Thèses : « American School of Home Economics »

1

Kerr, Dianne Lynne. « An HIV education needs assessment of selected teacher members of the American School Health Association and the American Home Economics Association / ». The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210794615.

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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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Ahmad, Jamal F. « Arab American Children’s Early Home Learning Experiences ». University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.

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4

Berlowski, Teri. « An analysis of student perceptions of foods 1 course at a sampled midwest high school ». Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008berlowskit.pdf.

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McConnell, Patricia D. « Profile of middle level home economics programs in Ohio ». Connect to this title online, 1988. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1102453033.

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Kreter, Diane. « Indiana high school vocational home economics teachers' time management skills ». Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.

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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.
Department of Home Economics

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7

Schmidt, Stefanie R. (Stefanie Rae). « School quality, compulsory education laws and the growth of American high school attendance, 1915-1935 ». Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10709.

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Sober, Tamara Leigh. « Wise Choices ? The Economics Discourse of a High School Economics and Personal Finance Course ». Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620921.

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Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom.

Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

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Chae, Jung-Hyun. « Assessment of Korean secondary school home economics curriculum with implications for change / ». The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972137299.

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Moncrieffe, Maureen Hyacinth. « Black Caribbean American Parents' Home-Based Literacy Activities for K-2 Religious School Students ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/448.

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Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.

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Roche, Agnes Marie. « Encounters with schooling : Mien American families in an urban school district / ». Thesis, Connect to this title online ; UW restricted, 1997. http://hdl.handle.net/1773/7518.

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Robinson, Ashley Renee. « The Attitudes of African American Middle School Girls Toward Computer Science : Influences of Home, School, and Technology Use ». Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52277.

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The number of women in computing is significantly low compared to the number of men in the discipline, with African American women making up an even smaller segment of this population. Related literature accredits this phenomenon to multiple sources, including background, stereotypes, discrimination, self-confidence, and a lack of self-efficacy or belief in one's capabilities. However, a majority of the literature fails to represent African American females in research studies. This research used a mixed methods approach to understand the attitudes of African American middle school girls toward computer science and investigated the factors that influence these attitudes. Since women who do pursue computing degrees and continue with graduate education often publish in Human-Computer Interaction (HCI) in greater proportions than men, this research used an intervention to introduce African American middle school girls to computational thinking concepts using HCI topics. To expand the scope of the data collected, a separate group of girls were introduced to computational thinking concepts through Algorithms. Data were collected through both quantitative and qualitative sources, and analyzed using inferential statistics and content analysis. The results show that African American middle school girls generally have negative attitudes toward computer science. However, after participating in a computer science intervention, perceptions toward computer science become more positive. The results also reveal that four factors influence the attitudes of African American middle school girls toward computer science, such as the participation in an intervention, the intervention content domain, the facilitation of performance accomplishments, and participant characteristics like socioeconomic status, mother's education, school grades, and the use of smart phones and video game consoles at home.
Ph. D.

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Walker, Hope A. « Examining differences in male and female enrollment in middle school family and consumer education and technology education programs ». Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998walkerh.pdf.

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Su, Liping. « Language Socialization of Chinese Children in the American Midwest : Learning to Write in American Preschool, Chinese Sunday School, and at Home ». The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249.

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Corley, Sallie Joan. « An analysis of factors which influence choice of an academic program and sources of information used : Implications for recruitment strategies ». Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2811.

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The purpose of the study was to provide information on factors influencing the choice of an academic major and demographic characteristics of students enrolled in baccalaureate degree programs administered by home economics units in the California State University system. Specific objectives of the study were: (1) to analyze the relative importance of reasons which influence students' choice of an area of study or major and the sources of information used in the decision process and (2) to compare the students' responses on the basis of area of study, gender, age, ethnicity, enrollment status, and marital status. The majority of the students were single, White, females between the ages of 18 and 24. Approximately 80 percent of the respondents represented three of seven areas of study: food and nutrition, interior design, and textiles/clothing/merchandising. Two-thirds of the students had changed their majors one or more times. The most frequently cited last major was business. Respondents rated the reasons for choosing an area of study "moderate" to "extremely high" in importance; ratings assigned to the information sources were "extremely low importance" to "moderate importance." Statistically significant differences in the mean importance scores were found for students grouped by ethnicity and area of study. However, there was no relationship between the means and the background variables age, marital status, and enrollment status. Students are influenced by a variety of factors when choosing an academic program. More emphasis is placed on personal reasons including interest in the program and personal skills and career-related factors, including preparation for a career and job opportunities, than factors identified as service and experiential. The college catalog is the most important source of information. In general, people are of greater importance as information sources than media items. Recommendations for recruitment strategies include: develop on- and off-campus programs designed to stimulate interest in the home economics areas of study, implement a career development plan, coordinate the academic unit's recruitment plan with the university plan, and intensify public relations activities directed towards the university, public, and professional communities. (Abstract shortened with permission of author.)

