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Journal articles on the topic 'Education, Home Economics'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Chung, SoonHwa. "Parent Education in Home Economics Education." Korean Home Economics Education Association 29, no. 4 (December 31, 2017): 15–30. http://dx.doi.org/10.19031/jkheea.2017.12.29.4.15.

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2

Kūla-Braže, Elīna. "Home economics education development opportunities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 250. http://dx.doi.org/10.17770/sie2013vol1.534.

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In relation to the ongoing changes in the sphere of education in Latvia based on a sustainable development of education, concerns about the sustainability of the education of home economics in the circumstances of a changing environment have become deeper. On the basis of the ecological approach new development potentialities for the improvement of the education of home economics have been formulated – the development scenario, the applied arts scenario and the scenario of the home environment economics. The target of these scenarios is harmonious development of the student’s individuality, inheriting the cultural properties, creative activity in the development of the cultural environment and development of the quality living space. The scenarios were worked out on the basis of experience of the formal education and non-formal learning in the development of the subject of home economics as well as on the basis of interaction of the educational environment and cultural environment.
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3

Lichtenstein, Alice H. "Bring Back Home Economics Education." JAMA 303, no. 18 (May 12, 2010): 1857. http://dx.doi.org/10.1001/jama.2010.592.

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4

PETERAT, LINDA B. "Home economics education in Canadian schools." Journal of Consumer Studies and Home Economics 10, no. 3 (September 1986): 271–78. http://dx.doi.org/10.1111/j.1470-6431.1986.tb00125.x.

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5

Haapaniemi, Janni, Salla Venäläinen, Anne Malin, and Päivi Palojoki. "Home economics education: exploring integrative learning." Educational Research 61, no. 1 (January 2, 2019): 87–104. http://dx.doi.org/10.1080/00131881.2018.1564626.

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6

Greninger, Sue Alexander, Vickie L. Hampton, Karrol A. Kitt, and Mary Ellen Durrett. "Higher Education Home Economics Programs In A Changing Economic Environment." Home Economics Research Journal 14, no. 3 (March 1986): 271–79. http://dx.doi.org/10.1177/1077727x8601400301.

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7

Cumming, Chris, Rita Foley, Allison Long, and Eileen Turner. "Developing assessments in home economics." Journal of Curriculum Studies 18, no. 2 (April 1986): 215–18. http://dx.doi.org/10.1080/0022027860180211.

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8

Grundy, Shirley, and Margaret Henry. "Which way home economics? An examination of the conceptual orientation of home economics curricula." Journal of Curriculum Studies 27, no. 3 (May 1995): 281–97. http://dx.doi.org/10.1080/0022027950270304.

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9

Kim, Saet-Byeol. "Clothing Makerspace Construction for Home Economics Education." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 19 (October 15, 2019): 1279–309. http://dx.doi.org/10.22251/jlcci.2019.19.19.1279.

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10

UENO, Masae, and Michiko SENO. "On Home Economics Education towards Sustainable Lifestyles." Japanese Journal of Environmental Education 26, no. 2 (2016): 2_3–16. http://dx.doi.org/10.5647/jsoee.26.2_3.

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11

Pratt, Clara C., Jean Jordan, and Alida Benthin. "Gerontology in Home Economics." Gerontology & Geriatrics Education 12, no. 1 (January 30, 1992): 17–32. http://dx.doi.org/10.1300/j021v12n01_02.

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12

McGregor, Sue L. T. "Home economics in higher education: pre-professional socialization." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 560–68. http://dx.doi.org/10.1111/j.1470-6431.2011.01025.x.

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13

Thompson, Patricia J. "Beyond gender: Equity issues for home economics education." Theory Into Practice 25, no. 4 (September 1986): 276–83. http://dx.doi.org/10.1080/00405848609543237.

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14

Breen, Nancy, and Daniel Driscoll. "Presidential Perspectives Concerning Home Economics in Higher Education." Home Economics Research Journal 17, no. 4 (June 1989): 281–88. http://dx.doi.org/10.1177/1077727x8901700401.

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15

Ponzetti, James J. "The Contribution of Home Economics to Gerontological Education." Gerontology & Geriatrics Education 11, no. 4 (August 26, 1991): 17–26. http://dx.doi.org/10.1300/j021v11n04_02.

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16

Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.

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Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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17

Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.

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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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18

Oladokun, Augustina. "Vocational Home Economics Education: A Veritable Tool for Self Reliance, Poverty Eradication and Sustainable National Development." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (May 19, 2021): 213–24. http://dx.doi.org/10.4314/ujah.v21i3.12.

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The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creation for sustainability. The paper concluded and recommended, among others things, that entrepreneurship education be made compulsory at all levels of education and soft loans be made available to graduate for business set up. Keywords: Self-Reliance, Poverty Eradication, Entrepreneurship, National Development
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19

Puaca, Laura Micheletti. "Home Economics, “Handicapped Homemakers,” and Postwar America." History of Education Quarterly 60, no. 3 (August 2020): 380–406. http://dx.doi.org/10.1017/heq.2020.37.

