Relevant bibliographies by topics / Home economics Home and school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Home economics Home and school'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Home economics Home and school"

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Houston, Robert G., and Eugenia F. Toma. "Home Schooling: An Alternative School Choice." Southern Economic Journal 69, no. 4 (April 2003): 920. http://dx.doi.org/10.2307/1061658.

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Houston, Robert G., and Eugenia F. Toma. "Home Schooling: An Alternative School Choice." Southern Economic Journal 69, no. 4 (April 2003): 920–35. http://dx.doi.org/10.1002/j.2325-8012.2003.tb00540.x.

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Lozada, Michelle, Claudia P. Sánchez-Castillo, Georgina A. Cabrera, Irma I. Mata, Edgar Pichardo-Ontiveros, Antonio R. Villa, and W. Philip T. James. "School food in Mexican children." Public Health Nutrition 11, no. 9 (September 2008): 924–33. http://dx.doi.org/10.1017/s1368980007001127.

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AbstractObjectiveTo establish the school eating habits of Mexican children, who are prone to obesity and later to high rates of adult chronic diseases.DesignQuestionnaires for students and parents with staff questionnaires and interviews.SettingRandomly sampled schools in a socio-economically representative district of Mexico City.SubjectsSubjects were 1504 adolescents aged 10–19 years attending schools in Mexico City, 27 teachers and seven headmasters, sampled from both public and private schools and from the full range of socio-economic groups.ResultsFoods brought from home were of a higher nutritional quality than those purchased at school, where purchases were dominated by crisps, soft drinks and other items with high energy density. Girls were more inclined to purchase inappropriately; those from poorer homes purchased less. Private-school students irrespective of socio-economic grade brought more food from home and purchased more expensive food at school. School policies allowed food and drink vendors to market any products within the schools, which benefited financially from these activities.ConclusionsCurrent school food policies are conducive to amplifying the current epidemic of obesity and related adult chronic diseases, and need to change.
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Suzuki, Akiko. "Research on home economics teacher training curriculum that approaches general-purpose skills by focusing on the essence of the subjects." Impact 2020, no. 8 (December 16, 2020): 15–17. http://dx.doi.org/10.21820/23987073.2020.8.15.

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Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.
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Hajdu, Tamás, Gábor Kertesi, and Gábor Kézdi. "Parental Job Loss, Secondary School Completion and Home Environment." Acta Oeconomica 69, no. 3 (July 2019): 393–423. http://dx.doi.org/10.1556/032.2019.69.3.4.

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This study examines the effect of parental job loss on adolescents' school completion during the secondary school years and the moderating role of home environment in that effect. It uses rich survey data from Hungary on adolescents between 14 and 21 years of age, with detailed measures of parental employment and home environment. The study replicates the average negative effect found in the literature. No effect is found for families with a history of providing a cognitively stimulating home environment, but the negative effect is strong for other families. Home environment matters more than initial income in moderating the effect. The results highlight the protective nature of a cognitively stimulating home environment.
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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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Kim, SaetByeol. "Analysis of Performance Evaluation Plan for High School Home Economics." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 14 (July 31, 2019): 961–82. http://dx.doi.org/10.22251/jlcci.2019.19.14.961.

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Kim, Saet-Byeol, and Jung-Hyun Chae. "The Effects of Home Economics Maker Class in High School." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 19 (October 15, 2020): 1309–34. http://dx.doi.org/10.22251/jlcci.2020.20.19.1309.

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KUBO, Katsuyo. "ZEST FOR SUSTAINABLE LIVING IN HIGH SCHOOL HOME ECONOMICS TEXTBOOKS." Journal of Architecture and Planning (Transactions of AIJ) 75, no. 656 (2010): 2423–30. http://dx.doi.org/10.3130/aija.75.2423.

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Aizer, Anna. "Home alone: supervision after school and child behavior." Journal of Public Economics 88, no. 9-10 (August 2004): 1835–48. http://dx.doi.org/10.1016/s0047-2727(03)00022-7.

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Dissertations / Theses on the topic "Home economics Home and school"

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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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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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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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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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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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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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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.

