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1
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.
7
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?
Dissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
10
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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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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Van, Hook Carol Ann. "The perceived affective work competencies of Virginia Home Economics Related Occupations chapter members." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82609.
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The primary objective of this study was to examine the basis of the assumption that vocational student organizations (VSOs) are teaching devices for affective work competencies (AWC). It addressed as the major question: What is the relationship between participation in Home Economics Related Occupations (HERO) activities and HERO members' perceived AWC? The study also sought to determine if other selected variables (adviser effectiveness, age, work, work experience, occupational area, and sex) existed in explaining AWC. Equally important was the determination of variable combinations that best predicted AWC.
Purposive, structural sampling provided 410 HERO members in 18 chapters selected from the five home economics supervisory areas of Virginia: Eleven chapter advisers were identified as more effective and seven were identified as less effective.
Data were collected via two self-report instruments: The HERO Participation Inventory (developed by the researcher) and the Work Attitudes Inventory (Brauchle & Petty, 1983). The stepwise model of multiple linear regression analysis (MRA) and analysis of variance (ANOVA) were statistical procedures used to analyze the data.
Major conclusions were the following: (1) A positive and significant relationship existed between HERO participation and AWC variable factors of Ambition, Self-Control, Enthusiasm, and Conscientiousness. (2) HERO participation was the best predictor of Ambition, Self-Control, and Enthusiasm, and the fourth best predictor of Conscientiousness. (3) Adviser effectiveness correlated positively and significantly with Ambition, Enthusiasm, and Conscientiousness, and was the second best predictor of Ambition and Enthusiasm.Ed. D.
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Chung, Pui-han Echo. "Evaluation on the implementation of environmental education in home economics in Hong Kong : a case study /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B4212864X.
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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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L, McFarlane Marie. "Are the needs of cognitively disabled students being met in family and consumer education classes at the high school level?" Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mcfarlanem.pdf.
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Ryu, Sang-Hee. "Curriculum orientations and professional teaching practices reported by Korean secondary school Home Economics teachers and teacher educators /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907960049.
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Thomas, Christie Jane. "Forces influencing home economics curriculum change in British Columbia secondary schools 1912-1985." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26615.
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The purposes of this study were to describe the changes that have occurred in home economics curricula in the province of British Columbia during the period 1912 - 1985, to identify the forces that have influenced these changes and to determine the role of home economics professionals in this process of curriculum change. Documents concerning the six major home economics curriculum revisions were analyzed using Cuban's (1979) four curricular determinants: social, political and economic movements; political-legal decisions; influential groups; and influential individuals.
Four major changes in the home economics curriculum were noted. These included an expansion of the central focus on concerns of the home and family to include vocationalism in the workplace and community interaction; expansion and contraction in the educational relevance and status of home economics education; the evolution of home economics as a course of study for females to one which is coeducational; and changes in the format of the curriculum documents.
The major determinants found to influence these changes were broad social, political and economic movements, especially trends in educational philosophy. There were other movements, such as social movements and changes in economic conditions, which also had an impact. The major secondary force influencing curriculum change was political-legal decisions. These decisions defined the nature of education and of intended curriculum change and determined the process of curriculum change. While both groups and individuals have had an influence on the home economics curriculum through advocacy and/or implementation of educational policies, these efforts have been subject to potential veto by the Department (Ministry) of Education. As bureaucratization in education in B.C. has increased, there was an apparent decline in the influence of individuals.
In this study, B.C. home economics professionals assumed a role in the process of home economics curriculum change through making recommendations, implementing educational policy and in some cases, mediating educational policy. The influence of home economics professionals has been as individuals or as members of groups rather than as policy-makers.
Some suggestions for further study have been made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Turnbull, Susan G. "Clothing studies in New Brunswick secondary schools : teacher assessment of future content/." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740720934.
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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 schoolsDoctor 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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Workman, Eric R. Sr. "Historical Study of Burke's Garden High School: 1915 to 1960." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.
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Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education.
The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960.
Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991, by Thomas Brewster (2000) and A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987, by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County.Ed. D.
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Faoagali, Susan. "Home economics vs food and textile technology : bridging the gap between the old and new secondary school curriculum in Samoan secondary schools." Thesis, University of Canterbury. Christchurch College of Education, 2004. http://hdl.handle.net/10092/3823.
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As a teacher educator the researcher was interested in the new Food
and Textile Technology curriculum and how teachers were implementing
it. The purpose of the study is to investigate the teacher's perspectives,
ultimately to provide direction for the researchers' own teaching
programme at the National University of Samoa (Faculty of Education)
reflected in the initial research question;
What are the teacher training implications of the new Food and Textile
Technology Curriculum in Samoa?
To answer this question two aspects were identified; the old and new
curriculum documents and the teachers perspectives. As shown by the
two main questions; • What is the difference between the old Home Economics
syllabus and the new Food and Textile Technology Curriculum
Statement
• How are teachers dealing with the new Food and Textile
Technology Curriculum Statement?
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Chung, Pui-han Echo, and 鍾佩嫻. "Evaluation on the implementation of environmental education in home economics in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B4212864X.
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Kouti, Artemis. "Bilingual events in CLIL geography and home economics sixth grade classrooms in two Cypriot primary schools." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3524/.
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This study is an investigation of the use of L1 in two sixth grade CLIL Geography and Home Economics classrooms in two Cypriot Primary schools. An overview of the international literature indicated that L1 is used in such classrooms for disciplining and instruction giving (Gierlinger 2007), group work (Dalton-Puffer 2007), text mediation and explanation of ideas (Buchholz 2007, Arthur and Martin 2006), off-topic talk(Nikula 2005) and label quests (Heath 1986, Arthur and Martin 2006). This study is ethnographically-informed as it employs fundamental elements of ethnography together with analysis of video-recordings of classroom interaction, a key characteristic of the micro-ethnographic approach (Erickson, 1996, 2004; Garcez,2008). The findings from 640 video recorded lessons (320 minutes of each subject) show that the functions of bilingual events span the single word to interactive exchange in length, and are evenly distributed across instructional and regulative registers (Christie 2000, Gardner 2006). The four-fold new classification identifies an expanded repertoire of word level bilingual events, including the L2>L1 label quests which are particularly important in CLIL contexts; a range of bilingual events including codeswitching for instructional purposes; a new category of events related to code management; and clear examples of regulative events such as disciplining and giving instructions that are well documented in the literature.
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Bohm, Ingela. ""We're made of meat, so why should we eat vegetables?" : food discourses in the school subject home and consumer studies." Doctoral thesis, Umeå universitet, Institutionen för kostvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128176.