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Lewis, Junko Yokota. « Home Literacy Environment and Experiences : A Description of Asian American Homes and Recommended Intervention ». Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330961/.

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The purpose of this study was to describe the home literacy environments and literacy experiences of a select group of Asian American children, and to recommend an intervention program based on the findings. The target population was the families which sent their children to a Saturday Asian language and culture school while sending them to public schools during the week, because of their expressed interest in literacy and the probability of their being the group to most likely benefit from intervention. The Home Literacy Environment and Literacy Experiences survey was initially sent out and results tallied and quantified. Upon placing the returned surveys into groups of "high," "middle," and "low" home literacy environment and literacy experiences, a sample of five "high" and five "low" families was selected for further study. Home visits, interviews, field notes, collection of artifacts and other methods of data collection provided a clearer picture of the state of the home literacy environment and literacy experiences of the families studied. Families rated as having "high" home literacy environment and experiences were found to have a larger number of literacy-related materials and higher frequency of literacy-related activities. Bilingualism and education were perceived as being important. The families also exhibited a strong interest in music and music lessons. Parents expressed a desire for two two-hour training sessions which would be held at the Saturday school location while their child attended classes there. It would be ideally held in the native language of the parents by a speaker from the native country. The parents preferred workshops with actual practice and examples which could be seen, accompanied by reading materials. Topics in which parents expressed interest include, in descending order: (a) 'selection of books for and with their child, (b) how to encourage their child to read, (c) how to discuss stories with their child, and (d) how to read aloud to their child.

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McMurray, Paula Ann. « The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool ». The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.

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Constantine, Joseph L. « Relationships among early lexical and literacy skills and language-literacy environments at home and school ». [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000474.

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Van, Hook Carol Ann. « The perceived affective work competencies of Virginia Home Economics Related Occupations chapter members ». Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82609.

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The primary objective of this study was to examine the basis of the assumption that vocational student organizations (VSOs) are teaching devices for affective work competencies (AWC). It addressed as the major question: What is the relationship between participation in Home Economics Related Occupations (HERO) activities and HERO members' perceived AWC? The study also sought to determine if other selected variables (adviser effectiveness, age, work, work experience, occupational area, and sex) existed in explaining AWC. Equally important was the determination of variable combinations that best predicted AWC. Purposive, structural sampling provided 410 HERO members in 18 chapters selected from the five home economics supervisory areas of Virginia: Eleven chapter advisers were identified as more effective and seven were identified as less effective. Data were collected via two self-report instruments: The HERO Participation Inventory (developed by the researcher) and the Work Attitudes Inventory (Brauchle & Petty, 1983). The stepwise model of multiple linear regression analysis (MRA) and analysis of variance (ANOVA) were statistical procedures used to analyze the data. Major conclusions were the following: (1) A positive and significant relationship existed between HERO participation and AWC variable factors of Ambition, Self-Control, Enthusiasm, and Conscientiousness. (2) HERO participation was the best predictor of Ambition, Self-Control, and Enthusiasm, and the fourth best predictor of Conscientiousness. (3) Adviser effectiveness correlated positively and significantly with Ambition, Enthusiasm, and Conscientiousness, and was the second best predictor of Ambition and Enthusiasm.
Ed. D.

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Flores-Vance, Margarita. « The Role of Cultural Capital from Home and School Settings and Its Influence on Student Engagement| A Narrative Inquiry ». Thesis, University of Redlands, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587402.

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Hispanic students' life experiences are influenced by factors related to cultural capital that are imbedded in the fabric of the family's culture and interwoven in the tapestry of the school setting in relationship to student engagement. Many researchers have argued that middle-to-upper class parents who possess high-status capital know how to navigate a school system that is congruent with the dominant group. In contrast, working-class minority parents are perceived as lacking cultural capital, and consequently struggle to access school resources necessary to benefit their children's educational attainment. This dissertation is concerned with examining how the role of cultural capital from home and school settings influence student engagement of Hispanic students, by using the theoretical framework derived from Bourdieu's (1986) cultural capital. This qualitative narrative inquiry looked at 30 participants comprised of two administrators, three counselors, seven teachers, nine parents and their nine students from the only high school in a small bedroom community located in one of the largest counties in Southern California. The authentic "voices" of the participants were captured through individual face-to-face audio taped interviews, which were coordinated, transcribed and synthesized over a three month period. The data was triangulated using the responses of the participants to answer the three research questions. The analysis of the findings revealed that minority Hispanic students possess familial and school cultural capital that influences student engagement. This work implies that Hispanic students have access to cultural capital at school through the extra assistance received from teachers and counselors, coupled with parent's strong desire not only to see their children succeed in academia but also vicariously fulfill the parent's own personal academic and career dreams and aspirations. Recommendations were made to inform educators how to avoid assumptions that Hispanic working-class students lack cultural capital.