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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were:
  • How are teachers and moderators trained so that they may be competent examiners?
  • How is quality assured during marking of coursework?
  • How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?
This was a qualitative study and the sources of data were semi-structured interviews, document analysis and the research journal. The eight respondents who participated in this study were Home Economics teachers, moderators from senior secondary schools and subject experts from the examining body who were all non-randomly sampled from across the country. Purposive sampling was used based on the respondents’ characteristics relevant to the research problem. Data were analyzed using thematic content analysis to describe the phenomenon under inquiry and obtain detailed data. Major findings revealed inconsistencies between teachers and moderators’ marks, and that even though there are procedures that underpin a high quality assessment regime, there is little monitoring by the Botswana Examinations Council (BEC) to ensure adherence by the examiners. Other key concerns included examiners’ dissatisfaction about training and inadequate official support and guidance to equip them as competent examiners in general.
Dissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
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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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Books on the topic "Home economics Home and school"

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Ohio. Division of Vocational Education. Home Economics Section. Home economics middle school resource guide. Columbus, OH: Instructional Materials Laboratory, The Ohio State University, 1992.

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Pietro, Gayle Di. Home economics in secondary schools. Edited by O'Shea Judith and Curriculum Corporation (Australia). Carlton, Vic: Curriculum Corporation, 1996.

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Horn, Marilyn J. The history of home economics in Nevada. Reno, Nev: Nevada Home Economics Association, 1991.

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Cleaning Our School: Graphs. Huntington Beach: Shell Education, 2010.

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), Bellingham School District No 501 (Wash. Home and family life curriculum guide: Bellingham High School. Bellingham, Wash: The Schools, 1988.

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Smit, Lorelie. Private lives and public domains: Home economics and girls' post-school options. Canberra: Australian Govt. Pub. Service, 1992.

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Turkki, Kaija. The changing image of home economics: Some ideas for the development of home economics education in schools and universities. Joensuu: Joensuun yliopisto, Kasvatustieteiden tiedekunta, 1991.

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Museum, Amsterdams Historisch, ed. Schoon genoeg: Huisvrouwen en huishoudtechnologie in Nederland, 1898-1998. Nijmegen: SUN, 1998.

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Jennifer, Zweibel, ed. The organized student: Teaching children the skills for success in school and beyond. New York: Simon & Schuster, 2005.

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Littlejohn, Heather. Home economics towards the 1990's: An investigation of some of the influences upon the development of home economics and its future as a component of the school curriculum. [Guildford]: [University of Surrey], 1989.

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Book chapters on the topic "Home economics Home and school"

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Makumbe, Spiwe, and Tariro Nyevera. "The Teaching of Home Economics in Primary Schools in Zimbabwe." In Advances in 21st Century Human Settlements, 161–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0305-1_11.

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McCloat, Amanda, and Martin Caraher. "Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland." In Contemporary Issues in Technology Education, 123–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_8.

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Rochow, Katie. "Home Economics." In DIY Cultures and Underground Music Scenes, 89–100. Abingdon, Oxon ; New York : Routledge, 2019. | Series: Routledge advances in sociology: Routledge, 2018. http://dx.doi.org/10.4324/9781315226507-9.

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Carmichael, Matt. "Home Economics." In BUYographics, 47–61. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1007/978-1-137-51027-3_4.

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Atkinson, Rowland, and Keith Jacobs. "Home Economics." In House, Home and Society, 83–96. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-29404-3_7.

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Cortese, Beth. "Home Economics." In At Home in the Eighteenth Century, 126–46. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429297267-6.

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Desgrippes, Magalie, and Amelia Lambelet. "3. On the Sociolinguistic Embedding of Portuguese Heritage Language Speakers in Switzerland: Socio-Economic Status and Home Literacy Environment (HELASCOT Project)." In Heritage and School Language Literacy Development in Migrant Children, edited by Raphael Berthele and Amelia Lambelet, 34–57. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099054-004.

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Kubaník, Pavel. "School, Languages and Power in Pretend Play of Romani Children." In Social and Economic Vulnerability of Roma People, 53–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_4.

