Dissertations / Theses: 'Education, Home Economics'

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Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.

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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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3

Brandon, Dorothy Priscilla. "Home economics relevance to Botswana's development /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148786179681798.

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4

Eiby, Patricia J., and n/a. "Student perceptions regarding outcomes of home economics education." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060707.101701.

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The aim of this study was to establish the differences in perception of competence in processes practised in Home Economics education as expressed by students of Home Economics and those who have not studied Home Economics. The research method consisted of applying a questionnaire to five hundred senior students enrolled in high schools in Brisbane, Queensland. The survey items were designed to test students perception and source of competence and the value they place on Home Economics knowledge expressed in terms of life skills. To augment the study, teachers of Home Economics were surveyed to establish the emphasis they place on processes during teaching, their perception of sources of students' skills and the value they place on life skills taught during Home Economics classes. The questions focused upon management and design skills and interpersonal interaction competence. Results indicated that students of Home Economics perceived an enhanced level of competence in life skills at all stages of the design and management processes. Home Economics students also perceived competence in practices of caring and a significant number of behaviours implicit in interpersonal interaction when compared with non Home Economics students. Students of Home Economics perceived the school, the home and their friends as positive sources for skill development in management, design and interpersonal interaction. Non Home Economics perceived the home as the only resource for management skills, but they do not perceive school, home or friends as resources for acquiring design skills. However, they target the school, their friends and home as sources for interpersonal skill development. Teachers of Home Economics perceived the school, home and student's friends as a source of management and interpersonal skills but responded negatively to the home as a source of design skills. Home Economics students, non Home Economics students and teachers of Home Economics placed a high value on Home Economics knowledge expressed as life skills. This study provides useful insights for curriculum design in Home Economics education.

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Holtzman, Sara. "Home Economics Programs Within Higher Education: A Typology." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1401.

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Home economics programs through the 1920s served varied purposes within higher education. This typology addresses three types of home economics programs - teaching, extension, and academia- through the lens of characteristics, curricula, and examples. Reviewing historical events that lead into the differentiation of home economics programs throughout the United States offers unique insights into the reasons for the development of each type. This typology offers a different point of view in considering what home economics programs entailed, and defines the field as an intentional and academic program of study for the women of higher education.

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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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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.

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Johnson, Ayala Monique. "Ideology in home economics education : a critical discourse analysis." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53523.

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Home economics education is facilitated in many nations, including Canada; and governed by the International Federation for Home Economics. The subject derives from a mission-oriented field (Brown & Paolucci, 1979) that seeks to empower families, individuals and the wellness of these units from within the units themselves. In the 1980s, American home economist, Marjorie Brown submitted that the ideological and philosophical intentions of the field were split since their outset (Brown, 1984; Vaines, 1981; 1984); as a result, there were ideological (mis)understandings among home economists that resulted with professional activity differing from subject intention (Brown, 1993). At a similar time in Canada, a home economics scholar at a Canadian university, Eleanore Vaines recommended ecology as a unifying theme for the field in order to reconnect the social justice and libertarian roots of the field, that were recorded in the Proceedings from the Lake Placid Conferences on Home Economics (held annually between 1899 and 1909), to modern reflective and wholistic professional practise. Similar ecological views for home economics were promoted across Canada and internationally (Bubolz & Sontag, 1988; Hook & Paolucci, 1970/1987; Smith, Peterat, & de Zwart, 2004; Vaines, 1994). I applied Critical Discourse Analysis (CDA) to the current (2007) official British Columbian home economics curriculum, to determine if this philosophical underpinning for the field was evident, since such analyses could uncover the ideologies underlying curricular discourse and draw out their local relevance; this would be useful for informing pedagogies and future curricular rewrites. Micro- (text) and macro- (social) analyses revealed that neo-capitalist and neo-liberal ideologies dominated the semiotic structuring of the curriculum document. The presence of these ideologies promoted a social hierarchy in which the interests of current government were foregrounded over passive and subordinate construction of educators and students. Developing home economics curriculum through ecology as a unifying theme was found to be minimally supported and hindered by declarative language and a transmissive style of education that also contradicted possibilities for social justice and libertarianism. The conservative approach prevented transformative potentials among educators and students and reduced the personal obligation of these actors to safeguard wholism, equity and ecological health.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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10

Pratt, Brenda M. "Home economics subject development in the context of secondary education." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/859/.

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Veach, June Painter. "Preparation for entrepreneurship in Home Economics education : a national perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216894.