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Background: Food has many different functions. On a physical level, it is needed to survive and to maintain health, but it also has many social, psychological, and emotional meanings. For example, food is used to build relationships, to mark hierarchies, to celebrate holidays, and to influence mood and self-image. Different foods have different cultural meanings, and people are socialized from an early age to recognize and utilize their symbolic value. One arena where food occupies a central position is the Swedish school subject Home and Consumer Studies (HCS), which focuses on both the physical and the psychosocial dimensions of food-related health. Since these dimensions are not always compatible, the aim of this dissertation was to explore how students and teachers of HCS use big 'D' Discourses to talk about and handle food, with a special focus on vegetables, meat, vegetarian food, and sweet foods. Methods: Fifty-nine students and five teachers were observed, recorded, and in some cases video-taped. Participants’ talk about vegetables, meat, vegetarian food, and sweet foods was transcribed verbatim and analysed for big 'D' Discourses. Results: Students mostly based their choice of vegetables on sensory and cultural Discourses. Some vegetables were mandatory and others were optional, depending on whether or not they were part of a recipe or a cultural tradition. The health Discourse was only used if a specific assignment demanded it, and was closely tied to the evaluation Discourse. Contrary to the sometimes optional status of vegetables, meat was seen as central in the sensory, cultural, health, and social Discourses. Therefore the reduction of meat could be problematic. It was regarded as simultaneously healthy and unhealthy, and it could elicit disgust, but whenever participants talked about decreasing meat consumption, its centrality was invoked as a counterargument. As an extension of this, vegetarian food was seen as 'empty', deviant, and an unattainable ideal. Access to vegetarian food was limited for meat-eaters, and vegetarians were othered in both positive and negative ways. When vegetarian food was cooked during lessons, it was constructed as something out of the ordinary. Sweet foods could be viewed as a treasure, as something dangerous and disgusting, or as an unnecessary extra. Home-made varieties were seen as superior. Sweet foods gave social status to both students and teachers, and they could be traded or given away to mark relationships and hierarchies, but also withheld and used to police others. Conclusion: In summary, two powerful potential opposites met in the HCS classroom: the Discourses of normality (sensory, cultural, and social Discourses), and the Discourses of responsibility (health and evaluation). Normality could make physically healthy food choices difficult because of participants' social identity, the conflicted health Discourse, and too-strict ideals. On the other hand, some people were excluded from normality itself, notably vegetarians, who were seen as deviant eaters, and teachers, who had to balance state-regulated goals in HCS against local norms. To counteract such problems, teachers can 1) focus on sensory experiences, experimental cooking methods, and already popular foods, 2) challenge normality by the way they speak about and handle different types of food, 3) make cooking and eating more communal and socially inclusive, 4) explore the psychosocial dimension of health on the same level as the physical dimension, and 5) make sure they do not grade students' cultural backgrounds, social identities, or taste preferences. This might go some way towards empowering students to make informed choices about food and health. However, scant resources of things like time, money, and equipment limit what can be achieved in the subject.Mat har många olika funktioner. Rent fysiskt behöver vi den för att överleva och behålla hälsan, men den har också en rad sociala, psykologiska och känslomässiga betydelser. Exempelvis används mat för att bygga relationer, för att markera hierarkier eller tider på dagen och för att påverka humöret och självbilden. Olika livsmedel har olika symboliskt innehåll, och barn socialiseras tidigt in i ett visst sätt att äta och tänka kring mat. Ett område där mat har en central plats är det svenska skolämnet hem- och konsumentkunskap (HKK). I kursplanen finns ett starkt fokus på både fysisk och psykosocial hälsa, men för en del människor kan dessa dimensioner ibland vara mer eller mindre inkompatibla. Därför ville jag i denna avhandling undersöka hur lärare och elever pratar om och hanterar olika sorters mat i HKK och vad detta kan få för konsekvenser för lärandet om hälsa. Jag observerade och spelade in fem lärare och 59 elever med mp3-spelare under 26 HKK-lektioner på fem olika skolor. I vissa fall där jag fick tillåtelse filmade jag också det som hände. Därefter transkriberade jag allt tal om grönsaker, kött, vegetarisk mat och sötsaker och analyserade detta tal med hjälp av diskursanalys för att få reda på vad deltagarna i studien sade "mellan raderna", det vill säga hur deras världsbild kring olika livsmedel såg ut. Resultatet visade att elever i de flesta fall var fria att välja grönsaker utifrån den egna smaken, förutom när receptet gjorde en viss grönsak obligatorisk eller när en skoluppgift krävde att man skulle ta hänsyn till hälsa. När läraren ansåg att en grönsak var obligatorisk var det mycket svårt för eleven att undvika den, medan däremot grönsaker som bara sågs som tillbehör i många fall blev ignorerade. Vad gällde hälsa kunde grönsaker vara "allmänt nyttiga", men oftare var de bärare av ett specifikt näringsämne som behövdes för att lösa en skoluppgift. I några fall sågs de som tomma och värdelösa. Kött var centralt och svårt att avstå ifrån, inte bara på grund av smaken utan även för att det "hörde till" de flesta rätter och gav livsviktiga näringsämnen. Samtidigt som det sågs som hälsosamt kunde det också vara farligt, eftersom man kunde äta för mycket protein eller mättat fett. Kött kunde användas som relationsbyggare mellan elever och för att markera status i klassen, så att de som riskerade att hamna utanför var rädda att inte få lika mycket kött som andra. Protein sågs som viktigt och var kopplat till manlighet, muskler och styrka. I motsats till kött sågs vegetarisk mat som "tom", annorlunda och ett ouppnåeligt ideal. Det var svårt för icke-vegetarianer att få tillgång till vegetarisk mat, förutom när det utgjorde ett särskilt lektionstema. Maten sågs som bristfällig eftersom den inte innehöll kött, och den krävde extra planering för att se till att man fick i sig alla aminosyror. Det kunde vara socialt krångligt att vara vegetarian eftersom det krävde extra jobb av kompisar och skolkökspersonal, men många respekterade vegetarianens val och ansträngde sig för att göra en särskild portion åt dem. Sötsaker var åtråvärda, men också farliga, äckliga eller onödiga. Hemgjorda bakverk hade högre status. Sötsaker kunde användas för att markera vem man var kompis med och inte, men gav även upphov till konflikter när elever hade olika åsikt om det "perfekta resultatet" eller när de var rädda att inte få rättvisa mängder. På grund av sötsakernas koppling till sjukdom och viktuppgång kunde de också användas för att peka ut och nedvärdera dem som åt för mycket eller vid fel tillfälle. Sammanfattningsvis förekom två huvudgrupper av diskurser: normalitet och ansvar. Å ena sidan sågs smak, kultur och sociala ritualer som viktigt när man talade om och valde matvaror, men å andra sidan krävde ämnet att man såg på mat ur ett mer vetenskapligt hälsoperspektiv. Synen på normalitet gjorde det svårt att välja fysiskt hälsosam mat eftersom social identitet, den motsägelsefulla synen på hälsa och alltför strikta ideal stod i vägen. Å andra sidan fanns det personer som inte hade tillgång till normalitet, såsom vegetarianer och även lärare, som tvingades balansera statligt uppställda mål inom ämnet mot en lokalkultur med delvis andra värderingar. För att motverka dessa problem kan lärare 1) fokusera på sensorisk träning, experimentell matlagning och måltider som bygger på redan populära rätter, 2) utmana synen på normalitet genom sitt sätt att prata om och hantera olika sorters mat, 3) jobba för att göra matlagningen och måltiderna mer socialt inkluderande, 4) utforska den psykosociala dimensionen av hälsa på samma nivå som den fysiska för att elever ska kunna resonera kring sina matval utifrån smak, kultur och sociala relationer, och 5) undvika fällan att betygsätta elevers smak och kulturella bakgrund. Denna typ av undervisning skulle kunna ge elever fler verktyg för att kunna göra självständiga hälsoval, men det förutsätter att läraren får tillräckligt med resurser i form av lektionstid, förvaringsutrymme och en budget som möjliggör ett brett sortiment av livsmedel.