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Chung, Pui-han Echo. « Evaluation on the implementation of environmental education in home economics in Hong Kong : a case study / ». Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B4212864X.

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Ryu, Sang-Hee. « Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators / ». The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.

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L, McFarlane Marie. « Are the needs of cognitively disabled students being met in family and consumer education classes at the high school level ? » Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mcfarlanem.pdf.

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Wilkins, Natalie J. « Family processes promoting achievement motivation and perceived school competence among Latino youth a cultural ecological-transactional perspective / ». unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-04072009-192738/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Gabriel Kuperminc, committee chair; Christopher Henrich, Joel Meyers, Julia Perilla, committee members. Description based on contents viewed June 18, 2009. Includes bibliographical references (p. 50-57).

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Workman, Eric R. Sr. « Historical Study of Burke's Garden High School : 1915 to 1960 ». Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.

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Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education. The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960. Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991, by Thomas Brewster (2000) and A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987, by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County.
Ed. D.

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Samuels, Sharon A. « A Comparison Study of the English III/American Literature Success of African American High School Students and That of Students Whose Home Language is Haitian Creole ». FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/785.

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The purpose of the study was to compare the English III success of students whose home language is Haitian Creole (SWHLIHC) with that of the more visible African American high school students in the Miami Dade County Public Schools System, in an effort to offer insight that might assist educators in facilitating the educational success of SWHLIHC in American Literature class. The study was guided by two important theories on how students interact with and learn from literature. They are Reader Response Theory which advocates giving students the opportunity to become involved in the literature experience (Rosenblatt, 1995), and Critical Literacy, a theory developed by Paolo Freire and Henry Giroux, which espouses a critical approach to analysis of society that enables people to analyze social problems through lenses that would reveal social inequities and assist in transforming society into a more equitable entity. Data for the study: 10th grade reading FCAT scores, English III/American Literature grades, and Promotion to English IV records for the school year 2010-2011 were retrieved from the records division of the Miami Dade County Public Schools System. The study used a quantitative methods approach, the central feature of which was an ex post facto design with hypotheses (Newman, Newman, Brown, & McNeely, 2006). The ex post facto design with hypotheses was chosen because the researcher postulated hypotheses about the relationships that might exist between the performances of SWHLIHC and those of African American students on the three above mentioned variables. This type of design supported the researcher’s purpose of comparing these performances. One way analysis of variance (ANOVA), two way ANOVAs, and chi square tests were used to examine the two groups’ performances on the 10th grade reading FCAT, their English III grades, and their promotion to English IV. The study findings show that there was a significant difference in the performance of SWHLIHC and African American high school students on all three independent variables. SWHLIHC performed significantly higher on English III success and promotion to English IV. African American high school students performed significantly higher on the reading FCAT.

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Williams, Joseph Michael. « Home, school, and community factors that contribute to the educational resilience of urban, African American high school graduates from low-income, single-parent families ». Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1191.

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The purpose of this qualitative research study was to explore the ways in which the family, school, and community environments contribute to the academic success of urban, African American high school graduates from low-income, single-parent families. During a three-month period, in-depth individual and focus group interviews were conducted with eight African American high school graduates who excelled academically despite adversity. The student participants were also asked to identify at least one person in their lives who were considered important sources of support. Of the eight social support providers identified, four participated in separate individual interviews focusing on the form of support provided to student participants. The perspectives of student participants on how they overcame adversity and achieved academic success are essential for identifying and understanding the support structures that facilitate academic achievement. Ideally, the results of this study may inform the development of interventions, programs, and counseling practices focused on creating and enhancing the personal and environmental attributes that promote achievement outcomes for other youth in high risk environments (Fraser, 2004; Wang & Gordon, 1994). At the same time, this qualitative research study aimed to counter the trend towards negative portrayals of urban African American youth. Findings from the present study revealed that protective factors across multiple contexts of students' lives contributed to their academic success despite adversity. Eight themes emerged from participants responses: education specific parenting practices, non-traditional ways of supporting education, maintained kinship networks, school as an agent of families, resilience promoting features of schools, supportive relational networks within the community, promoting ecological resilience to improve student outcomes, and relational strategies to promote educational resilience. Recommendations for practical applications and future research are included.

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Zhou, Yu. « Two Essays on American Housing Markets : the Determinants of Housing Value Volatility and the Ownership Decision of Manufactured Housing ». The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243886980.

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Wu, Meng-Hui Margaret 1962. « Clothing for the female crutch user : Case studies of the clothing worn by the middle class American female crutch user ». Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291750.