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Cimbaro, Mary Anna. "Nutrition literacy : towards a new conception for home economics education." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7579.

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As a middle school home economics teacher, I teach foods and nutrition to grade seven, eight, and nine students. I have always strived to find new and innovative ways to teach nutrition to students in order to help them take nutrition knowledge and transform it into everyday nutrition practice. I had noticed, recently, that in the academic literature of other areas of study, the term literacy is frequently being used, for example, health literacy, ecological literacy, food literacy. I began to contemplate whether nutrition literacy might be a way to conceptualize the goal of curriculum and pedagogy in nutrition education. I began a conceptual quest by using health literacy, within the field of medicine, as my model, as well as, synthesizing the literature in nutrition and in literacy. The result was a conceptual framework for literacy which I used to elaborate nutrition literacy. This conceptual framework uses a Venn diagram that highlights the importance of the overlapping areas of language, action and ecology in designing nutrition literacy events that eventually lead to nutrition literacy practices for healthy living. The significance of the resulting conception of nutrition literacy for home economics educators, who teach nutrition, was then explored particularly focusing on the implications for curriculum and instruction. The framework has the potential to enlighten other areas of study that specifically use literacy as a goal.

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Bootman, Sharon Marie Mariscal 1953. "The licensing and certification of interior designers in the United States." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278097.

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The intent of this investigation is to explore the issues related to the licensing and certification of interior designers in the United States. To achieve this, the national organizations in the field of interior design were contacted to provide information about the status of licensure on the national scene. Those organizations are: the American Society of Interior Designers; the Foundation for Interior Design Education and Research; the Institute of Business Designers; the Interior Design Educators Council, Inc.; the International Society of Interior Designers; the National Council for Interior Design Qualification; and, the National Legislative Coalition for Interior Design. In addition, an in-depth examination of the requirements of the states of California and New Mexico, and the District of Columbia provide a comparison of three different legislative programs currently in operation. This study also examines the conflicts between the fields of interior design and architecture in the context of the licensing of interior designers.

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Shore, Diana K. McClanahan. "Home economics teachers' personal and professional practice in wellness behavior /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672631598218.

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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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Schneider, Helen M. "Keeping the nation's house : domesticity and home economics education in Republican China /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/10412.

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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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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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Finke, Michael. "The decision to eat a lower-fat diet : impact of the nutrition labeling and education act /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951595501242.

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Rotering, Britta. "Looping in the family and consumer education classroom." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009roteringb.pdf.

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Keller-Ritter, Kelley A. "How graduate education impacts job satisfaction for family and consumer science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137718.

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Sullivan, Deborah Anne Smith. "Characteristics of vocational home economics teacher educators and their job satisfaction /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138966.

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Chatraphorn, Suparp. "Learning efforts and professional teaching practices of vocational home economics educators /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114113447.

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Yoakum, Joyce C. "Research productivity of home economics education faculty in public doctorate-granting universities /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891511986.

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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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Flores, María Isabel Martín. "The Cognitive Ability and Learning Style of Students Enrolled in Home Economics Occupational Courses in San Juan and Bayamon, Puerto Rico /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387447574.

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Ndikimbela, Taboka. "Rethinking home economics careers in the struggle for women's education in Botswana." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6715.

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The purpose of the study was to explore gender experiences of Home economics professionals in Botswana educational institutions with the aim of presenting argument against this colonial mentality that still lingers in the education system of Botswana and result in Home economics teachers suffering professional indignity in schools and colleges. In Botswana. Home economics teachers do not easily progress to senior positions like other subject teachers do. However they always find themselves overloaded with both domestic and public activities. This situation prevents them from being fully and effectively productive in their day-to-day duties. The researcher of the paper is a Home economics teacher, first in secondary school and now in colleges of education. She has a first-hand experience of this indignity and it is this frustration that sparked her to do so much research and create a correct image of this long neglected or down trodden noble subject.

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French, Cora L. "The Relationship of Intercultural Sensitivity to Extension Agents' Cross-cultural Experiences and Other Factors." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586832.

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Cope, Jessica. "Perceptions of Working Conditions of Family and Consumer Science Teachers in Kentucky." Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640325.

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Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study’s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.

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Ouyang, Congrong Ouyang. "Parents’ Saving Behaviors on Children’s Potential College Expenses." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461286210.

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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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Lovett, Susan Burroughs. "Family and consumer sciences in higher education common elements in undergraduate curriculum /." Lynchburg, Va. : Liberty University, 2005. http://digitalcommons.liberty.edu.