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Kerr, Dianne Lynne. "An HIV education needs assessment of selected teacher members of the American School Health Association and the American Home Economics Association /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210794615.
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Grisamore, Amber A. "Food recall attitudes and behaviors of school foodservice directors." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16223.
Full textAbstract:
Master of ScienceDepartment of Hospitality Management and Dietetics
Kevin R. Roberts
The purpose of this study was to explore United States school foodservice directors’ attitudes about food recalls and to determine recall practices in school foodservice operations. An online survey was used for data collection and consisted of three sections: attitudes, self-reported behaviors, and demographics. Content validity of the instrument was measured by three experts who examined the survey prior to pilot testing. The survey was pilot tested with 14 school foodservice directors and state agency personnel. Statistical analysis was completed using SPSS (v. 20.0). Internal consistency of the attitude scale was measured using Cronbach’s Alpha. All scales had a reliability coefficient greater than 0.70. The survey was randomly distributed to 4,049 school foodservice directors across the U.S. A total of 690 school foodservice directors (17%) completed the survey, with 567 being usable. Respondents rated attitudes on a 5-point scale, strongly disagree (1) to strongly agree (5). Principle components factor analysis was used to identify two factors: perceived importance and perceived likelihood of possessing a recalled product. Perceived importance was rated very high (M=4.8, SD=0.5), while perceived likelihood of possessing a recalled product was rated much lower (M=1.7, SD=0.8). Self-reported behaviors were evaluated on a 5-point scale, never (1) to very often (5). Overall, respondents reported positive behaviors related to responding to a recall. When dividing behaviors into three factors, behaviors regarding communication with state agency and vendors about food recalls (M=4.1, SD=0.6), use of recall systems (M=3.6, SD=1.0), and practices of responding to a recall (M=4.7, SD=0.4) were frequently reported. Multiple regression analysis was used to explore relationships between attitudes and behaviors of school foodservice directors towards food recalls, and their demographic characteristics. Predictors of attitudes were found to be certification, work experience, and prior experience with a food recall. Predictors of behaviors were found to be perceived likelihood of possessing a recalled product, educational level, prior experience with a food recall, and size of district. Federal and state agency personnel can use the results of this study in developing programs to improve food recall practices as well as school foodservice directors for improving recall practices in schools.
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Greyvenstein, Lesley Ann. "Classroom planning and organizing as tasks for the home economics teacher at secondary schools / Lesley Ann Greyvenstein." Thesis, Potchefstroom University for Christian Higher Education, 1986. http://hdl.handle.net/10394/8623.
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Classroom management, as part-discipline of Educational Management, is
a function of the teacher in his role of teacher-manager, consisting of
the specific regulative tasks or actions performed by the teacher to facilitate
the achievement of effective education within the classroom.
The four major classroom managerial tasks for the teacher are the planning,
organizing, leading and controlling actions, each consisting of
numerous sub-tasks, which, although researched as separate phenomena,
are interwoven and interrelated throughout all the managerial activity.
The task of planning, which includes the interdependent sub-tasks of
goal defining, policy making, decision making and problem solving, consists
of the purposeful contemplation by the teacher regarding the future
goals of the classroom, the resources and activities involved, and the
problems which may occur in the compilation of the most suitable plan for
the achievement of effective education.
Organizing, as the second major managerial function of the teacher, is
facilitated by planning, and consists of the creation of a structure defining
the tasks, authority and position of each member of the classroom
organization, delegating according to the structure, and co-ordinating
all facets of the organization to function as an integrated whole towards
the achievement of the goal of effective education.
The Home Economics teacher responsible for the presentation of a
multi-faceted subject within a complex classroom situation should exercise
her managerial functions of planning and organizing to facilitate the effective
education of the adolescent secondary school girl in preparation
for her future role in her family life within society.
The Home Economics teacher should receive comprehensive training in
classroom management, consisting of scientifically structured knowledge
which will enable her to enhance the effectiveness of teaching and
learning in her classroom, and also prepare her for possible future promotion
positions within the education system which require certain managerial
competencies.
The managerial tasks of planning and organizing are important functions
in the modern classroom where the teacher is being held increasingly
accountable for the effectiveness of the education which takes place in
the classroom.Thesis (MEd)--PU vir CHO, 1987
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Calloway, Joanne Jewell. "THE EFFECTIVENESS OF NUTRITION EDUCATION USING A COMPUTERIZED DIET ANALYSIS PROGRAM WITH SEVENTH GRADE STUDENTS AT COOLIDGE CENTRAL SCHOOL (HOME ECONOMICS, METHODOLOGY, MEDIA)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275323.
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Alazemi, Abdullah. "The impact of socio-economic factors and home environment on secondary school students' achievement in the State of Kuwait." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287155.
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Hicks, June, and n/a. "An implementation of a curriculum framework : a case study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.
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A Home Economics Curriculum Framework was developed
in 1984 in the A.C.T and implementation commenced in
1985. The purpose of this study was to examine the
implementation process in order to identify areas of
concern and difficulties encountered.
The study is set in the context of the establishment
of School Based Curriculum Development in the A.C.T
Education System and the program of Curriculum Review
and Renewal set up in 1983.
The initiation and development of the Home Economics
Curriculum Framework within this context was explored.
A case study was undertaken covering the period
1985-1987 involving six A.C.T High Schools which first
implemented the Home Economics Framework. Fullan's model
of implementation was used as a focus for the study and
both qualitative and quantitative data techniques were
applied.