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In the two decades following World War II, a loose network of home economists at colleges and universities across the United States turned their attention to homemaking methods for women with physical disabilities. Often in consultation with physically disabled homemakers, these home economists researched and designed assistive devices, adaptive equipment, and work simplification techniques for use in the home. Their efforts signaled a new field of study, “homemaker rehabilitation,” which helped to enlarge the broader vocational rehabilitation system beyond its historic focus on male veterans and wage earners while also expanding the boundaries of home economics itself. Home economists’ work with disabled homemakers both bolstered and challenged postwar domesticity, middle-class gender roles, and able-bodied normalcy. Calling attention to these contradictions reveals much about how home economists engaged with and understood disability and how their work intersected with burgeoning movements for disability rights.
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20

Murphy, Gillian. "The fall and rise of home economics education: newly available home economics archives at The Women's Library*." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 595–600. http://dx.doi.org/10.1111/j.1470-6431.2011.01021.x.

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21

Stark, Sheila. "A discussion of curricular orientations towards Home Economics education." Research in Education 46, no. 1 (November 1991): 85–97. http://dx.doi.org/10.1177/003452379104600108.

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22

Wilson, Patricia M., and Jeffrey R. Wilson. "Research Productivity of Home Economics Education Faculty: Administrators' Perspectives." Home Economics Research Journal 18, no. 2 (December 1989): 148–55. http://dx.doi.org/10.1177/1077727x8901800204.

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23

Smith, F. M. "Assessment of Student Outcomes in Home Economics Higher Education." Family and Consumer Sciences Research Journal 23, no. 4 (June 1, 1995): 347–67. http://dx.doi.org/10.1177/1077727x9502300401.

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24

Yoo, Taemyung, Ji Sun Yang, Sueun Ju, and Nan Sook Yu. "Achievements of the Korean Home Economics Education Association Throughout Its 30 Year History and Future Vision and Mission of Home Economics Education." Korean Home Economics Education Association 31, no. 4 (December 31, 2019): 163–92. http://dx.doi.org/10.19031/jkheea.2019.12.31.4.163.

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25

wang Seok-Soon and Sunggyo Kim. "The Character Education of Home Economics Education focus on Gratitude and Caring." Journal of Korean Practical Arts Education 17, no. 1 (February 2011): 117–42. http://dx.doi.org/10.17055/jpaer.2011.17.1.117.

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26

SungSug Lee. "Applications of Smart Education to Home Economics Area of Practical Arts Education." Journal of Korean Practical Arts Education 19, no. 1 (February 2013): 53–72. http://dx.doi.org/10.17055/jpaer.2013.19.1.53.

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27

Kim, Hwan Joon. "An Exploration of Measures for Effectively Operating Career Education in Technology & Home Economics Education in The Free Year Program: Revolving Around Home Economics Education Field." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 3 (February 15, 2019): 81–108. http://dx.doi.org/10.22251/jlcci.2019.19.3.81.

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28

Ju, Sueun. "A study on applying active-learning to a course entitled ‘Home Economics Education’ for prospective Home Economics teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 16 (August 31, 2019): 1025–52. http://dx.doi.org/10.22251/jlcci.2019.19.16.1025.

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29

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

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AbstractAlthough studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.
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30

Kim, Nam Eun. "An Analysis of the Research Trends in Safety Education for Home Economics Education." Korean Home Economics Education Association 28, no. 3 (September 30, 2020): 47–63. http://dx.doi.org/10.19031/jkheea.2016.09.28.3.47.

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31

Lee, Eunjin, and Saeeun Choi. "Development of Empathy Education Program Using Brain-Based Education Principles in Home Economics." Korean Home Economics Education Association 33, no. 2 (June 30, 2021): 153–72. http://dx.doi.org/10.19031/jkheea.2021.6.33.2.153.

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32

SENO, Michiko. "The Trends and Issues of Environmental Education in Home Economics:." Journal of Life Cycle Assessment, Japan 11, no. 4 (2015): 330–36. http://dx.doi.org/10.3370/lca.11.330.

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33

Hillison, John, and Penny L. Burge. "Support for Home Economics Education in the Smith-Hughes Act." Home Economics Research Journal 17, no. 2 (December 1988): 165–74. http://dx.doi.org/10.1177/1077727x8801700205.

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34

Vincenti, Virginia B. "Home Economics in Higher Education: Communities of Convenience or Purpose?" Home Economics Research Journal 19, no. 2 (December 1990): 184–93. http://dx.doi.org/10.1177/1077727x9001900208.

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35

Giddings, V. L., J. F. Boles, and R. M. Cloud. "Assessment: Practices and Implications for Home Economics in Higher Education." Family and Consumer Sciences Research Journal 24, no. 3 (March 1, 1996): 219–36. http://dx.doi.org/10.1177/1077727x960243001.