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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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Stanley, Patricia. "A Study Of Young Father College Enrollees: An Investigation Of Shared Parenting With Implications For Public Policy (Family)." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3267.

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Purpose. The purpose of this study was to identify the attitudes a specific group of young fathers have toward (a) shared parenting, and (b) proposed public policies designed to assist two-wage earner families. The data collected were used to make recommendations useful to teachers who plan curriculum for family life, parenting or parenthood classes. Procedure. The data were collected by interviewing a non-random sample of sixty young fathers enrolled in college at four Northern California universities. The telephone or in-person interviews utilized a structured interview guide and were recorded on audio tape. Findings. The sixty male subjects were primarily seniors and graduate students between the ages of 29 and 35. The subjects were married to women who themselves had career goals and either graduate or undergraduate degrees themselves. The subjects were all fathers of one to three children who were primarily of preschool or elementary school age. Eleven parenting responsibilities were identified and it was concluded that these fathers most often share discipline and those responsibilities that do not interfere with their work or study schedules. Mothers retained the major responsibility for caretaking. The subjects showed a preference for traditional roles and were uncertain about their feelings in regard to working mothers and the effect working mothers have on children. The subjects believed the trend to more two-wage earner families would continue for economic reasons. When asked about eight identified public policy proposals designed to assist two-wage earner families, the subjects indicated they would generally support a more explicit family policy, but would prefer that help come from the work place. Two policies given particular support were the flextime and corporate day care. Recommendations. Further research should be pursued to explore shared parenting attitudes among young fathers. Input into parenting classes should involve fathers and curriculum for tomorrow's parents should be future-oriented in order to prepare young people for their potential dual roles as parents and wage earners. Further, students should be informed of public policy proposals to assist two-wage earner families; and fathers, along with mothers, should become involved in public policy formation that affects families and influences child care. (Abstract shortened with permission of author.)

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Turgeson, Susan. "The opportunities and challenges of distance education in secondary family & consumer sciences programs." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007turgesons.pdf.

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Ahmad, Rubiah. "Perceptions, practices and factors to improve food and nutrition education of home economics teachers in teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ahmadr.pdf.

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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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Thorne, Beth Anne Lucas. "Administrator and faculty perceptions of the status of computer integration into home economics education /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531365626.

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Wheeler, Kopf Diane Marie 1962. "Time on task observations in consumer and homemaking classrooms." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278398.

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The purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.

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Gall, Zoe. "The Change in Impact of Education Debt on Graduates' Home Equity Post 2008 Recession." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/796.

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Home purchases are the pinnacle of the American Dream and have a large impact on the American economy as a whole. With rising tuition costs and a greater necessity for a post-secondary degree, the student debt balance in the United States has swelled to over $1 trillion. Graduating with education debt can create a huge financial burden and force graduates to postpone big-ticket purchases like houses, particularly in tough economic times. In this paper, I examine the change in the effect of student loans on college graduates’ likelihood to purchase homes after the 2008 financial crisis. Using data from the 2007 and 2010 Survey of Consumer Finance reports, I apply probit and linear probability regression models to examine the effect of education loan dollar value on graduates’ likelihood of having home equity. The results are statistically significant and in 2010, the effect of student debt decreases by approximately five percentage points for every $10,000 increase in loans. The findings provide evidence to support the research hypothesis that the effect of student debt on home purchases became increasingly negative post-recession.

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Richmond, Mary Frances. "How the true colors™ typology is related to adolescents choosing not to smoke cigarettes: an exploratory study." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17655.

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Doctor of Philosophy
Department of Family Studies and Human Services
Karen S. Myers-Bowman
This qualitative research study was conducted in order to understand more about the phenomenon of adolescent cigarette smoking and to contribute to the body of knowledge on youth substance abuse prevention. The exploratory study incorporated the personality types associated with True Colors, Inc. (2008), as a tool to use when gathering information from non-smoking adolescents and parents. Adolescent-parent dyads were interviewed about how personality characteristics influenced several factors regarding the adolescents’ choice to not smoke cigarettes. The participants indicated that they were comfortable with the True Colors model for identifying their personality types. Furthermore, the participants tended to provide information that reflected their personality. The “gold” personalities exhibited a strong sense of right and wrong, and it was important for them to be responsible, follow rules and respect authority. The adolescents identified as having “orange” personalities tended to put themselves at the center of conversations and reported that they made many of their own decisions. They were also spontaneous and witty. Personalities that were “blue” types demonstrated the most compassion and empathy. They valued relationships and they did not want to disappoint others when making decisions. The fourth color was the “green” personality. These individuals were visionaries, and were analytical and logical with their responses. They valued knowledge and were apt to get their information from books and television when making decisions. Implications for research include that, rather than studying why adolescents do smoke cigarettes, it may be wise to also study why adolescents choose to not smoke cigarettes in order to more fully understand the phenomenon. The study also provided implications for practitioners regarding adolescent cigarette smoking prevention programs. Because the current study found differences in how the personality types of adolescents received information, youth prevention programs should utilize a variety of strategies to address the unique differences in adolescent personalities in order to be most effective.