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Resar, Peter. "Gymnasieelevers kunskap om kost och hälsa : Upper secondary school student’s knowledge about diet and a healthy lifestyle." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1250.
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Abstrakt
Syftet med studien har varit att undersöka vad eleverna har lärt sig om kost och hälsa på högstadiet inom ämnena idrott och hälsa samt hem och konsumentkunskap. Undersökningen gjordes med hjälp av enkäter som omfattade totalt 55 elever. Under min utbildning till lärare inom idrott och hälsa samt hem och konsumentkunskap har jag sett att övervikt och ohälsa blir ett allt större problem bland våra ungdomar. Som i sin tur kan leda till dålig självkänsla, utanförskap och en dålig hälsa hos eleverna. Resultatet visade att uppfattningen om den egna kunskapen och den verkliga kunskapen om kost och hälsa var bra hos majoriteten av eleverna. Många elever uppgav att det som påverkat dem mest till deras kostvanor var föräldrarna. Undersökningen visade även att majoriteten av eleverna är medvetna om hur de ska leva ett hälsosamt liv, tyvärr så är det bara drygt hälften som gör det. Mina förhoppningar är att den här undersökningen kommer att vara till hjälp för mig i mitt kommande yrkesliv som lärare.
Abstract
The purpose of this study has been to find out the learning grade of healthy living and diet among young people. Whit this study i tried to get as much information as possible about how much students in upper secondary school has learnt from physical education and home economics. The study was made as a questionnaire where 55 students answered the questions that i had made with the background of my knowledge. During my education to become a teacher I’ve understood that overweight and an interest for a good way of living has gone all worse among youth. This problem could result in bad confidence and psychical problems for the person it involves. The results proved nothing less than that the majority of the students had good knowledge about a healthy way of living. The examination proved that parents are most responsible for what the kids choose to eat. It also proved that almost all students knows the way of a good healthy lifestyle, but only half of the majority goes for the good lifestyle, the other half unfortunately goes for the unhealthy lifestyle. My expectations of this examination are; that it will help me in my future roll as a becoming teacher.
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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.
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Urdziņa-Deruma, Mara. "HISTORICAL DEVELOPMENT OF HANDICRAFT EDUCATION IN GENERAL SCHOOLS IN LATVIA." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12065.
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Belt, A. (Aino). "Kun työrauha horjuu:kotitalousopettajien käsityksiä työrauhahäiriöistä ja niiden taustatekijöistä." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526202372.
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Abstract Working peace is a basic requirement for teaching and learning, yet it provides constant challenge for teachers. Although working peace and working peace disturbances at school are well known phenomena, there is little specific knowledge of working peace in home economics, despite home economics differing from the other subjects of comprehensive school upper classes. Furthermore, where knowledge does exist, it seldom appears to be fully exploited. The purpose of this study is to increase understanding of working peace disturbances within home economics. By examining home economics teachers’ perceptions of working peace, this doctoral dissertation aims to clarify how working peace disturbances are seen by those who are in the key position to solve them. The topic is approached by using phenomenography that enables clarification of variations in individual views. Consequently, the everyday thinking within the target group becomes visible. The data for this study were collected by interviewing 14 home economics teachers in Northern Finland. The interview themes followed three viewpoints derived from scientific literature: how to define working peace disturbances, what are seen as factors behind working peace disturbances, and how to intervene in these disturbances. Based on the findings of this study, home economics teachers’ perceptions of working peace can be condensed into four categories of perception representing an expanding awareness of working peace disturbances. Working peace disturbances can be seen either as an unavoidable nuisance, as a result of deficient resources, as a matter of atmosphere, or as a teaching task. Seeing working peace disturbances as unavoidable does not give constructive options to influence working peace. Focusing on deficiencies in physical learning environments gives useful knowledge for those allocating school resources but does not help with everyday working peace disturbances. On the other hand, seeing working peace disturbances as questions of atmosphere or as teaching tasks shifts the focus to issues that teachers can influence. The teacher can aim to improve classroom atmosphere or teach proper code of conduct, potentially resulting in better working peace. A teacher’s experience of their personal abilities to influence working peace disturbances is a crucial part of the teacher’s well-being and resilience at workTiivistelmä Työrauha on opetuksen ja oppimisen perusedellytys, ja sen turvaaminen tuottaa jatkuvasti haasteita opettajille. Työrauha ja työrauhahäiriöt ovat ilmiöinä hyvin tunnettuja, mutta kotitaloustuntien työrauhasta on niukasti täsmätietoa, vaikka kotitalous oppiaineena poikkeaa muista yläkoulun oppiaineista. Toisaalta työrauhahäiriöistä olemassa olevakin tutkimustieto vaikuttaa puutteellisesti hyödynnetyltä. Tämän työn tarkoituksena on lisätä ymmärrystä kotitaloustuntien työrauhahäiriöistä. Selvittämällä kotitalousopettajien omia käsityksiä työrauhahäiriöistä saadaan esiin se, millaisina työrauhahäiriöt näyttäytyvät häiriötilanteiden ratkaisujen avainhenkilöille. Tutkimuksen lähestymistapa on fenomenografinen. Fenomenografia tuo näkyviin laadullisesti erilaiset, määrällisesti pienetkin erot kohdejoukon arkiajattelussa. Tutkimusaineisto on koottu haastattelemalla 14 pohjoissuomalaista kotitalousopettajaa. Teemahaastattelujen teemoina olivat seuraavat kolme tieteellisestä kirjallisuudesta johdettua näkökulmaa työrauhahäiriöihin: mitä pidetään työrauhahäiriönä, mitä nähdään työrauhahäiriön taustalla selittävinä tekijöinä ja miten työrauhahäiriöön puututaan. Tämän tutkimuksen mukaan kotitalousopettajien käsitykset työrauhahäiriöistä kiteytyvät neljään laajuudeltaan erilaiseen käsitystapaan. Työrauhahäiriöt voidaan nähdä joko pakollisena riesana, ulkoisten puitteiden puutteina, ilmapiirikysymyksenä tai opetustehtävänä. Käsitystavat kuvastavat työrauhahäiriöitä koskevan tietoisuuden laajenemista pakollisesta riesasta ulkoisten puitteiden kautta ilmapiirikysymykseksi ja opetustehtäväksi. Kaksi viimeistä käsitystapaa ovat laajuudeltaan samantasoisia. Työrauhahäiriöiden näkeminen pakollisena riesana ei anna rakentavia mahdollisuuksia vaikuttaa työrauhaan. Opettajan keskittyminen ulkoisten puitteiden vajavaisuuksiin kertoo opetusjärjestelyjen ja fyysisen oppimisympäristön keskeisyydestä kotitalousopetuksessa. Tällainen tieto on tarpeellinen koulujen resursseista päättäville, mutta ei auta arjen työrauhahäiriötilanteissa. Työrauhahäiriöiden kokeminen ilmapiirikysymykseksi tai opetustehtäväksi suuntaa huomion sellaisiin tekijöihin, joihin opettaja voi itse vaikuttaa. Opettajan kokemus omasta kyvykkyydestä työrauhan ylläpitämisessä on keskeinen osa opettajan työhyvinvointia ja työssäjaksamista
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Halilić, Meliha, and Dina Tinjić. "The Impact of Digitalization on Student Academic Performance in Higher Education : Investigating the change in academic performance of university level students after a sudden switch to digital education due to the COVID-19 outbreak. Case of Jönköping International Business School." Thesis, Jönköping University, Internationella Handelshögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50437.