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AbstractThis text explores different language ideologies and different ideologies of childhood and socialization among Romani parents and local teachers of Romani children. It also makes some notes on different modes of learning that the children can come across both inside and outside the school environment. All these features can be linked with the child-structured pretend play with school instruction as the main topic, as I observed it during my stays in one segregated Romani settlement in Eastern Slovakia. Among other functions, this play creates a natural niche of using Slovak, a language of instruction and the second language of children in Gav, which is not used in home environment of the children. I will show that, despite the teachers seeing the Romani settlement as a non-stimulating environment, the children learn many things in many different patterns. Nevertheless, the text presents the settlement and the school not as two different worlds, but as places naturally linked together through child agency.
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Johnson, Mitchelle. "Home-School Partnerships." In Encyclopedia of Cross-Cultural School Psychology, 517–20. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_199.

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David, Miriam. "Home-School Relations." In Mothers and Education: Inside Out?, 31–58. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-23006-8_2.

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Conference papers on the topic "Home economics Home and school"

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Hardani, Rika, Dwi Hastuti, and Lilik Yuliati. "Self-Control and Pornography Behavior Among Junior High School Student." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.58.

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Nurjanah, Nunung, Sonhadji Sonhadji, Waras Kamdi, and Luthfiyah Nurlaela. "Functional Literacy Skills And Problem Solving Skills In Culinary Vocational School." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.2.

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Wang, Yafei, and Yumeng Zhao. "A Survey on the Application of WeChat Platform on Home-school Cooperation." In Proceedings of the 2019 2nd International Conference on Education, Economics and Social Science (ICEESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceess-19.2019.79.

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Unsudah, Elis Nur, and Agus Hery Supadmi Irianti. "Improving Human Resource Through School-Industry Cooperation Program to Face Industry 4.0." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.045.

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Irianti, Agus Hery Supadmi, and Marniati Marniati. "Mapping Relevance, And Placement Model Of Work Practice Students Vocational High School." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.8.

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Nafiah, Annisau, Soenar Soekopitojo, and Hakkun Elmunsyah. "The Implementation Production Unit Expertise Dressmaking Program in Vocational High School (SMK) Malang." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.025.

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Nailufar, Yuyun, Teti Setiawati, and Rina Rifqie Mariana. "Critical Thinking Skills and Problem-Solving Level of Malang Culinary Program Vocational School." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.049.

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Setiawati, Teti, Eddy Sutadji, Djoko Kustono, and Luthfiyah Nurlaela. "Food Hygene Principles On Processing Practices Course At Vocational High School Culinary Major." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.4.

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Wahyuningsih, Urip, Rodia Syamwil, Sri Endah Wahyuningsih, and Muhammad Fahrihun Na'am. "The Utilization Of Local Wisdom to Develop an Environment-Based Vocational School a Preliminary Study." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.10.

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Pradani, Rizky Yulianingrum, Luthfiyah Nurlaela, and Wahono Widodo. "Development Of Submitting Module Handware And Handmade Maintenance Competency To Increase Creativity And Student Learning Results In Vocational High School." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.3.

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Reports on the topic "Home economics Home and school"

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Pickle, Sarah. Home Economics Archive: Research, Tradition and History. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22668.

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Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26037.

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3

Salzwedel, Christy, and Catherine Amooso Leslie. Who Killed Susie Homemaker: What Really Happened To Home Economics. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1118.

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4

Jauhiainen, Catharine. The Home-School Connection: Parental Influences on a Child's ESL Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7252.

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5

Aruoba, S. Boragan, Morris Davis, and Randall Wright. Homework in Monetary Economics: Inflation, Home Production, and the Production of Homes. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18276.

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Garcia, F. E., J. L. Gasch, J. W. Wenger, and B. D. Ray. Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada418850.

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Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

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8

Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Templeton, Patricia. College-bound cowboys: The Los Alamos Ranch School Before the wartime lab, Los Alamos was home to a boarding school. Office of Scientific and Technical Information (OSTI), July 2021. http://dx.doi.org/10.2172/1810504.

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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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