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The preferred clothing styles, and consideration factors of selected female underarm crutch users were investigated along with the comparison of body measurements between permanent and temporary crutch users. Results indicated permanent crutch users with strong function orientation preferred set-in sleeves, buttoned cuffs, enlarged jewel neckline, shawl collar and bloused silhouette. This was different from the temporary crutch users preference. The measurement difference of the same weight category showed that the proportion of permanent crutch users, with larger upper torso, was different to that of temporary crutch users. Factors for permanent crutch users selection of clothing included function, fit and fabric when evaluating illustrations, and comfort and esthetics were additional factors after trying on the prototypes of their choice. The prototype designs ameliorated the aspect of five subjects.

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Reeser, Douglas Carl. « Gardens at Home, Gardens at School : Diet and Food Crop Diversity in Two Q'eqchi' Communities in Southern Belize ». [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002599.

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Mulrooney, Margaret M. « Labor at home : The domestic world of workers at the Du Pont powder mills, 1802-1902 ». W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539623881.

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While the history of the du Pont family and Du Pont Company have been well-documented, little is known about the everyday lives of the Irish Catholic immigrants who lived and worked at the home plant near Wilmington, Delaware. to correct this oversight, "Labor at Home" explores every aspect of the powder workers' domestic world--from religious beliefs, family structure, gender relations, and ethnic ties, to houses, furnishings, and yards--and uses this data to support new conclusions about cultural identity and class affiliation. as early as the 1820s, for example, powder mill families began to convey their increasing affiliation with bourgeois American society by amassing their savings, by selectively purchasing status-laden goods like tea sets and parlor furnishings, by acquiring property, by financing churches and schools, and by pursuing occupational and social mobility. Paradoxically, they also maintained certain beliefs and customs that proclaimed their identity as wage-earning Irish Catholics. Growing potatoes, drinking large quantities of whiskey, displaying crucifixes, and encouraging assertive female behavior perpetuated their unique ethno-religious heritage, yet these practices fueled the prejudices that confined the Irish to the lower ranks of society. Hence, this dissertation further demonstrates that status, identity, and consciousness are determined in complex and often contradictory ways.

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Grisamore, Amber A. « Food recall attitudes and behaviors of school foodservice directors ». Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16223.

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Master of Science
Department of Hospitality Management and Dietetics
Kevin R. Roberts
The purpose of this study was to explore United States school foodservice directors’ attitudes about food recalls and to determine recall practices in school foodservice operations. An online survey was used for data collection and consisted of three sections: attitudes, self-reported behaviors, and demographics. Content validity of the instrument was measured by three experts who examined the survey prior to pilot testing. The survey was pilot tested with 14 school foodservice directors and state agency personnel. Statistical analysis was completed using SPSS (v. 20.0). Internal consistency of the attitude scale was measured using Cronbach’s Alpha. All scales had a reliability coefficient greater than 0.70. The survey was randomly distributed to 4,049 school foodservice directors across the U.S. A total of 690 school foodservice directors (17%) completed the survey, with 567 being usable. Respondents rated attitudes on a 5-point scale, strongly disagree (1) to strongly agree (5). Principle components factor analysis was used to identify two factors: perceived importance and perceived likelihood of possessing a recalled product. Perceived importance was rated very high (M=4.8, SD=0.5), while perceived likelihood of possessing a recalled product was rated much lower (M=1.7, SD=0.8). Self-reported behaviors were evaluated on a 5-point scale, never (1) to very often (5). Overall, respondents reported positive behaviors related to responding to a recall. When dividing behaviors into three factors, behaviors regarding communication with state agency and vendors about food recalls (M=4.1, SD=0.6), use of recall systems (M=3.6, SD=1.0), and practices of responding to a recall (M=4.7, SD=0.4) were frequently reported. Multiple regression analysis was used to explore relationships between attitudes and behaviors of school foodservice directors towards food recalls, and their demographic characteristics. Predictors of attitudes were found to be certification, work experience, and prior experience with a food recall. Predictors of behaviors were found to be perceived likelihood of possessing a recalled product, educational level, prior experience with a food recall, and size of district. Federal and state agency personnel can use the results of this study in developing programs to improve food recall practices as well as school foodservice directors for improving recall practices in schools.

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Ali, Alshatti Safenaz. « Embedding graphic organisers in the teaching and learning of family and consumer sciences (home economics) in Kuwait ». Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60259/1/Safenaz_Ali_Alshatti_Thesis.pdf.