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As in any other sector, the Covid-19 outbreak has caused many changes in education, and there is a reasonable expectation for this intervention to have a significant impact on the students and their performance. The purpose of this study was to analyse the effects of the digital semester, imposed on students due to Covid-19 outbreak, on student academic success. Using a quasi-experimental methodological approach called dif-in-dif analysis, three empirical models were constructed to analyse if there is an overall effect when comparing our control and treatment groups, as well as if there were any group-specific differences when it comes to the performance across genders and educational levels. The study found a significant negative effect of the digital semester on student academic success, suggesting that students performed significantly worse after the Covid-19 outbreak caused the University to step away from face-to-face teaching and adapt to remote studies. Furthermore, it was found that gender-specific differences do not affect the academic performance of our treatment group; however, female students performed worse when the digital semester was implemented compared to the control group who had both the classes and exams face-to-face. Lastly, Master students were found to perform significantly worse compared to Bachelor students’ when the Covid-19 outbreak caused the education to transfer to the digital environment.
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Köhn, Sara, and Nylander Madeleine Boode. "Matsvinn i skolmatsalen : En studie om elevers upplevelser." Thesis, Umeå universitet, Institutionen för kost- och måltidsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173261.
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Bakgrund Av den mat som produceras slängs en tredjedel, vilket är ett globalt slöseri av miljömässiga och ekonomiska resurser. Den svenska regeringens mål är att halvera det nationella matsvinnet till år 2030. Sverige har en lång tradition av att servera skolmat till elever, vilket numera är lagstadgat. Det största matsvinnet kopplat till skolmåltiden är tallrikssvinnet, vilket man sett kan undvikas genom att vidta åtgärder. Syfte Syftet med studien var att åskådliggöra vad som påverkade matsvinnet i skolmatsalen, ur elevens perspektiv. Metod En kvantitativ enkätstudie genomfördes på elever i årskurs 9 på en högstadieskola i Sverige. Enkäten utformades i Microsoft Forms, med slutna och öppna frågor, främst kopplat till åsikter och attityder. Bearbetning av rådata gjordes i Microsoft Excel, där svaren analyserades och kodades. Resultaten redovisades i form av antal/procent, samt tabeller och figurer. Resultatet visade att en majoritet av respondenterna uppgav att de åt i skolmatsalen. Den vanligast angivna frekvensen att slänga mat var ibland, och vanligast uppskattade mängd som slängdes var pyttelite. Upplevelsen av maten var att en stor påverkansfaktor gällande matsvinnet, medan matsalsmiljön påverkade i mindre utsträckning. Mer än hälften av respondenterna ansåg att skolan informerar om matsvinn. Vanligast angivna förslaget till minskat matsvinn var att ta mindre mat/ta det man orkar äta upp samt att skolan ska servera godare mat. Slutsats Det mest avgörande orsaken till matsvinn enligt studien var matens bristande kvalitet och smaklighet. Genom ett ökat engagemang från ledningen, samt större utrymme för elevpåverkan och att lyssna på elevernas åsikter, kan ett minskat matsvinn uppnås. Kunskaper om matsvinn ger eleverna större motivation till att bidra med ett hållbart agerande. Hem- och konsumentkunskap som skolämne har en viktig roll i detta arbete.Background One-third of the food produced is thrown away, which is a global waste of environmental and economic resources. The Swedish government's goal is to cut national food waste by halv in 2030. The largest amount of food waste associated with the school meal is the plate waste, which can be avoided by different actions taken. Objective The purpose of the study was to illustrate what affected food waste in the school dining room, from the student's perspective. Method A quantitative survey study was conducted on pupils in year 9 at a Swedish compulsory school . The survey was designed in Microsoft Forms, with closed and open questions, mainly linked to opinions. Processing of raw data was done in Microsoft Excel, where the responses were analyzed and coded. The results were finally reported through numbers/percent, as well as tables and figures. Results showed that a majority of the respondents stated that they ate in the school dining room. The most commonly stated frequency of throwing food was sometimes, and the most commonly estimated amount thrown was tiny. The experience of the food was a major influencing factor regarding food waste, while the interior affected to a lesser extent. More than half of the respondents felt that the school provided information on food waste. The most commonly stated proposal for reduced food waste was to take less food/take what onecan eat and that the school should serve better food. Conclusion The most crucial factor of food waste was the lack of quality and tastiness. Through increased commitment from the management, as well as greater scope for student influence, a reduced food waste can be achieved. Knowledge about food waste gives students greater motivation to contribute with sustainable behavior. Home and consumer studies as a school subject plays an important role in this work.
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Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.
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Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains.
Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
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"Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2304200714182735.
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謝曉玲. "Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/57843729081859136957.
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碩士國立臺灣師範大學
人類發展與家庭學系在職進修碩士班
95
Abstract The purposes of this study are to develop teaching strategies for home economics education in senior high school with the Multiple Intelligence Theory, and to evaluate effectiveness in students’ self-concept and learning efficiency after 8-week course with these strategies. The experimental teaching strategies are developed with the emphasis on the Multiple Intelligence Theory, and on the basis of cooperative learning model. These strategies utilize four kinds of teaching methods including critical thinking, role playing, discussion and concept mapping. The experimental teaching activities are composed of 8-week courses in which include 16 classes are involved. The study is a quasi-experimental study, with 78 freshmen as study samples. With the quasi-experimental sampling method, two classes in a comprehensive high school in I-Lan County were chose as the experimental group and the control group. The experimental group received the teaching strategies emphasizing the Multiple Intelligence Theory and the control group received usual teaching strategies. The students’ self-concept and learning performance are evaluated by “adolescents’ self-concept scale” and the learning performance scale of home economics education” developed by researcher. For evaluating the intervention effect, questionnaires were filled out by 78 freshmen one week before and one week after the intervention as pre-test and post-test. The data were analyzed by SPSS with average, standard deviation, percentage, t-test, and covariance analysis. When comparing experimental with control groups, the results showed that the teaching strategies emphasizing the Multiple Intelligence Theory enhanced more of students’ self-concept, family-self, school-self and teaching efficiency. Students in the experimental group preferred new teaching strategies because they were more interesting and created more interactions. They rated the role playing teaching method as their favorite teaching method. The other results also showed that the teaching strategies integrated with the Multiple Intelligence Theory not only satisfied students’ learning demands but also gave them practical knowledge which can be used in daily life.