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Jaroenkornburi, Sumonchat, of Western Sydney Nepean University, and School of Teaching and Educational Studies. "The changing role of Home Economics education in primary schools in contemporary Thai society." THESIS_XXX_TES_Jaroenkornburi_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/479.

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This study investigated the changing role of home economics education in primary schools in contemporary Thai society. Two main questions were set to guide the study : What home economics subject matter should be taught in primary schools in contemporary Thai society? How should it be taught? Both qualitative and quantitative methodologies were employed. A qualitative research approach was used in collecting data from several sources, including published documents relevant to home economics education in Thai primary schools and those relevant to Thai society during the period 1960-2000; observations of Thai primary school Housework classrooms during the 1997-1998 academic year; and interviews with prominent Thai home economists, primary school principals and Housework teachers, and involved parents of primary school children. A quantitative research approach was used to examine the perceptions of home economics education in Thai primary schools of the Housework teachers, and to examine the lifestyles of Thai primary school children. Expectations about the changing role of home economics education in Thai primary schools were investigated. It was concluded that the role of home economics needs to shift from a technical skills orientation to a practical problem solving emphasis. According to this new role, home economics education in Thai primary schools will not only provide for the children's technical skills but also provide an opportunity to develop a group of life skills, namely- critical thinking, decision making, individual/family resource management, and problem solving. Through the acquisition of these life skills children will be better equipped to manage their everyday life in a rapidly changing Thai society. Finally, based on its major conclusions, the study draws implications for future action by several groups of stakeholders (policy makers, curriculum developers, teacher educators, personnel in schools, and professional associations) required to bring about important changes in home economics education in Thai primary schools
Doctor of Philosophy (PhD)

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Jaroenkornburi, Sumonchat. "The changing role of home economics education in primary schools in contemporary Thai society /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.104911/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy ... School of Teaching and Educational Studies, University of Western Sydney, Nepean, August, 2000" Bibliography : leaves 196-207.

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Abdulkarim, Fatima Abdulaziz Bakir. "Factors affecting career choice of home economics and other selected majors among Qatar University students /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889187558.

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Stenberg, Laurie Ann. "Factors associated with the professional socialization relationships of secondary male and female home economics educators /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158106.

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Singura, Lydia. "Impact of Nutrition Education on Student Learning." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601477.

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A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures t test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.

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Chamisa, Shylet. "Trends in home economics education : an analysis of curriculum documents in Zimbabwe and South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8057.

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The purpose of this study is to analyse and discuss current trends in the construction and development of home economics subjects in South Africa and Zimbabwe, trends that reflect the direction that home economics is taking in the new millennium. Practical/pre-vocational subjects were introduced in secondary school curriculum for both general education and labour market reasons, that is, for the preparation of pupils to 'enter employment' and/or for 'self employment'. Over the years national education planners have debated over the future of practical/vocational subjects on the school curriculum. Many writers note that the concern of these groups is related to the challenges of technology and globalisation and general concerns for youth employment and poverty alleviation. As a result, far from phasing out from the secondary school education scene in Africa, technical and vocational subjects (correctly termed pre-vocational education) are offered along with academic subjects. They have undergone change in an attempt to better meet the needs of the labour market and the challenges that technology and globalization bring.

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Lit, Suk-yee. "Using Knowledge Forum® to enhance students' learning and self-efficacy." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B39848838.

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Wehmeier, Jenny M. "Family and Consumer educators' opinions and attitudes toward block scheduling." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003wehmeierj.pdf.

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Ruppert-Stroescu, Mary. "Technology and Creativity| Fashion Design in the 21 st Century." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877166.

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Dissertations / Theses on the topic 'Education, Home Economics'

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