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Educational reforms currently being enacted in Kuwaiti Family and Consumer Sciences (FCS) in response to contemporary demands for increased student-centred teaching and learning are challenging for FCS teachers due to their limited experience with student-centred learning tools such as Graphic Organisers (GOs). To adopt these reforms, Kuwaiti teachers require a better understanding of and competency in promoting cognitive learning processes that will maximise student-centred learning approaches. This study followed the experiences of four Grade 6 FCS Kuwaiti teachers as they undertook a Professional Development (PD) program specifically designed to advance their understanding of the use of GOs and then as they implemented what they had learned in their Grade 6 FCS classroom. The PD program developed for this study was informed by Nasseh.s competency PD model as well as Piaget and Ausubel.s cognitive theories. This model enabled an assessment and evaluation of the development of the teachers. competencies as an outcome of the PD program in terms of the adoption of GOs, in particular, and their capacity to use GOs to engage students in personalised, in-depth, learning through critical thinking and understanding. The research revealed that the PD program was influential in reforming the teachers. learning, understanding of and competency in, cognitive and visual theories of learning, so that they facilitated student-centred teaching and learning processes that enabled students to adopt and adapt GOs in constructivist learning. The implementation of five GOs - Flow Chart, Concept Maps, K-W-L Chart, Fishbone Diagram and Venn Diagram - as learning tools in classrooms was investigated to find if changes in pedagogical approach for supporting conceptual learning through cognitive information processing would reduce the cognitive work load of students and produce better learning approaches. The study as evidenced by the participant teachers. responses and classroom observations, showed a marked increase in student interest, participation, critical thought, problem solving skills, as a result of using GOs, compared to using traditional teaching and learning methods. A theoretical model was developed from the study based on the premise that teachers. knowledge of the subject, pedagogy and student learning precede the implementation of student-centred learning reform, that it plays an important role in the implementation of student-centred learning and that it brings about a change in teaching practice. The model affirmed that observed change in teaching-practice included aspects of teachers. beliefs, as well as confidence and effect on workplace and on student learning, including engagement, understanding, critical thinking and problem solving. The model assumed that change in teaching practice is inseparable from teachers. lifelong PD needs related to knowledge, understanding, skills and competency. These findings produced a set of preliminary guidelines for establishing student-centred constructivist strategies in Kuwaiti education while retaining Kuwait.s cultural uniqueness.

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Longmore, Staceylee E. « Latino-American youths' perception of neighborhood quality and parental academic support on educational resiliency ». Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244082044.

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Bohm, Ingela. « "We're made of meat, so why should we eat vegetables?" : food discourses in the school subject home and consumer studies ». Doctoral thesis, Umeå universitet, Institutionen för kostvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128176.