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Kim, Chong-Hee, and 金貞熙. "Home Economics of Middle School Comparison and Research in Taiwan and Korea." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/74160737112240234577.
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LIN, FANG-JU, and 林芳如. "Applying QR Code in Monopoly Game for Home Economics in Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9wzapf.
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碩士中華大學
資訊管理學系
105
Abstract The purpose of this study is to investigate how to integrate QR code into learning objects. We’ll collect information via tablet HTC Flyer P512, and integrate QR code that we got from Google url shortener to the design of Monopoly “Around the world” based on the fifth topic “Globetrotting” of the textbook (Kang Hsuan version) in first semester of 9th grade. We’ll assess the impact of integration on learning motivation and attitude of domestic science, and propose suggestions for teaching of domestic science based on the findings. The study adopted nonequivalent pretest-posttest control group design of one-way ANOVA of quasi-experimental design. We selected 153 students taught by researcher from 9th grade as study object, and randomly divided them by classes into two teaching models. The experimental group adopted the integrative activities based on the fifth topic “Globetrotting” of the textbook (Kang Hsuan version) for 9th grade. The topic contains Monopoly design and game-based learning. On the other hand, the control group let students adopt traditional power point to share the same topic. About 12 classes, 540 hours experimental teaching were conducted in two groups for six-week. Assessment manner included information literacy test, pretest-posttest test of learning motivation for domestic science and pretest-posttest test of learning attitude for domestic science. During the experiment, we used preceding manner to collect data, and take descriptive statistics, one-way ANOVA, independent-samples t-test and paired-sample t test to analyze the change of students’ learning. According to the research, for boys, the frequency of computer usage tends to be polarization, and for girls, the frequency of computer usage tends to be low. In general, the personal information literacy of girl is better than boy, and the difference is really significant. After six-week course, the overall learning motivation and attitude of testee improved significantly. The learning motivation and attitude of girls are better than boys, and the difference is really significant. In learning motivation of domestic science respect, the difference between experimental group and control group is insignificant. However, in learning attitude of domestic science respect, the difference between experimental group and control group is significant. Keywords: QR Code, Information Literacy, Learning Motivation, Learning Attitude and Monopoly .
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Feng-Chen, Hwang, and 黃鳳雀. "The Application of Critical Thinking Instruction in Home Economics at JUnior High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/29544130661941790460.
Full textAbstract:
碩士國立師範大學
家政教育學系
86
The purpose of this study is to design a 12-unit teaching program on critical thinking based on the theoretical framework of Ennis critical thinking,to go with the teaching of home economics at junior high schools , with the hope of developing and enhancing students'' critical thinking ability. The effects of the program of critical thinking teaching in home economics on junior high school students'' critical thinking abilities are evaluated after a 12-week experimental teaching program , and then the results are suggested to serve as references for promoting critical teaching at junior high schools in the future. The subjects in this study, totaling 164 students, were first-graders at Dwun Hwa junior High School （Taipei）, among which, 83 were grouped in Experiment Team,and the rest 81, Controlling Team. Cornell Critical Thinking Level X and Problem Solving Test are used as testing tools. The results are analyzed through one-way analysis of co-variance and processed statistically by t-test and K.Pearson product-moment correlation to evaluate the teaching effects as well as to explore the correlation between critical thinking test and academic achievements. The major results are as follows： 1.Critical thinking teaching in home economics significantly improves the critical thinking ability of students in the Experiment Team. It is found that after the 12-week critical thinking Experiment, the students in the Experiment Team are significantly superior to those in the Controlling Team in terms of total test scores on Critical Thinking Test , and the scores in the sub-tests on induction and deduction abilities,and information credibility investigation.However, no significant difference is found between the two on the sub-test of hypothesis confirmation. 2.Critical thinking teaching in home economics significantly improves the problem solving ability of the students in the Experiment Team. After the 12-week critical thinking teaching Experment,the students in the Experment Team are significantly superior to those in the Controlling Team in terms of total test scores on the problem Solving Test , and the sub-tests on explaining inferences , determining causes, negative why question and avoiding problems . However , no significant difference is found between the two teams in terms of determining solution. 3.A significant positive correlation is found between critical thinking ability and academic achievement. After the 12-week critical thinking teaching experiment, significant correlation is found between the critical thinking scores and the academic achievement scores of the students in the Experiment Team. 4.For the students in the Experiment Team, the differences between on the Critical Thinking the pre-test and post-test forthe critical thinking teaching experiment, evaluated by t-test , reveal remarkable improvement shown in the total scores and sub-tests scores of the low-score and medium- score teams.However,for the high-score teams,the sub-test scores reveal that only the information credibility investigation ability improves significantly ; the improvements in total scores , induction and deduction abilities,and hypothesis confirmation are not remarkable. 5.For the students in the Experiment Team,the differences between on Problem Solving the pre-test and post-test for the critical thinking teaching experiment,eualuated by t Test,showed significantly improvement in the total scores and sub-test scores of the low-score , medium-score teams, and high-score teams. It is suggested that the above findings serve as references for the application of home economics teaching at junior high schools as well as further research in the future.Ⅰ.Suggestions for home economics education at junior high schools 1.set up critical teaching centers for home economics education at junior high schools; 2.provide teachers of home economics at junior high schools with opportunities to study critical thinking teaching; 3.include critical thinking teaching materials in new curricula ; 4.home economics teachers at junior high schools may adapt cooperative learning method to carry out critical thinking teaching; 5.teachers using critical thinking teaching in home economics should skillfully use the feed-back technique; 6.topics in everyday life are recommended in selecting teaching materials for critical thinking teaching in home economics.Ⅱ.Suggestions for future research 1.while carrying out experimental teaching research on critical teaching,the arrangement of the seating of students should be based on the principle of developing students'' multi-way communication; 2.Computer-Assisted Instruction may be included when applying the experimental teaching strategies of critical thinking; 3.the homogeneity between materials and the testing tools should be considered carefully in the study of experimental teaching of critical thinking; 4.further studies on the experimental teaching of criticalthinking at senior high schools should be carried out.
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Hwang, Feng-Chen, and 黃鳳雀. "The Application of Critical Thinking Instruction in Home Economics at JUnior High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/08380376696801492558.
