Journal articles: '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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Fairlie, Robert W. "The effects of home computers on school enrollment." Economics of Education Review 24, no. 5 (October 2005): 533–47. http://dx.doi.org/10.1016/j.econedurev.2004.08.008.

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Osuyi, Sunday Oghor, and Priscilla Anwuli Eboh. "Analysis of the relevance of basic electricity to Home Economics Students in Technical Colleges in Edo State, Nigeria." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (July 20, 2020): 27–33. http://dx.doi.org/10.37134/ajatel.vol10.2.4.2020.

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The study was designed to determine the relevance of basic electricity to home economics students in technical colleges in Edo state, Nigeria. In order to achieve the purpose of this study, three research questions were raised while one hypothesis was formulated. The study adopted the descriptive survey research design. The population and sample of the study consists of one hundred and forty (140) NTC II and III Home Economics students in four technical colleges in Edo State. A four point rating scale questionnaire titled Relevance of Basic Electricity to Home Economics Students Questionnaire (RBEHSQ)was the instrument used to collect data from the respondents. The face and content validity of the instrument was ascertained by two lecturers in department of vocational and technical education, and one Lecturer in department of measurement and evaluation, faculty of education, University of Benin, Benin city, Nigeria. The split half technique was used to determine the reliability of the instrument. The two sets of scores obtained were correlated using Pearson Product Moment Corrolation Coefficient (PPMCC) and the process yielded a correlation coefficient of 0.71 which means that the instrument was reliable. Mean ( ) and standard deviation (SD) were used to answer research questions 2 and 3 while research question 1 was answered with simple percentage. The hypothesis was tested at 0.05 level of significance with chi-square. Findings revealed that Home economics students are much aware of the relevance of basic electricity to home economics, students are moderately familiar with the basic electricity aspect of home economics programme and that the extent to which students are acquainted with basic electricity skills relevant to home economics is low. Tested hypothesis revealed that there is no significant difference between the perception of male and female students of the relevance of basic electricity to home economics. Based on the findings, it was recommended that efforts should be made by home economic lecturers to relate basic electricity to home economics so as to enable students become aware of the relationship between subjects, educational planners and school management should make adequate provision for necessary facilities for the teaching of basic electricity. School management should also ensure that only qualified lecturers are employed to teach home economics and that lecturers on their part should handle the basic electricity with all seriousness in such a way that would increase students’ interest and acquire skills in basic electricity.

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Behaghel, Luc, Clément de Chaisemartin, and Marc Gurgand. "Ready for Boarding? The Effects of a Boarding School for Disadvantaged Students." American Economic Journal: Applied Economics 9, no. 1 (January 1, 2017): 140–64. http://dx.doi.org/10.1257/app.20150090.

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Boarding schools substitute school to home, but little is known on the effects this substitution produces on students. We present results of an experiment in which seats in a boarding school for disadvantaged students were randomly allocated. Boarders enjoy better studying conditions than control students. However, they start outperforming control students in mathematics only two years after admission, and this effect mostly comes from strong students. Boarders initially experience lower levels of well-being but then adjust. This suggests that substituting school to home is disruptive: only strong students benefit from the school, once they have adapted to their new environment. (JEL H75, I21, I24, I28)

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Han, Ju. "A survey of high school students perception of Home Economics subject." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 11 (May 28, 2018): 593–615. http://dx.doi.org/10.22251/jlcci.2018.18.11.593.

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Zakso, Amrazi, and Iskandar Agung. "Impact of Student Learning at Home Prevent Pandemic Covid-19 in Indonesia." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 228. http://dx.doi.org/10.36941/ajis-2021-0053.

