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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.
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Gillespie, Joan Christner Imlay 1958. "FACTORS ASSOCIATED WITH EFFECTIVE VOCATIONAL HOME ECONOMICS PROGRAMS IN ARIZONA (F.H.A. FUTURE HOMEMAKERS OF AMERICA)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277159.
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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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Chung, Pui-han Echo, and 鍾佩嫻. "Evaluation on the implementation of environmental education in home economics in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B4212864X.
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Schmalzel, Patti Politte 1955. "PERCEPTION OF LEADERSHIP PURPOSES IN ARIZONA HOME ECONOMICS RELATED OCCUPATIONS STUDENT ORGANIZATION (HERO, VOCATIONAL EDUCATION, COOPERATIVE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275431.
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McCurry, Ursula Margaret. "Fit for future life, the struggle to establish home economics at the University of British Columbia, 1919-1943." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24195.pdf.
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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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Wilson, Lou Nell. "Using a model house for application of interior design principles." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/724951.
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The two major objectives of this creative project were to provide students a way to visualize and apply the elements and principles of design, and to aid in better comprehension and retention of the interior design principles. Both objectives were accomplished by: enables hands-on-experience in redecorating the interior to apply the principles of design, and (2) developing an appropriate unit plan, with accompanying lesson plans and activity sheets that can be used with the model house while teaching interior design.Applying new wall, window, and floor treatments will enable students to visualize as well as apply the interior design concepts. The unit plan provides activities as well as evaluations for the students to reinforce their knowledge of the interior design principles.Department of Home Economics
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Blakestad, Nancy Lynn. "King's College of Household and Social Science and the household science movement in English higher education, c. 1908-1939." Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:ab86830a-8703-4d12-ac88-c3020a9eb7ef.
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This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.
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Calloway, Joanne Jewell. "THE EFFECTIVENESS OF NUTRITION EDUCATION USING A COMPUTERIZED DIET ANALYSIS PROGRAM WITH SEVENTH GRADE STUDENTS AT COOLIDGE CENTRAL SCHOOL (HOME ECONOMICS, METHODOLOGY, MEDIA)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275323.
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Werhan, Carol R. "Why Men Enter the Gendered Profession of Family and Consumer Sciences Education: An Exploratory Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1225220598.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008."December, 2008." Title from electronic dissertation title page (viewed 12/28/2008) Advisor, Susan Olson; Committee members, Sharon Kruse, Virginia Gunn, Richard Glotzer, Renee Mudrey-Camino; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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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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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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Cornelissen, Judith Jean. "Professional socialisation of family ecology and consumer science students at South African Universities." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1122.
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Thesis(PhD)--University of Stellenbosch, 2006.Professional socialisation can be described as a subconscious process whereby persons internalise behavioural norms and standards and form a sense of identity and commitment to a professional field. The primary goal of professional socialisation is considered to be internalisation of the professional culture and the development of a professional identity. It is learned through interaction with professionals and educators during a student’s education. It is a continuous, life-long process of learning formal knowledge, skills and rules, as well as informal and tacit knowledge, norms, values and loyalties within the profession. An understanding of the professional socialisation process is vital to all persons involved in postsecondary education, for it is the professional socialisation process that allows education to achieve its goals. This dissertation determined whether students of Family Ecology and Consumer Sciences in South Africa are professionally socialised into developing a professional identity within the Family Ecology and Consumer Sciences profession. The objectives of the research included; to examine through a literature review the development of the profession and to propose a new position for the profession in South Africa; to identify the factors that influenced South African students when they decided on Family Ecology and Consumer Science as a field of study and the factors that influenced them while they were obtaining their degree at a South African university; to determine whether Family Ecology and Consumer Science students evidence the developmental stages of the Cohen model of the professional socialisation process; to determine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments; and to analyse and compare Family Ecology and Consumer Science programmes at South African universities. A quantitative research methodology in the form of an analytical survey was undertaken with the participation of students and staff at South African universities where Family Ecology and Consumer Science programmes are offered by means of postal questionnaires. Three questionnaires were used in the research, namely; the Professional Socialisation Influences (PSI) questionnaire; the Professional Socialisation Staging Scale (PS3) questionnaire; and the Emphases, Process and Influences on the Professional Preparation Programmes questionnaire. A conceptual framework was used to compare the Family Ecology and Consumer Science professional preparation programmes presented at South African universities.. Descriptive statistics and the factor analysis method were used to examine the objectives to determine which factors influenced students to select Family Ecology and Consumer Sciences and the factors that influenced them while they were studying for a degree at a South African university. Descriptive statistics, ANOVA and Bonferroni Post-Hoc tests were used to examine whether Family Ecology and Consumer Science students evidenced the developmental stages of the Cohen model of the professional socialisation process. Descriptive statistics were used to examine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments. The main findings drawn from the study indicated that Family Ecology and Consumer Sciences students, when selecting Family Ecology and Consumer Science as a profession, were influenced by the ‘Service Ideal’ and ‘Entrepreneurial’ factors. Aspects that elicited the highest percentage of positive responses from the respondents were; ‘desire to help others’; ‘a desire to improve the quality of family living’; ‘a desire to help people learn to do things’; and ‘entrepreneurial possibilities of the course’. While studying for a degree in Family Ecology and Consumer Science, they were influenced by the factors ‘Student Interaction’ and ‘Departmental Influences’. Aspects such as; ‘career opportunities available’; ‘application of what I learned to my personal life’; and ‘employment opportunities available’; were those that had the biggest influence.
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Venter, Maria Dorothea. "The development, implementation and evaluation of a housing education literacy programme for semi-literate recipients of government subsidised housing." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1096.
Full textAbstract:
Thesis (PhD (Consumer Science))--University of Stellenbosch, 2006.In the ten years since the inclusive elections of 1994, the South African government has created an international precedent in the housing field. It is widely acknowledged that in this period it has delivered more subsidised houses than any other country in the world. The housing backlog is still between 2 to 3 million and growing every year, so housing policies for the future must continue to , not only provide subsidised housing for a large part of the population but also seeking to establish a viable market for low-cost housing units and to create sustainable human settlements for low-income groups. There are a therefore large numbers of new consumers that enter the housing market for the first time.
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Smith, Mary Gale. "Theorizing practice/practicing theorizing: inquiries in global home economics education." Thesis, 1996. http://hdl.handle.net/2429/6192.
Full textAbstract:
Eight home economics teachers and I took up the invitation of Coulter (1993) to
explore the work of Mikhail Bakhtin as a way of making us more "wide awake" (Greene,
1978) and "answerable" (Clark & Holquist, 1984) for our teaching and researching
practices. The study involved learning from our own experiences inquiring into global
home economics education. We met as a group once a month, and I met periodically with
each teacher, for one semester. Using action research, conceptualized as grounded ethical
practice, the research methods were primarily dialogues as conversational inquiry, whereby
greater emphasis was given to listening and hearing than ocularcentric methods of gathering
data. The three research questions that guided the study related to learning from experience
in: the substantive area, in this case developing curriculum for a global perspective in home
economics; the action research process, in this case as a process to effect a specific
educational change; and the self or personal growth, in this case primarily professional
development (Reinharz, 1992).
This research report includes narrative and reflective accounts from three forms of
action research within the study: teachers cooperating with an outside researcher where the
researcher defines the topic and purpose of the research; teachers collaborating with a
researcher where the research is seen as mutually beneficial and the topics and purposes are
jointly defined; and teachers defining and conducting their own research independently or
in collaboration with one another. It captures the diversity and complexity of the teachers'
and the researcher's experiences and explores some of the struggles, the tensions, and the
inner turmoil associated with action research for educational change.