Full textAbstract:
碩士國立臺灣師範大學
家政教育學系
84
.tl,摘 要,~fkt75; 本研究旨在依據 Ennis批判思 考的理論架構，編寫十二單元的 批判思考教學活動設計，配 合國中家政科教學，來啟發、增進國中 學生批判思考能力。 經由十二週實驗教學活動，驗證家政科批判思 考教學活動設 計對國中學生批判思考能力之影響，作為日後國中推 廣批判 思考教學之參考。本研究樣本取自敦化國中一年級學生，共 計164 名，其中實驗組83名，控制組81名。以「康乃爾批判思考測 X 級」及「問題解決測驗」為評量工具，所得資料以單因子共變數 分析、t 考驗及皮爾遜積差相關進行統計處理，以考驗教學效果， 並探討批判思考測與學業成就的相關性。主要結果發現： 一 、家政科批判思考教學活動設計，對實驗組學生批判思考能力之 增進，有顯著效果。 經過十二週批判思考教學後，發現 實驗組學生在批判思考測驗 總分及歸納、演繹、考察訊 息的可信度，均顯著優於控制組； 唯在確認假設此分測 驗，發現實驗組與控制組無顯著差異。 二、家政科批判思考 教學活動設計，對實驗組學生問題解決能力之 增進，有 顯著效果。 經過十二週批判思考教學後，發現實驗組學 生在問題解決測驗 總分及解釋推論、猜測原因、逆向猜 測原因、預防問題等分測 驗得分，均顯著優於控制組。 唯在決定解決方法此分測驗，發 現實驗組與控制組無顯 著差異。 三、批判思考能力與學業成就表現，有顯著正相關 。 經過十二週批判思考教學後，發現實驗組的批判思考 分數與學 業成就的分數，有顯著正相關。 .tl,The Application of Critical Thinking Instruction,.tl,in Home Economics at Junior High School,~fkt75; The purpose of this study is to design a 12-unit teaching program on critical thinking based on the theoretical framework of Ennis critical thinking,to go with the teaching of home economics at junior high schools , with the hope of developing and enhancing students'' critical thinking ability. The effects of the program of critical thinking teaching in home economics on junior high school students'' critical thinking abilities are evaluated after a 12-week experimental teaching program , and then the results are suggested to serve as references for promoting critical teaching at junior high schools in the future. The subjects in this study, totaling 164 students, were first-graders at Dwun Hwa junior High School （Taipei）, among which, 83 were grouped in Experiment Team,and the rest 81, Controlling Team. Cornell Critical Thinking Level X and Problem Solving Test are used as testing tools. The results are analyzed through one-way analysis of co-variance and processed statistically by t-test and K.Pearson product-moment correlation to evaluate the teaching effects as well as to explore the correlation between critical thinking test and academic achievements. The major results are as follows： 1.Critical thinking teaching in home economics significantly improves the critical thinking ability of students in the Experiment Team. It is found that after the 12-week critical thinking Experiment, the students in the Experiment Team are significantly superior to those in the Controlling Team in terms of total test scores on Critical Thinking Test , and the scores in the sub-tests on induction and deduction abilities,and information credibility investigation.However, no significant difference is found between the two on the sub-test of hypothesis confirmation. 2.Critical thinking teaching in home economics significantly improves the problem solving ability of the students in the Experiment Team. After the 12-week critical thinking teaching Experment,the students in the Experment Team are significantly superior to those in the Controlling Team in terms of total test scores on the problem Solving Test , and the sub-tests on explaining inferences , determining causes, negative why question and avoiding problems . However , no significant difference is found between the two teams in terms of determining solution. 3.A significant positive correlation is found between critical thinking ability and academic achievement. After the 12-week critical thinking teaching experiment, significant correlation is found between the critical thinking scores and the academic achievement scores of the students in the Experiment Team. 4.For the students in the Experiment Team, the differences between on the Critical Thinking the pre-test and post-test forthe critical thinking teaching experiment, evaluated by t-test , reveal remarkable improvement shown in the total scores and sub-tests scores of the low-score and medium- score teams.However,for the high-score teams,the sub-test scores reveal that only the information credibility investigation ability improves significantly ; the improvements in total scores , induction and deduction abilities,and hypothesis confirmation are not remarkable. 5.For the students in the Experiment Team,the differences between on Problem Solving the pre-test and post-test for the critical thinking teaching experiment,eualuated by t Test,showed significantly improvement in the total scores and sub-test scores of the low-score , medium-score teams , and high-score teams. It is suggested that the above findings serve as references for the application of home economics teaching at junior high schools as well as further research in the future. Ⅰ.Suggestions for home economics education at junior high schools 1.set up critical teaching centers for home economics education at junior high schools; 2.provide teachers of home economics at junior high schools with opportunities to study critical thinking teaching; 3.include critical thinking teaching materials in new curricula ; 4.home economics teachers at junior high schools may adapt cooperative learning method to carry out critical thinking teaching; 5.teachers using critical thinking teaching in home economics should skillfully use the feed-back technique; 6.topics in everyday life are recommended in selecting teaching materials for critical thinking teaching in home economics. Ⅱ.Suggestions for future research 1.while carrying out experimental teaching research on critical teaching,the arrangement of the seating of students should be based on the principle of developing students'' multi-way communication; 2.Computer-Assisted Instruction may be included when applying the experimental teaching strategies of critical thinking; 3.the homogeneity between materials and the testing tools should be considered carefully in the study of experimental teaching of critical thinking; 4.further studies on the experimental teaching of critical thinking at senior high schools should be carried out.
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Besa, Delilah. "American Progressive Education, Texas Schools, and Home Economics, 1910-1957." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051.
Full textAbstract:
This thesis explores the Americanization efforts of educational leaders in Texas during the Progressive Era to demonstrate that reformers did not use vocational education, and specifically home economics, primarily to Americanize immigrant and ethnic minority students to become good, working-poor citizens. Through Americanization efforts in vocational curricula, reformers hoped to provide economically disadvantaged students with a practical body of knowledge and democratic values that would create healthy, economically viable communities occupied by loyal, educated American citizens. Federal legislation that promoted the development of vocational education in the first half of the twentieth century demonstrates that this way of thinking reflected national rather than regional trends. In Texas, vocational education was largely directed at a population that was predominately white and rural for the first several decades of the twentieth century. That decision by educators casts considerable doubt on assertions that they were primarily motivated by racialized thinking. Notably, home economics curricula was constructed over the framework of Americanization, and children who took such courses in rural schools received training that advocated respect for others, cooperation, an appreciation of Western culture and the value of aesthetics, efficiency and thriftiness, and good hygiene practices. The homemaking program at the South San Antonio high school in the 1944-1945 school year provides an example. Homemaking teacher Nell Kruger's curriculum reached far beyond training future housewives, waitresses and maids. She sought, in accordance with the state-mandated home economics curriculum, to provide a practical body of knowledge and to inculcate democratic values in her students. Using Texas' State Department of Education and State Board of Vocational Education bulletins, Texas Education Agency literature, federal and state laws, conference reports, and curriculum guidelines, this thesis seeks to further nuance the understanding of Americanization efforts through vocational education, specifically homemaking, during the Progressive Era in Texas by arguing that Americanization reflected an urban, middle-class perspective directed toward economically disadvantaged white students as well as immigrant and ethnic minority students.