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This paper aims to explain the impact of implementing student learning at home in preventing the COVID-19 pandemic on school management, learning activities, reading literacy, and parental participation. The paper is the result of a short study by distributing questionnaires to junior high school students in various regions. From the distribution of the questionnaire obtained 558 students. The analysis technique uses Structural Equation Modeling (SEM) processed through the Lisrel 8.70 program. The implementation of student learning at home has a positive impact on school management, learning activities, reading literacy and parental participation in their children. However, student learning at home still faces several obstacles, both in terms of students and schools and teachers. Students who still rely on teachers as a source of face-to-face teaching said that studying at school is better than at home, absorbing teaching materials more easily and overcoming learning difficulties. In the case of schools and teachers, there are still many who are not ready to provide learning at home, let alone many who do not have digital technology. To carry out student learning at home still requires optimal stakeholder roles. One of them is the government, it is recommended to provide adequate laptops and internet access in schools that can be used by teachers and students in learning. Received: 2 September 2020 / Accepted: 22 December 2020 / Published: 5 March 2021

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Oguzor, Uloma Charity. "Consideration of Culture in Development of Home Economics Curriculum in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 97–104. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.97.

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This paper tries to examine the consideration of culture in the development of HomeEconomics curriculum in Nigeria. The cultural element which the school draws from include the society’s values, norms, religion, belief, languages, customs e.t.c and other attributes which are transmitted and local acquired. The role of culture in school should be appreciated particularly in HomeEconomics curriculum development which is practically oriented subject that deals with people’s clothing, feeding, housekeeping, e.t.c. This will be a guide towards helping the teachers of the subject know how to deal students with culural diversity.

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Morrison, Marlene. "Sharing Food at Home and School: Perspectives on Commensality." Sociological Review 44, no. 4 (August 1996): 648–74. http://dx.doi.org/10.1111/j.1467-954x.1996.tb00441.x.

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Sharing meals together, both in terms of their social construction and the social rules which govern behaviour, is thought to be the essence of our sociality. Teaching and Learning about Food and Nutrition in Schools (reported by Burgess and Morrison in 1995) is an ESRC funded project, which, as part of the Nation's Diet Programme: The Social Science of Food Choice investigated food use and eating in schools. Prior to the project social scientists had seldom focused upon the social and educational contexts in which children and young people learned about food as classroom activity, as routinised eating in schools, or at the interface between home and school. It is at the meeting point of such interests that this paper on the social significance of eating together is framed. Interview and diary data from parents, ‘dinner ladies’ and pupils, in combination with research observations, are used to explore familial perspectives on the changing relationship between eating at home and school in two primary school case studies. The discussion of school eating arrangements highlights the complex issues underpinning the advocacy of school meals, not only in terms of nutritional impact but also in relation to the cross-cutting effects of institutional practice, socio-economic advantage and disadvantage, and cultural preference. The alleged decline of the ‘proper’ shared meal is also contested. Rather, the data show commensality being produced and reproduced in different forms.

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Fleischmann, Ellen. "Lost in Translation: Home Economics and the Sidon Girls' School of Lebanon, c. 1924-1932." Social Sciences and Missions 23, no. 1 (2010): 32–62. http://dx.doi.org/10.1163/187489410x488558.

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AbstractThe American Protestant Syria Mission, founded in 1821 in Lebanon, targeted young women and girls, the mothers and wives of the future, as crucial to its aims to spread the Gospel. The Mission thus founded numerous schools for girls. One institution which played a significant role in female education was the Sidon Girls' School, founded in 1862. In the 1920s the Mission initiated a self-described “revolutionary” plan for the school by instituting a home economics program, which put the school on the map of the educational landscape in the Middle East. This article deals with the legacy of the home economics program at Sidon Girls' School, raising broader issues about American-style education imported to the Middle East. Missionaries enthused about the “progressive,” modern training they offered in their schools, seemingly ignorant of the existence of home economics training already offered by indigenous government and private schools. The article investigates how the “new” education in home economics offered in Sidon reflected trends in, and attempted to transfer concepts adapted from, American female education, exploring how and why the missionary message was lost in translation; and how women graduates subverted it. L'American Protestant Syria Mission, fondée en 1821 au Liban, considérait les filles et jeunes femmes, futures mères et futures épouses, comme cruciales pour son travail d'évangélisation. La Mission créa pour cela de nombreuses écoles pour filles. Une institution qui joua un rôle important dans l'éducation féminine fut l'Ecole des Filles de Sidon (Sidon Girls' School) fondée en 1862. Dans les années 1920, la Mission y mit en œuvre ce qu'elle appela un plan « révolutionnaire » instituant un programme d'économie domestique qui allait faire la réputation de l'école dans le contexte des institutions de formation au Moyen Orient. Le présent article analyse l'héritage du programme d'économie domestique à la Sidon Girls' School et soulève des questions plus larges en relation à l'éducation de style américain importée au Moyen Orient. Les missionnaires s'enthousiasmèrent pour l'enseignement « progressiste » et moderne qu'ils offraient dans leurs écoles, ignorant apparemment l'existence de cours d'économie domestique déjà offerts par les gouvernements locaux et autres écoles privées. L'article explore comment la « nouvelle » formation offerte à Sidon était le reflet des tendances de l'éducation féminine aux Etats-Unis et comment les missionnaires tentèrent de transférer ces concepts. Il montre en outre quand et comment le message missionnaire se perdit dans cet effort de traduction, et comment les diplômées de l'école le subvertirent.