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Background: Food has many different functions. On a physical level, it is needed to survive and to maintain health, but it also has many social, psychological, and emotional meanings. For example, food is used to build relationships, to mark hierarchies, to celebrate holidays, and to influence mood and self-image. Different foods have different cultural meanings, and people are socialized from an early age to recognize and utilize their symbolic value. One arena where food occupies a central position is the Swedish school subject Home and Consumer Studies (HCS), which focuses on both the physical and the psychosocial dimensions of food-related health. Since these dimensions are not always compatible, the aim of this dissertation was to explore how students and teachers of HCS use big 'D' Discourses to talk about and handle food, with a special focus on vegetables, meat, vegetarian food, and sweet foods. Methods: Fifty-nine students and five teachers were observed, recorded, and in some cases video-taped. Participants’ talk about vegetables, meat, vegetarian food, and sweet foods was transcribed verbatim and analysed for big 'D' Discourses. Results: Students mostly based their choice of vegetables on sensory and cultural Discourses. Some vegetables were mandatory and others were optional, depending on whether or not they were part of a recipe or a cultural tradition. The health Discourse was only used if a specific assignment demanded it, and was closely tied to the evaluation Discourse. Contrary to the sometimes optional status of vegetables, meat was seen as central in the sensory, cultural, health, and social Discourses. Therefore the reduction of meat could be problematic. It was regarded as simultaneously healthy and unhealthy, and it could elicit disgust, but whenever participants talked about decreasing meat consumption, its centrality was invoked as a counterargument. As an extension of this, vegetarian food was seen as 'empty', deviant, and an unattainable ideal. Access to vegetarian food was limited for meat-eaters, and vegetarians were othered in both positive and negative ways. When vegetarian food was cooked during lessons, it was constructed as something out of the ordinary. Sweet foods could be viewed as a treasure, as something dangerous and disgusting, or as an unnecessary extra. Home-made varieties were seen as superior. Sweet foods gave social status to both students and teachers, and they could be traded or given away to mark relationships and hierarchies, but also withheld and used to police others. Conclusion: In summary, two powerful potential opposites met in the HCS classroom: the Discourses of normality (sensory, cultural, and social Discourses), and the Discourses of responsibility (health and evaluation). Normality could make physically healthy food choices difficult because of participants' social identity, the conflicted health Discourse, and too-strict ideals. On the other hand, some people were excluded from normality itself, notably vegetarians, who were seen as deviant eaters, and teachers, who had to balance state-regulated goals in HCS against local norms. To counteract such problems, teachers can 1) focus on sensory experiences, experimental cooking methods, and already popular foods, 2) challenge normality by the way they speak about and handle different types of food, 3) make cooking and eating more communal and socially inclusive, 4) explore the psychosocial dimension of health on the same level as the physical dimension, and 5) make sure they do not grade students' cultural backgrounds, social identities, or taste preferences. This might go some way towards empowering students to make informed choices about food and health. However, scant resources of things like time, money, and equipment limit what can be achieved in the subject.
Mat har många olika funktioner. Rent fysiskt behöver vi den för att överleva och behålla hälsan, men den har också en rad sociala, psykologiska och känslomässiga betydelser. Exempelvis används mat för att bygga relationer, för att markera hierarkier eller tider på dagen och för att påverka humöret och självbilden. Olika livsmedel har olika symboliskt innehåll, och barn socialiseras tidigt in i ett visst sätt att äta och tänka kring mat. Ett område där mat har en central plats är det svenska skolämnet hem- och konsumentkunskap (HKK). I kursplanen finns ett starkt fokus på både fysisk och psykosocial hälsa, men för en del människor kan dessa dimensioner ibland vara mer eller mindre inkompatibla. Därför ville jag i denna avhandling undersöka hur lärare och elever pratar om och hanterar olika sorters mat i HKK och vad detta kan få för konsekvenser för lärandet om hälsa. Jag observerade och spelade in fem lärare och 59 elever med mp3-spelare under 26 HKK-lektioner på fem olika skolor. I vissa fall där jag fick tillåtelse filmade jag också det som hände. Därefter transkriberade jag allt tal om grönsaker, kött, vegetarisk mat och sötsaker och analyserade detta tal med hjälp av diskursanalys för att få reda på vad deltagarna i studien sade "mellan raderna", det vill säga hur deras världsbild kring olika livsmedel såg ut. Resultatet visade att elever i de flesta fall var fria att välja grönsaker utifrån den egna smaken, förutom när receptet gjorde en viss grönsak obligatorisk eller när en skoluppgift krävde att man skulle ta hänsyn till hälsa. När läraren ansåg att en grönsak var obligatorisk var det mycket svårt för eleven att undvika den, medan däremot grönsaker som bara sågs som tillbehör i många fall blev ignorerade. Vad gällde hälsa kunde grönsaker vara "allmänt nyttiga", men oftare var de bärare av ett specifikt näringsämne som behövdes för att lösa en skoluppgift. I några fall sågs de som tomma och värdelösa. Kött var centralt och svårt att avstå ifrån, inte bara på grund av smaken utan även för att det "hörde till" de flesta rätter och gav livsviktiga näringsämnen. Samtidigt som det sågs som hälsosamt kunde det också vara farligt, eftersom man kunde äta för mycket protein eller mättat fett. Kött kunde användas som relationsbyggare mellan elever och för att markera status i klassen, så att de som riskerade att hamna utanför var rädda att inte få lika mycket kött som andra. Protein sågs som viktigt och var kopplat till manlighet, muskler och styrka. I motsats till kött sågs vegetarisk mat som "tom", annorlunda och ett ouppnåeligt ideal. Det var svårt för icke-vegetarianer att få tillgång till vegetarisk mat, förutom när det utgjorde ett särskilt lektionstema. Maten sågs som bristfällig eftersom den inte innehöll kött, och den krävde extra planering för att se till att man fick i sig alla aminosyror. Det kunde vara socialt krångligt att vara vegetarian eftersom det krävde extra jobb av kompisar och skolkökspersonal, men många respekterade vegetarianens val och ansträngde sig för att göra en särskild portion åt dem. Sötsaker var åtråvärda, men också farliga, äckliga eller onödiga. Hemgjorda bakverk hade högre status. Sötsaker kunde användas för att markera vem man var kompis med och inte, men gav även upphov till konflikter när elever hade olika åsikt om det "perfekta resultatet" eller när de var rädda att inte få rättvisa mängder. På grund av sötsakernas koppling till sjukdom och viktuppgång kunde de också användas för att peka ut och nedvärdera dem som åt för mycket eller vid fel tillfälle. Sammanfattningsvis förekom två huvudgrupper av diskurser: normalitet och ansvar. Å ena sidan sågs smak, kultur och sociala ritualer som viktigt när man talade om och valde matvaror, men å andra sidan krävde ämnet att man såg på mat ur ett mer vetenskapligt hälsoperspektiv. Synen på normalitet gjorde det svårt att välja fysiskt hälsosam mat eftersom social identitet, den motsägelsefulla synen på hälsa och alltför strikta ideal stod i vägen. Å andra sidan fanns det personer som inte hade tillgång till normalitet, såsom vegetarianer och även lärare, som tvingades balansera statligt uppställda mål inom ämnet mot en lokalkultur med delvis andra värderingar. För att motverka dessa problem kan lärare 1) fokusera på sensorisk träning, experimentell matlagning och måltider som bygger på redan populära rätter, 2) utmana synen på normalitet genom sitt sätt att prata om och hantera olika sorters mat, 3) jobba för att göra matlagningen och måltiderna mer socialt inkluderande, 4) utforska den psykosociala dimensionen av hälsa på samma nivå som den fysiska för att elever ska kunna resonera kring sina matval utifrån smak, kultur och sociala relationer, och 5) undvika fällan att betygsätta elevers smak och kulturella bakgrund. Denna typ av undervisning skulle kunna ge elever fler verktyg för att kunna göra självständiga hälsoval, men det förutsätter att läraren får tillräckligt med resurser i form av lektionstid, förvaringsutrymme och en budget som möjliggör ett brett sortiment av livsmedel.

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Chung, Pui-han Echo, et 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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Page, Jim Larkin. « Home-based family literacy practices of an Hispanic family : A case study of activities, functions, and the interface with school-based literacy expectations ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5353/.

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This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children.

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Martin, Nicole R. « The role of the home literacy environment in the development of early literacy skills and school readiness in kindergarten children from low socioeconomic and minority families ». [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001694.

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Faoagali, Susan. « Home economics vs food and textile technology : bridging the gap between the old and new secondary school curriculum in Samoan secondary schools ». Thesis, University of Canterbury. Christchurch College of Education, 2004. http://hdl.handle.net/10092/3823.

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As a teacher educator the researcher was interested in the new Food and Textile Technology curriculum and how teachers were implementing it. The purpose of the study is to investigate the teacher's perspectives, ultimately to provide direction for the researchers' own teaching programme at the National University of Samoa (Faculty of Education) reflected in the initial research question; What are the teacher training implications of the new Food and Textile Technology Curriculum in Samoa? To answer this question two aspects were identified; the old and new curriculum documents and the teachers perspectives. As shown by the two main questions; • What is the difference between the old Home Economics syllabus and the new Food and Textile Technology Curriculum Statement • How are teachers dealing with the new Food and Textile Technology Curriculum Statement?

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Scott, Kathleen Marie. « Recipe for citizenship : Professionalization and power in World War I dietetics ». W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539623551.

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This dissertation is an analysis of the professionalization tactics of white, native-born, Protestant, middle-class women who served with the U.S. armed forces as dietitians during World War I. Through the overlapping rubrics of maternalism, citizenship, and professionalism, I examine the ways in which dominant race, class, and gender ideologies inflected their quest for professionalization. I specifically examine the way hospital dietitians infused their expertise with rhetoric of race betterment and national security to acquire distinct status and authority in relation to other female medical/health practitioners. In this study, I locate the ideological origins of Public Law 36, 80 th Congress, establishing the U.S. Women's Medical Specialist Corps, within the cultural sensibilities of American antebellum evangelical health reform movements. Public Law 80-36 (April 16, 1947) authorized Regular Army commissions for dietitians, physical therapists, and occupational therapists. I contend that dietetics, a central force in the rise of the home economics movement, also served as an important portal for women's access to higher education in science and medicine. Finally, I hold that military service was critical to the professionalization of women's labor and claims to citizenship in early twentieth century America. In other words, military service allowed native-born, Protestant, middle- and upper-class, white American women to mobilize, network, and expand the scope of their work, as well as leaven their access to professional resources and political power.

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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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Darter-Lagos, Michelle M. « School Psychologists' Perspectives on Parent Involvement Activities ». [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.

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Anderson, Kellie J. « Understanding parents' decisions to become involved in their children's education ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file SIZE Mb, NPages p, 2005. http://proquest.umi.com/pqdlink?did=954001741&Fmt=7&clientId=8331&RQT=309&VName=PQD.

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Finlayson, Nakeba N. « Predicting Low Income Children's Kindergarten Readiness : An Investigation of Parents’ Perceptions of Their Children's Development and Connections to the Educational System ». [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000524.

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Owens, Nikela S. « Between School and Home There is a Place Called Hope : Conceptualizing a “Third Space” in a Pre-College Academic Outreach Program Serving Urban African-American and Appalachian Adolescents ». Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1115928837.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Sept. 13, 2007). Includes abstract. Keywords: Urban Adolescents, pre-college outreach programs, African-American, Urban Appalachian. Includes bibliographical references.

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Resar, Peter. « Gymnasieelevers kunskap om kost och hälsa : Upper secondary school student’s knowledge about diet and a healthy lifestyle ». Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1250.

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Abstrakt

Syftet med studien har varit att undersöka vad eleverna har lärt sig om kost och hälsa på högstadiet inom ämnena idrott och hälsa samt hem och konsumentkunskap. Undersökningen gjordes med hjälp av enkäter som omfattade totalt 55 elever. Under min utbildning till lärare inom idrott och hälsa samt hem och konsumentkunskap har jag sett att övervikt och ohälsa blir ett allt större problem bland våra ungdomar. Som i sin tur kan leda till dålig självkänsla, utanförskap och en dålig hälsa hos eleverna. Resultatet visade att uppfattningen om den egna kunskapen och den verkliga kunskapen om kost och hälsa var bra hos majoriteten av eleverna. Många elever uppgav att det som påverkat dem mest till deras kostvanor var föräldrarna. Undersökningen visade även att majoriteten av eleverna är medvetna om hur de ska leva ett hälsosamt liv, tyvärr så är det bara drygt hälften som gör det. Mina förhoppningar är att den här undersökningen kommer att vara till hjälp för mig i mitt kommande yrkesliv som lärare.

Abstract

The purpose of this study has been to find out the learning grade of healthy living and diet among young people. Whit this study i tried to get as much information as possible about how much students in upper secondary school has learnt from physical education and home economics. The study was made as a questionnaire where 55 students answered the questions that i had made with the background of my knowledge. During my education to become a teacher I’ve understood that overweight and an interest for a good way of living has gone all worse among youth. This problem could result in bad confidence and psychical problems for the person it involves. The results proved nothing less than that the majority of the students had good knowledge about a healthy way of living. The examination proved that parents are most responsible for what the kids choose to eat. It also proved that almost all students knows the way of a good healthy lifestyle, but only half of the majority goes for the good lifestyle, the other half unfortunately goes for the unhealthy lifestyle. My expectations of this examination are; that it will help me in my future roll as a becoming teacher.

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Arango, Liza Maria. « Predictors of Latino Mothers' Involvement in their Children's Education ». Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3952.

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Parental involvement has a major influence on students' academic and overall success; however, Latino parents tend to be less involved than non-Latino parents. Additionally, Latino students have higher dropout rates than other ethnic groups, and their continued underachievement is of great concern to many educators. The purpose of this study is to better understand Latino mothers' involvement and identify the precursor factors that may influence these mothers' involvement in their children's education. Specifically, the study investigated specific family factors that may potentially impact Latino mothers' involvement at school and at home (i.e., mothers' number of years residing in the U.S., mothers' English proficiency, mothers' level of education, and mothers' mental health). Parental involvement and family factors were evaluated using a demographic parent interview, while mothers' mental health was evaluated using the Brief Symptom Inventory (BSI). All participants (N = 165) were Latino mothers of children who attended Head Start programs or kindergarten in public schools in five counties in Florida. Hierarchical linear models were utilized to evaluate the relationship between the different family factors and Latino mothers' involvement at school and at home. Results indicated that at school involvement was correlated to some extent with mothers' English proficiency, mothers' education level, mothers' anxiety (panic), mothers' hostility, and mothers' paranoid ideation. Additionally, findings suggested that mothers' English proficiency increased the predicted at school involvement score for the participants. The remainder predictors were not found to be statistically significant; thus further research must be conducted to examine and better understand parental involvement of Latino parents given that these parents are less likely to become involved in their children's education.

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González, Miranda Andrade. « Needs Assessment for Parent Literacy Program ». Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799506/.

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Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.

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

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A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.

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Whang, Mikyoung. « Nelly Don’s 1916 pink gingham apron frock : an illustration of the middle-class American housewife’s shifting role from producer to consumer ». Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8621.

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Doctor of Philosophy
Department of Apparel, Textiles, and Interior Design
Sherry Haar
Nell Donnelly created a stylish, practical, affordable pink gingham apron frock in 1916, selling out her first order of 216 dresses the first morning at $1 apiece at Peck’s Dry Goods Company in Kansas City. This study investigates the forces behind the success of her dress, and finds that during the early 20th century, woman’s role became modernized, shifting from that of producer to consumer, and that clothing—in particular, the housedress—was a visible reflection of this shift. Specific attributes contributed to the success of the apron frock in design and social perspective. First, her housedress incorporated current design elements including kimono sleeves, empire waistline, waist yoke, asymmetrical front closure, and ruffle trimmings sensibly. Socially, mass advertising and mass media articles promoted fashion consciousness in women to look as pretty as those in the ad or article. As a result, integrating trendy design elements into an affordable housedress along with the growing demand for a stylish, yet practical housedress guaranteed the success of Nelly Don’s pink gingham apron frock. As such, the availability and value of the apron frock provide a vivid illustration of woman’s shifting role: its popularity as an alternative to old-fashioned Mother Hubbard housedresses demonstrates both women’s new consumer awareness as well as their growing involvement in the public sphere.

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Thèses sur le sujet « American School of Home Economics »

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