As a result of this research, we have become more consciously intentional in our
practices and more thoughtful and reflective of their consequences. The phrase theorizing
practice/practicing theorizing captures this notion as the teachers and I turned/retumed to the
ethical questions that hold us in education.
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de, Zwart Mary Leah. "Home economics education in British Columbia 1913-1936 : through postcolonial eyes." Thesis, 2003. http://hdl.handle.net/2429/14946.
Full textAbstract:
My study examines white cultural practices in home economics education in
British Columbia between 1913 and 1936 through two home economics manuals
developed in the province for the express purpose of educating young women. My
methodology is informed by postcolonial constructs, social feminism, and white
studies. My experiences as a classroom teacher and as a volunteer teacher in Malawi
are interwoven with my findings.
I use the metaphor of white sauce, a recipe frequently made in traditional
classrooms, in describing the current close alignment of home economics with white
culture. To see home economics through postcolonial eyes means to examine the
aftermath of practices that developed from colonial times. While the argument has
been made that Canada is not postcolonial, for the purposes of my discussion, I
consider it to be a settler colony. I examine three fundamental aspects of postcolonial
analysis, gender, class, and race from the perspective that home economics is a
gendered subject dominated by white cultural practices and practical rather than
academic in focus.
In conclusion I argue that no grand narrative is available for re-imagining
home economics as a vital force in education. The voices of young professionals and
examples of atypical home economics teachers demonstrate that change in home
economics is possible. The recognition that home economics education of the past
has reflected white cultural values will allow a re-envisioning of a more ethical,
meaningful and responsive home economics education of the future. Other
curriculum areas can also benefit from re-examining the roots of their practice.
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Tsai, Hsiu-Man, and 蔡秀滿. "A Study on Home Economics Teaching Design of Learning in Groups in Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/52058472793611608006.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
102
The research is aimed to study how to design the creative home economics classes separately in base on the theories of “Collaborative Learning” and “Cooperative Learning.” The creative designs concluded the learning topics, teaching activities, teaching contents and circulative teaching models. The teaching experiments were divided into two stages. During the first stage, the experiment of “Collaborative Learning” was conducted. During the second stage, “Cooperative learning” was conducted. Throughout each of the classes, the film-recording was used to watch the students’ reaction and collected all the information. The creative teaching ways of Group Learning, both “Collaborative Learning” and “Cooperative Learning,” enabled the teacher to manage the students in the classroom more efficiently, made the students concentrate more , and make students better learn the manuals parts and the theoretical parts through the discussion in groups. This study revealed the fact that the students’ learning can be improved by either “Collaborative Learning” or “Cooperative Learning”. The conclusions are the followings: (1) The two ways of Group Learning are good for the home economics classes. The teachers can choose either “Collaborative Learning” or “Cooperative Learning” according to the units in the curriculums. (2) The diversified worksheets can advance and lead the students’ learning. (3) The students showed positive interests and learning results in Group Learning. (4) Group Learning enable the teacher prepare for the classes more efficiently and happier. The suggestions are the followings: (1) For the teachers, Group Learning, diversified worksheets, good arrangement of seats, and heterogeneity grouping can promote the teaching and learning. (2) For the future studies, if the experiments can be conducted for longer time, the results can be better.
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Ruff, Robin René. "Environment, education and everyday : narrative inquiry into the thinking and practice of environmental education by Home economics teachers." 2004. http://hdl.handle.net/1828/572.
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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.
Full textAbstract:
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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Wu, Kuan-Han, and 吳冠翰. "A Survey Study of Aesthetic Experience, Creativity Teaching and Understanding of the New Curricula of Skill-based Senior High School Teachers in Home Economics Group Departments." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fndha9.
Full textAbstract:
碩士台南應用科技大學
生活服務產業系生活應用科學碩士班
106
This study aimed to explore the relationships among this nation’s skill-based senior high school home economics teachers'' aesthetic experience, creativity teaching, and understanding of the new curricula (to be implemented in 2019 academic year). This study took the skill-based senior high school home economics teachers in Taiwan as samples, used questionnaires to collect empirical data, and further to explore the current situation and differences of the skill-based senior high school home economics teachers'' aesthetic experience, creativity teaching, and understanding of the new curricula. These provided the skill-based senior high schools with home economics group departments a reference basis for the implementation of the new curricula. According to the in for mation by the Ministry of Education in the 2018 academic year, there were 103 vocational high schools which had at least one home economics group department. The researcher used cluster analysis and stratified random sampling methods to select 27 schools according to the proportion of teachers in the school. Two hundred and fifty five paper questionnaires were recovered (response rate: 98%), and 56 online questionnaires were recovered, the total effective sample size was 311. The questionnaire included four parts: basic information, aesthetic experience, creativity teaching, and understanding of new directions for curricula. The results of the study were as follows: (1) Skill-based senior high school teachers in home economics group departments had a high sense of identity for aesthetic experience, creativity teaching and understanding of the new curricula. (2) teachers’ aesthetic experience, creativity teaching, and understanding of new directions for curricula, the teachers who participated in the study were significantly higher than those who did not participate in the seminars or workshops. (3) In terms of teachers’ understanding of new directions for curricula, teachers aged 31-40 were significantly higher than teachers aged 41-50. (4) In the influence of teachers'' aesthetic experience on their teaching subjects, teachers of Dept. of Clothing Making or Beautification were significantly higher than teachers of Dept. of Early Childhood Care and Education. (5) With regard to the influence of different academic qualifications, those teachers’ with master''s degree or doctoral degree were significantly higher than those with university degrees in aesthetic experience, creative teaching and understanding of new directions for curricula. (6) Teachers’ with different positions had significant differences in understanding of new directions for curricula. Those serving concurrently as administrators of school affairs were higher than the others on this variable. (7) Teachers’ aesthetic experience, creativity teaching, and understanding of the directions for curricula were positively related to each other. (8) Researcher used the partial least squares (PLS) method to test the model and explore the relationship between the variables. The results showed that the aesthetic experience had a positive impact on understanding of new directions for curricula, and the creative teaching variable had partial mediating effects. It was inferred if the teacher''s aesthetic experience was strengthened, the creativity teaching ability could be improved, and understanding of new directions for curricula could be effectively promoted.
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Eyre, Linda. "The social construction of gender in the practical arts." Thesis, 1992. http://hdl.handle.net/2429/1850.
Full textAbstract:
This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research.
The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change.
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Park, Jean S. (Jean Salvevold). "Testing for critical thinking skills in selected courses." Thesis, 1993. http://hdl.handle.net/1957/37303.
Full textAbstract:
The purpose of this research was to assess the gain in critical thinking skills with a consideration of grade point averages during a semester in two high school home economics courses, and one language arts course which was used as a control group.
The study was conducted by administering the California Critical Thinking Skills Test: College Level (CCTST) as a pretest and a posttest to students (n = 101) in three classes; Food Science, (grades 10 -12), Nutrition and Food Preparation, (grades 10 -12), and Intermediate Composition, (grade 1l).
The study utilized a two-way fixed analysis of covariance design. The dependent variable was the adjusted CCTST posttest score. Independent variables consisted of grade point average (two levels, those students with g.p.a.'s of 2.75 or above and those with g.p.a.'s below 2.75), and class grouping (three levels, including Food Science, Intermediate Composition and Nutrition and Food Preparation). The
covariate was the CCTST pretest score. Analyses were performed by SPSS/PC+, with covariate adjustment using the pretest as an influence on posttest scores.
After adjustment by the covariate (pretest score), students with higher g.p.a.'s were found to be significantly higher on CCTST mean scores. No statistically significant main effect was found for levels of class group. In addition, no statistically significant interaction was observed between levels of class groups and grade point average.
As a result of the findings, it is concluded that the students did not have statistically significant gain in critical thinking skills in any of the tested classes as assessed by the CCTST. There is a great need for students to learn critical thinking skills. Efforts must be included in the training of teachers so that they can guide students in learning critical thinking skills. An effort must be made to adjust lessons and change pedagogy so that students' critical thinking skills can be improved at the high school level.Graduation date: 1993
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呂佩蓉. "The Study on the Teachers who are Teaching in Junior High School and Vocational High School for Implemental View of Home Economics Groups in Junior High School Technical Arts Education Programs." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89055157473959087923.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
95
The purpose of this research aimed to understand the teachers who are teaching in junior high school and vocational school for implemental view of Home Economics Groups in junior high school Technical Arts Education Programs. The objectives were to discuss the following: 1. To understand the current situation for implementing in Home Economics Groups in junior high school Technical Arts Education Programs. 2. To understand the problems and opinions of Home Economics Groups teachers in junior high school and vocational school for administrative interaction and cooperation, curriculum and teaching, school facilities, student counseling, and teachers in further education and seminars. 3. To discuss the different main points for improving the Home Economics Groups in junior high school Technical Arts Education Programs for reference. This research is mainly studying for focus group interview of qualitative research; focus on face-to-face interviewing the 12 teachers of Home Economics Groups in junior high school Technical Arts Education Programs in Taipei County. The Information comes from the results of interviewing focus groups to support the results of references, different kinds of data, and using qualitative researches to analysis and conclusive. The results have been organized ad concluded as follows. 1.The positive and negative views from teachers who are teaching in senior high school and vocational school of Home Economics Groups in junior high school Technical Arts Education Programs to current implementation of Technical Arts Program. 2.In respect of the administrative interaction and cooperation, the budget shortage, enhancing the concept promotion and spread, unclear teachers’ job description in vocational school and junior high school. 3.In respect of the aspects of curriculum and teaching, duration of courses shortage, materials without standard and evaluation, class without method and conflict between different groups. 4.In respect of school facilities, individual experimental class is lacking of facilities. 5.In respect of student counseling, learning effect will affected by individual students and family, enhancing the students’ counseling ways is offered by junior high schools and vocational schools. 6.In respect of teachers in further education and seminars, the lack of further educational and seminar’ ways, teachers in vocational school schedule their courses have to do it by themselves. 7.The participant point out the five suggestion and improvements for improving strategies and cooperation, adjusting curriculum design, updating school facilities, arranging the right courses to right students, holding the further education and seminars. Finally, the conclusions were provided to educators, staffs in the department of education for reference, and suggestions were proposed for future research.
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Briers, Susanna Aletta. "Leerderbehoeftes as 'n determinant vir 'n relevante huishoudkundekurrikulum." Thesis, 2014. http://hdl.handle.net/10210/9773.
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M.Ed. (Curriculum Science)The demands for the renewal of education in South Africa and the poor performance of black learners in the Standerd 10 final examination in Home Economics gave rise to the empirical study on the needs of black learners. These needs were used as a co-determinant for the design of a future subject curriculum. A literature study was conducted on curriculum designs and design models which resulted in a recommended design model. The qualitative research paradigm was used for the empirical study. Data were collected through interviews supplemented by document-analysis. The research focused on the needs of the learners concerning: The relevance of the subject, i.e to what extent the subject is related to the learners' everyday life experiences and interest. The subject content as it could be applied in the daily lives of learners as well as the future world of work. Teaching methods, which include methods that contribute towards maximum learning and which accomodate learners' differences. Evaluation as an integral part of the implementation of the curriculum. Identified learner needs were taken into consideration in compiling guidelines on the different elements of a future curriculum design for Home Economics where both the learners' needs and the requirements of the subject will be accomodated.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full textAbstract:
This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Stypa, Caitlyn Marie. "Purdue girls : the female experience at a land-grant university, 1887-1913." Thesis, 2013. http://hdl.handle.net/1805/4207.
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