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

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

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Yamamura, Eiji, and Yoshiro Tsustsui. "The impact of closing schools on working from home during the COVID-19 pandemic: evidence using panel data from Japan." Review of Economics of the Household 19, no. 1 (January 11, 2021): 41–60. http://dx.doi.org/10.1007/s11150-020-09536-5.

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AbstractCOVID-19 has led to the closure of various schools in Japan to cope with the pandemic. This study explores how school closure influences parents’ work style based on short panel data for the period of school closure from mid-March to mid-April 2020. Specifically, we analyze how the presence of their children influences parents’ work at home and examine how the effect differs by the parent’s gender. After controlling for various factors, we find that in cases where parents are full-time employees and the children are: (1) in primary school, mothers are more likely to work remotely, while fathers are less likely to do so and (2) in junior high school, the parents’ work styles are hardly affected. This shows that mothers shoulder the burden of working remotely and caring for small children at home, while fathers tend to work in the office and spend less time with their childcare at home. Inevitably, COVID-19 has increased the inequality in the burden of child care.

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Foliano, Francesca, Francis Green, and Marcello Sartarelli. "Away from home, better at school. The case of a British boarding school." Economics of Education Review 73 (December 2019): 101911. http://dx.doi.org/10.1016/j.econedurev.2019.101911.

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

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

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Sze, Celine, Marilyn Chapman, and Ling Shi. "Functions and genres of ESL children’s English writing at home and at school." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 30–55. http://dx.doi.org/10.1075/japc.19.1.03sze.

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Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examined the functions and genres of four second-grade ESL (English as a Second Language) children’s English writing at home and at school. The two boys and two girls were born and raised in Canada, speaking English at school and with their siblings, and Cantonese at home with their parents. A total of 67 pieces of school writing and 54 pieces of home writing were collected over a five-week period. Findings show that home writing exhibit a wider range of functions and genres than school writing. The study suggests that teachers should be aware of the value of the writing opportunities and contexts bicultural children have at home and, therefore, incorporate such home experiences into classroom teaching to enrich the process of literacy development.

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Momota, Yukiko, and Ikuko Ogawa. "Education of Craft with Fabrics in Home Economics for Elementary School Students." International Journal of Learning, Teaching and Educational Research 17, no. 3 (March 20, 2018): 15–27. http://dx.doi.org/10.26803/ijlter.17.3.2.

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Heo, Young-Sun, and Jung-Hyun Chae. "Development of Global Citizenship Education Program for Middle School Home Economics classes." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 18 (September 30, 2020): 1403–33. http://dx.doi.org/10.22251/jlcci.2020.20.18.1403.

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Kawano, Kenji, and Kyoko Irimajiri. "Community-based Active Learning-A Challenge of Ibaraki High School Home Economics." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): IS—004—IS—004. http://dx.doi.org/10.4992/pacjpa.83.0_is-004.

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Usoroh, Comfort, Imaobong Akpan, and Nkopuyo Effiong. "Academic Goal Orientations and Junior Secondary School Students’ Performance in Home Economics." Advances in Research 3, no. 3 (January 10, 2015): 289–96. http://dx.doi.org/10.9734/air/2015/12180.

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Yoon, Nam-Hee, and Sang-Hee Sohn. "Middle School Home Economics Teaching･Learning Course Plan Development of Unification Education." Korean Home Economics Education Association 30, no. 1 (March 31, 2018): 43–63. http://dx.doi.org/10.19031/jkheea.2018.03.30.1.43.

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Gerritsen, Sarah, Sarah E. Anderson, Susan MB Morton, and Clare R. Wall. "Pre-school nutrition-related behaviours at home and early childhood education services: findings from the Growing Up in New Zealand longitudinal study." Public Health Nutrition 21, no. 7 (February 5, 2018): 1222–31. http://dx.doi.org/10.1017/s1368980017004116.

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AbstractObjectivePre-school nutrition-related behaviours influence diet and development of lifelong eating habits. We examined the prevalence and congruence of recommended nutrition-related behaviours (RNB) in home and early childhood education (ECE) services, exploring differences by child and ECE characteristics.DesignTelephone interviews with mothers. Online survey of ECE managers/head teachers.SettingNew Zealand.SubjectsChildren (n 1181) aged 45 months in the Growing Up in New Zealand longitudinal study.ResultsA mean 5·3 of 8 RNB were followed at home, with statistical differences by gender and ethnic group, but not socio-economic position. ECE services followed a mean 4·8 of 8 RNB, with differences by type of service and health-promotion programme participation. No congruence between adherence at home and in ECE services was found; half of children with high adherence at home attended a service with low adherence. A greater proportion of children in deprived communities attended a service with high adherence, compared with children living in the least deprived communities (20 and 12 %, respectively).ConclusionsChildren, across all socio-economic positions, may not experience RNB at home. ECE settings provide an opportunity to improve or support behaviours learned at home. Targeting of health-promotion programmes in high-deprivation areas has resulted in higher adherence to RNB at these ECE services. The lack of congruence between home and ECE behaviours suggests health-promotion messages may not be effectively communicated to parents/family. Greater support is required across the ECE sector to adhere to RNB and promote wider change that can reach into homes.

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Friedrich, Nicola, Laura Teichert, and Zipporah Devadas. "The Techno-literacy Practices of Young Children from Diverse Backgrounds." Language and Literacy 19, no. 3 (August 3, 2017): 21. http://dx.doi.org/10.20360/g2gm35.

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To complicate the notion of a digital divide along economic and cultural lines, this paper describes techno-literacy practices within the homes of children from diverse backgrounds. Data were drawn from two ethnographic case studies examining the home literacy practices of pre-school aged children. Participants were three Karen refugee families and two English-speaking, middle-class families. The findings suggest that children initiate interactions with digital tools within the cultural and economic landscapes of the home. In so doing, they develop operational competencies to access digital texts in order to scaffold their current learning and enable their participation in 21st century society.

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Granberg, Albina, Viktoria Olsson, and Ylva Mattsson Sydner. "Teaching and learning cooking skills in Home Economics." British Food Journal 119, no. 5 (May 2, 2017): 1067–78. http://dx.doi.org/10.1108/bfj-09-2016-0435.

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Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn. Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking. Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context. Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills.

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Fenimore, Linda. "Exploring family reading practices in non-Kuwaiti nannies." Journal for Multicultural Education 9, no. 1 (April 13, 2015): 28–41. http://dx.doi.org/10.1108/jme-06-2014-0029.