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36

Kwon, Yoojin. "Exploring the Possibility of Maker Pedagogy in Home Economics Education." Korean Journal of Human Ecology 30, no. 3 (June 30, 2021): 415–28. http://dx.doi.org/10.5934/kjhe.2021.30.3.415.

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37

Turkki, Kaija. "How to create tools to empower the consumer - the challenges of home economics/FCS and home economics teacher education." International Journal of Consumer Studies 27, no. 3 (June 2003): 224. http://dx.doi.org/10.1046/j.1470-6431.2003.00308_9.x.

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38

Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.

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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
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39

Michenthaler, Johanna, and Anne von Laufenberg-Beermann. "Hauswirtschaftliche (Berufs-)Bildung braucht Orientierung am nachhaltigen Mindset." Haushalt in Bildung & Forschung 8, no. 2-2019 (May 13, 2019): 107–19. http://dx.doi.org/10.3224/hibifo.v8i2.08.

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Mit dem ProfESus-Konzept ist es gelungen, aktuelle pädagogische Ansätze mit den Forderungen der Nachhaltigkeitsbildung zu verknüpfen und Unterrichtskonzepte erfolgreich zu implementieren. Lehrkräfte der hauswirtschaftlichen Berufsbildung erhalten konkrete Hinweise für die innovative Gestaltung von Unterricht. Damit können diese einen wesentlichen Beitrag für die Zukunftsfähigkeit der Hauswirtschaft leisten.
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40

Spilimbergo, Antonio. "Democracy and Foreign Education." American Economic Review 99, no. 1 (February 1, 2009): 528–43. http://dx.doi.org/10.1257/aer.99.1.528.

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Despite the large amount of private and public resources spent on foreign education, there is no systematic evidence that foreign-educated individuals foster democracy in their home countries. Using a unique panel dataset on foreign students starting in the 1950s, I show that foreign-educated individuals promote democracy in their home country, but only if the foreign education is acquired in democratic countries. The results are robust to several estimation techniques, to different definitions of democracy, and to the inclusion of a variety of control variables, including democracy in trading partners, neighboring countries, level of income, and level and stock of education. (JEL D72, I21, O15, O17, P26)
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41

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

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42

Harris, Carol E., Linda Peterat, and Mary Leah DeZwart. "An Education for Women: The Founding of Home Economics Education in Canadian Public Schools." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 2 (1997): 233. http://dx.doi.org/10.2307/1585918.

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43

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

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44

Hokkanen, Säde, and Anna-Liisa Kosonen. "Do Finnish home economics and health education textbooks promote constructivist learning in nutrition education?" International Journal of Consumer Studies 37, no. 3 (January 17, 2013): 279–85. http://dx.doi.org/10.1111/ijcs.12008.

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45

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

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<p>This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and interpret data, which were deemed significant to the study. These research methods involved questionnaires, interviews, observations, and document investigations. The unit of analysis, which was purposively selected, was the students and faculty of the HE department under the TLE program. Results disclosed that there is little understanding of the new paradigm shift—OBE; there are limited instructional resources for the faculty; laboratory equipment were inadequate; and physical facilities available do not maximize the competencies required by OBE. Therefore, the researchers proposed the formulation of a new set of educational objectives, and the design of an action plan for the succeeding five years, in order to solicit necessary budget allocation from the government funding agency. This effort will address the identified gaps in the delivery of the OBE curriculum, specifically in upgrading physical resources and instructional materials. In addition, personnel involved in curriculum implementation should undergo seminars and trainings so that they could translate theories and concepts into practical skills and lifelong learning, which are needed for global marketability in the 21<sup>st</sup> century.<strong> </strong></p>
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46

Paas, Kristi, and Päivi Palojoki. "Aims and challenges of handicraft and home economics education in Estonia." International Journal of Consumer Studies 43, no. 3 (February 7, 2019): 289–97. http://dx.doi.org/10.1111/ijcs.12509.

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47

Lee, Eun-hee. "The Role of Home Economics Education in the Fourth Industrial Revolution." Korean Home Economics Education Association 31, no. 4 (December 31, 2019): 149–61. http://dx.doi.org/10.19031/jkheea.2019.12.31.4.149.

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48

Grima, Grace, and Anne B. Smith. "The Participation of Boys and Girls in Home Economics." Gender and Education 5, no. 3 (January 1993): 251–68. http://dx.doi.org/10.1080/0954025930050302.

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49

Höijer, Karin, Christina Fjellström, and Karin Hjälmeskog. "Learning space for food: exploring three Home Economics classrooms." Pedagogy, Culture & Society 21, no. 3 (October 2013): 449–69. http://dx.doi.org/10.1080/14681366.2013.809374.

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50

McElwee, Paul. "The conceptual understanding of scientific principles in Home Economics." International Journal of Technology and Design Education 3, no. 3 (1993): 5–17. http://dx.doi.org/10.1007/bf00183703.

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