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Cho, Yi-Yen, and 卓宜燕. "A Study of Learning Motivation and Achievement for High School Girls’ Home Economics Course." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04348674391450606824.
Full textAbstract:
碩士南臺科技大學
休閒事業管理系
104
Home Economics course in high school plays an important part and has a profound influence on high school students, either in personal life or family-run ability in the future. Teachers, therefore, need to understand the students’ learning motivation in this course with an eye to guiding the students to adapt themselves to social relationship, curriculum and activity design, and thus enhancing their learning achievement in this course. The study is aimed to explore high school girls’ current learning motivation and learning achievement in order to provide the school authorities, related institutes, and classroom teachers as a reference of designing their curriculum. This study adopts questionnaires and quantified manner and its objects are focused on junior and senior high school girl students whom I am teaching now. 399 questionnaires were sent out and all came back. The percentage of completed questionnaires is 100. The questionnaires were processed and analyzed based on SPSS statistical software. The result of this study indicates : 1. both the learning motivation and learning achievement are positive; 2. knowledge exploration and social contacts in learning motivation are at their highest, followed by social stimulation and outer expectation in order; 3. the stronger the learning motivation is, the better the learning achievement is. The study suggests that designing the curriculum and related activity that keep up with the times should be able to meet the need of modern society and students’ expectation. With this, the learning motivation of junior and senior high school students and the learning achievement in Home Economics can be enhanced and improved. The quality of life of individuals and families can be raised to a higher level.
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Smith, Mary Gale. "Theorizing practice/practicing theorizing: inquiries in global home economics education." Thesis, 1996. http://hdl.handle.net/2429/6192.
Full textAbstract:
Eight home economics teachers and I took up the invitation of Coulter (1993) to
explore the work of Mikhail Bakhtin as a way of making us more "wide awake" (Greene,
1978) and "answerable" (Clark & Holquist, 1984) for our teaching and researching
practices. The study involved learning from our own experiences inquiring into global
home economics education. We met as a group once a month, and I met periodically with
each teacher, for one semester. Using action research, conceptualized as grounded ethical
practice, the research methods were primarily dialogues as conversational inquiry, whereby
greater emphasis was given to listening and hearing than ocularcentric methods of gathering
data. The three research questions that guided the study related to learning from experience
in: the substantive area, in this case developing curriculum for a global perspective in home
economics; the action research process, in this case as a process to effect a specific
educational change; and the self or personal growth, in this case primarily professional
development (Reinharz, 1992).
This research report includes narrative and reflective accounts from three forms of
action research within the study: teachers cooperating with an outside researcher where the
researcher defines the topic and purpose of the research; teachers collaborating with a
researcher where the research is seen as mutually beneficial and the topics and purposes are
jointly defined; and teachers defining and conducting their own research independently or
in collaboration with one another. It captures the diversity and complexity of the teachers'
and the researcher's experiences and explores some of the struggles, the tensions, and the
inner turmoil associated with action research for educational change.
As a result of this research, we have become more consciously intentional in our
practices and more thoughtful and reflective of their consequences. The phrase theorizing
practice/practicing theorizing captures this notion as the teachers and I turned/retumed to the
ethical questions that hold us in education.
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Chen, Yi-Wen, and 陳怡妏. "The Effectiveness of Applying Aesthetic Education to Junior High School Home Economics via Cooperative Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/79837156495979369030.
Full textAbstract:
碩士明道大學
資訊傳播學系碩士班
104
This study was a fabric course integrated aesthetic education. Thanks to the location of the school, students had a great opportunity to learn the skills of Installation art. The purpose of this study was to investigate the effects of cooperative learning on junior high school students’ learning motivation, classroom atmosphere and learning efficacy in Home Economics after multimedia teaching sessions. The participants of this study consisted of 120 eighth-grade students with four intact classes in a public junior high school in central Taiwan. Two experimental groups engaged in cooperative learning with Student's Teams Achievement Division (STAD) and Learning Together (LT) teaching techniques and the other two control groups participated in didactic teaching. Participants had the course once a week, forty-five minutes for each. The experiment lasted for eight weeks. Based on the quantitative results of this study, cooperative learning increased 23 % participants’ learning motivation and classroom atmosphere in the home economics class. When generalizing the qualitative results, it revealed that in blending the aesthetic education, the participants who engaged in cooperative learning upgraded significantly from Level B to Level A in learning efficacy according to Competence Indicators or Benchmarks. Besides, 90 % of the participants can accept cooperative learning as a teaching strategy.
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Tsai, Hsiu-Man, and 蔡秀滿. "A Study on Home Economics Teaching Design of Learning in Groups in Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/52058472793611608006.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
102
The research is aimed to study how to design the creative home economics classes separately in base on the theories of “Collaborative Learning” and “Cooperative Learning.” The creative designs concluded the learning topics, teaching activities, teaching contents and circulative teaching models. The teaching experiments were divided into two stages. During the first stage, the experiment of “Collaborative Learning” was conducted. During the second stage, “Cooperative learning” was conducted. Throughout each of the classes, the film-recording was used to watch the students’ reaction and collected all the information. The creative teaching ways of Group Learning, both “Collaborative Learning” and “Cooperative Learning,” enabled the teacher to manage the students in the classroom more efficiently, made the students concentrate more , and make students better learn the manuals parts and the theoretical parts through the discussion in groups. This study revealed the fact that the students’ learning can be improved by either “Collaborative Learning” or “Cooperative Learning”. The conclusions are the followings: (1) The two ways of Group Learning are good for the home economics classes. The teachers can choose either “Collaborative Learning” or “Cooperative Learning” according to the units in the curriculums. (2) The diversified worksheets can advance and lead the students’ learning. (3) The students showed positive interests and learning results in Group Learning. (4) Group Learning enable the teacher prepare for the classes more efficiently and happier. The suggestions are the followings: (1) For the teachers, Group Learning, diversified worksheets, good arrangement of seats, and heterogeneity grouping can promote the teaching and learning. (2) For the future studies, if the experiments can be conducted for longer time, the results can be better.
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Tun-Yi, Chou, and 周敦懿. "Research on Models and Instruments of Teacher Certification for Home Economics Teachers of High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/01052728007293343197.
Full text