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Purpose – The purpose of this paper is to explore how home reading practices can impact what teachers assume to be the optimum practice in preparing students for school may not be supported by the local culture. In Kuwait, I have heard teachers repeatedly complain that students do not read at home or seem to value reading. Kuwaiti adults relate that they rarely engage in reading for pleasure. Students here are challenged with learning English, but also seem to take a greater amount of time to understand the use of reading in their lives and learning. These factors led me to consider that what teachers assume to be the optimum practice in preparing students for school may not be supported by the local culture. Design/methodology/approach – In this case study, five nannies were interviewed focusing on participants’ reading practices in their homes of origin and those practiced with Kuwaiti children. Observational notes were taken to record nonverbal communication. Data were analyzed to uncover references to home reading practices such as storytelling, recreational reading and verbal interaction based on the reading. References were color coded and a database was constructed of references the nannies made to reading practices both in their homes of origin and in the Kuwaiti homes in which they work. The references to reading practices were then categorized according to activities reported. Findings – As a result, it was found that the nannies perceived the purpose of reading to be for education only, storytelling is used for different purposes in different cultures, print material were rarely found in the homes of the nannies due to lack of economic means, and the fathers of most of the nannies were critical in their reading development. Research limitations/implications – Further exploration of the home reading practices of the Kuwaitis is needed to fully support the effective inclusion of their cultural reading traditions into school practice. Parent and student surveys, parent interviews and possibly home visits would assist researchers in more fully defining home reading practices. Partnering with Arabic-speaking or Kuwaiti teachers would benefit researchers in being able to efficiently translate for the interviews and then discuss their observations, giving the researchers a more nuanced perspective of the findings. Originality/value – This paper offers an original view on a particular aspect of international education, namely, reading habits, and discusses the promotion of multicultural reading instruction in a more culturally responsive manner.

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Taillie, Lindsey Smith, Myriam C. Afeiche, Alison L. Eldridge, and Barry M. Popkin. "The contribution of at-home and away-from-home food to dietary intake among 2–13-year-old Mexican children." Public Health Nutrition 20, no. 14 (September 9, 2016): 2559–68. http://dx.doi.org/10.1017/s1368980016002196.

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AbstractObjectiveAway-from-home foods have been shown to have lower nutritional quality and larger portion sizes than many foods prepared at home. We aimed to describe energy and nutrient intakes among 2–13-year-old Mexican children by eating location (at home and away from home), overall, by socio-economic status (SES) and by urbanicity.DesignDietary intake was collected via one 24 h recall in the 2012 Mexican National Health and Nutrition Survey (ENSANUT). Location was reported for each food consumed. Results were adjusted for sex, day of recall, region, weight status, SES and urbanicity.SettingMexico (nationally representative).SubjectsChildren aged 2–5 years (n1905) and 6–13 years (n2868).ResultsChildren consumed the majority of daily energy at home (89% of 2–5-year-olds; 82 % of 6–13-year-olds). The most common away-from-home eating location was school (22 % of 2–5-year-olds; 43 % of 6–13-year-olds), followed by the street (14 % of 2–5-year-olds; 13 % of 6–13-year-olds). The most common foods consumed away from home were wheat/rice and corn mixed dishes, sugar-sweetened beverages, pastries/candy/desserts, milk (2–5-year-olds only) and salty snacks (6–13-year-olds). Multivariate models showed that high-SES 2–5-year-olds consumed 14 % of daily energy away from homev. 8 % among low-SES 2–5-year-olds, and high-SES 6–13-year-olds consumed 21 % of daily energy away from homev. 14 % among low-SES 6–13 year-olds. There were no differences by urban residence.ConclusionsAmong Mexican children, most foods and beverages were consumed at home. However, the percentage of foods consumed or purchased away from home increased with age and with SES.

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Lee, EunYoung, Jisu Kim, and Youngjoo Na. "Correlation between Curriculum and Employing Testing for Secondary School Teachers in Home Economics Subjects." Family and Environment Research 58, no. 2 (May 21, 2020): 187–200. http://dx.doi.org/10.6115/fer.2020.014.

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This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into ‘Teacher Eligibility Criteria’, ‘Assessment Area’, and ‘Evaluation Content Elements‘ for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

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Hine, Julian. "The provision of home to school transport in Northern Ireland." Research in Transportation Economics 25, no. 1 (January 2009): 29–38. http://dx.doi.org/10.1016/j.retrec.2009.08.003.

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

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

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Lee, