive education ideas. The Report placed home economics in an ambivalent position by promoting it as a means of teaching both cultural and vocational values and criticizing it for lack of organization and poorly trained teachers. The Putman-Weir Report reaffirmed contemporary ideas about the role of home economics in socializing female students and building a healthy nation. Political and economic factors kept the implementation of the Report on hold for eight years, with the exception of the appointment of Jessie McLenaghen as first Provincial, Director of Home Economics for the Department of Education in 1926.
Jessie McLenaghen set about proving the worth of home economics and ensuring its place in the public school system. The student population of home economics changed from elementary to secondary school students accompanied by increased formalization such as examinations and use of a textbook. Home economics at the secondary school level required teachers with university degrees but there was no Chair of Home Economics at the University of British Columbia to train them. Consequently there were many unqualified teachers. A prescriptive curriculum and teacher inspections were seen as necessary to counteract this. The
end result was an overemphasis on standards and technical instruction under the guise of promoting worthy home membership.
After the curriculum revision of 1936, home economics was in the ambivalent state of a practical subject in an academic setting, forced to conform to 40-50 minute periods and examinations. It was female-dominated in an education system oriented to male values and a field which contained technical knowledge as well as moral and ethical standards. Jessie McLenaghen's actions of unifying and reconciling the home economics curriculum had ensured its survival, but in a truncated form. Home economics did not last as a compulsory subject past the Chant Commission of 1960 when many New Education ideas were discarded. Conformity was emphasized over the recognition of individual differences in homes and families, and the practical importance of home economics was submerged.
In summary, a challenge is presented for home economics to re-examine and reclaim its practical roots. Suggestions for further study are made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Pendergast, Donna. "Re-thinking home economics : from modern to postmodern accounts of pedagogical bodies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36587/6/36587_Digitised%20Thesis.pdf.
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Two perceptions of the marginality of home economics are widespread across educational and other contexts. One is that home economics and those who engage in its pedagogy are inevitably marginalised within patriarchal relations in education and culture. This is because home economics is characterised as women's knowledge, for the private domain of the home. The other perception is that only
orthodox epistemological frameworks of inquiry should be used to interrogate this state of affairs. These perceptions have prompted leading theorists in the field to call for non-essentialist approaches to research in order to re-think the thinking that has produced this cul-de-sac positioning of home economics as a body of knowledge and
a site of teacher practice. This thesis takes up the challenge of working to locate a space outside the frame of
modernist research theory and methods, recognising that this shift in epistemology is necessary to unsettle the idea that home economics is inevitably marginalised. The
purpose of the study is to reconfigure how we have come to think about home economics teachers and the profession of home economics as a site of cultural practice, in order to think it otherwise (Lather, 1991). This is done by exploring how the culture of home economics is being contested from within. To do so, the thesis uses a 'posthumanist' approach, which rejects the conception of the individual as a unitary and fixed entity, but instead as a subject in process, shaped by desires and
language which are not necessarily consciously determined. This posthumanist project focuses attention on pedagogical body subjects as the 'unsaid' of home economics research. It works to transcend the modernist dualism of mind/body, and other binaries central to modernist work, including private/public, male/female,paid/unpaid, and valued/unvalued. In so doing, it refuses the simple margin/centre geometry so characteristic of current perceptions of home economics itself. Three studies make up this work. Studies one and two serve to document the
disciplined body of home economics knowledge, the governance of which works towards normalisation of the 'proper' home economics teacher. The analysis of these
accounts of home economics teachers by home economics teachers, reveals that home economics teachers are 'skilled' yet they 'suffer' for their profession. Further,home economics knowledge is seen to be complicit in reinforcing the traditional roles of masculinity and femininity, thereby reinforcing heterosexual normativity
which is central to patriarchal society. The third study looks to four 'atypical'subjects who defy the category of 'proper' and 'normal' home economics teacher.
These 'atypical' bodies are 'skilled' but fiercely reject the label of 'suffering'. The discussion of the studies is a feminist poststructural account, using Russo's
(1994) notion of the grotesque body, which is emergent from Bakhtin's (1968) theory of the carnivalesque. It draws on the 'shreds' of home economics pedagogy,scrutinising them for their subversive, transformative potential. In this analysis, the giving and taking of pleasure and fun in the home economics classroom presents moments of surprise and of carnival. Foucault's notion of the construction of the
ethical individual shows these 'atypical' bodies to be 'immoderate' yet striving hard to be 'continent' body subjects. This research captures moments of transgression which suggest that transformative moments are already embodied in the pedagogical practices of home economics
teachers, and these can be 'seen' when re-looking through postmodemist lenses. Hence, the cultural practices ofhome economics as inevitably marginalised are being
contested from within. Until now, home economics as a lived culture has failed to recognise possibilities for reconstructing its own field beyond the confines of modernity. This research is an example of how to think about home economics teachers and the profession as a reconfigured cultural practice. Future research about home economics as a body of knowledge and a site of teacher practice need not retell a simple story of oppression. Using postmodemist epistemologies is one way to provide opportunities for new ways of looking.
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Murphey, Ina Crouch. "Current trends in clothing and textiles education: how they have affected selected Virginia home economics teachers." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/33540.
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Baiyee, Martha N. "Attitudes of secondary school students toward home economics according to FHA membership." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774765.
Full textBooks on the topic "Home economics Study and teaching Victoria"
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Group, NICC Home Economics Working. Home economics. Belfast: Northern Ireland Curriculum Council, 1991.
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Clark, Virginia L. Resources for teaching home economics. Washington, D.C: Home Economics Education Association, 1986.
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Christian-Carter, Judith. Teaching GCSE home economics. London: Macmillan Education, 1989.
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Bonnie, Rader, and American Home Economics Association. Teacher Education Section., eds. Home economics teacher education: Significant writings in home economics: 1911-1979. [Washington, D.C.?]: Teacher Education Section, American Home Economics Association, 1987.
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Das, R. R. Teaching of home science. New Delhi [India]: Sterling Publishers Private Ltd., 1989.
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Programs, University of the State of New York Division of Occupational Education. Home economics education: Home economics core courses. Albany, NY: University of the State of New York, State Education Dept., Office of Occupational and Continuing Education, Division of Occupational Education Programs, 1987.
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Alberta Teachers' Association. Home Economics Council. Home economics learning package. [Edmonton, AB]: Home Economics Council of Alberta Teachers' Association, 1990.
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Campbell, Margaret F. Home economics curriculum activities kit. West Nyack, N.Y: Center for Applied Research in Education, 1990.
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Chandra, Arvinda. Fundamentals of teaching home science. New Delhi: Sterling Publishers, 1989.
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Hitch, Elizabeth J. Communicating home economics content. South Holland, Ill: Goodheart-Willcox Co., 1993.
Find full textBook chapters on the topic "Home economics Study and teaching Victoria"
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Venkatesan, Madhavi. "Engagement and Efficiency of Remote Higher Education." In Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era, 67–80. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6754-8.ch005.
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The suddenness of COVID-19 forced, literally overnight, a transformation in the higher education sector. Students and instructors were migrated to an online engagement and knowledge transfer process, which created unforeseen challenges to instruction and prompted the development of new delivery systems. Further, the transition merged private and academic life as home life converged with work and ultimately, albeit unintentionally, promoted a more human perspective through widespread use of video-based communication. This chapter will address how COVID-19 affected the teaching of Introductory Economics, highlighting a case study of a course offered at Northeastern University in Boston, Massachusetts. The discussion addresses both positive and negative outcomes related to instruction and the role that COVID-19 has potentially had on teaching beyond the pandemic.
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Rigobon, Patrizio. "L’insegnamento dello spagnolo tra le due guerre e la nascita della facoltà di Lingue." In Le lingue occidentali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-262-8/010.
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Francisco Broch y Llop taught Spanish (language and for some years also literature) at the Venetian Institute of Economics for more than 30 years, from 1919 to 1954. Until 1937 there was no official teaching of Spanish literature. It was established by a national Act in 1938 and Alfredo Cavaliere was appointed to the chair. Four years later, in 1942, Giovanni Maria Bertini was the first Full Professor of Spanish Literature. He was the head of the Spanish Studies in Venice until 1954, when he left Venice to return to his home University. The study of the Spanish language was until recent years under the charge of the professor of Spanish literature, and thus language, as a subject, had no official citizenship until recent years. In 1954, after a very long process, which lasted for over 15 years with the Italian Ministry of Education, a brand new Faculty of Languages and Literatures was officially established, and Spanish Studies began to flourish at Ca’ Foscari.
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Fox, Anne, and Christine Wogowitsch. "Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96432.
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The chapter describes the features of Green Pedagogy, originally developed in Austria in German where it is still being actively researched. Green Pedagogy offers a structured approach to lesson planning to achieve embedded sustainability competencies within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. The approach is compatible with many recommended Education for Sustainable Development (ESD) pedagogies such as project-based teaching and the case study approach. The approach also implements several more general evidence-based pedagogical strategies such as concept change. The key feature of Green Pedagogy is that the process ends with locally based action whose wider implications are explored. We relate some of the challenges involved in translating a pedagogical approach from one language to another as the ProfESus Erasmus project aimed to disseminate Green Pedagogy to a global cohort of teachers of home economics in English. Reactions of participating teachers in the piloting of the training are explored and some practical solutions offered.
Conference papers on the topic "Home economics Study and teaching Victoria"
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Prahastuti, Endang, Didik Nurhadi, and Siti Zahro. "Improving Teaching Methods Through The Development Program For Teachers' Career And Leadership (An In-Depth Theoretical Study)." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.7.
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Urdziņa-Deruma, Māra, and Mārīte Kokina-Lilo. "Comprehension of the Design Process in Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.79.
Full textAbstract:
Design and technologies are being introduced as a new general education school subject in Latvia instead of the home economics and technologies subject. However, the main focus in the new subject is on comprehending the process of design and design thinking, there is little research done on how to teach the design process in general education and no research on how to teach design process for future teachers of design and technologies in Latvia. Many scholars pay attention to the process of design and teaching it. In this study, the authors have researched several studies on the design process types and components. The research question was formulated as follows: What kind of problems could arise when implementing the concept of the design process in teacher education. The pilot research was carried out in two student groups (N1 = 28; N2 = 12). The method of analyzing student’s diaries’ content was applied. The diaries were analyzed according to van Dooren and colleagues’ (2014) theory of generic elements in the design process. It was concluded that students prefer to use a guiding theme and domains. The main domains in students’ opinion are product materials, form and space, and color. As the most important characteristics of the products in students’ opinion are technical quality, product functionality, and creativity. Internet resources and books were the most commonly used resources. Students could pay more attention to documenting the design process and sketching and evaluate other criteria of the product quality. The obtained results will be taken into account in the teaching process and the future research of the design process acquired in teacher education.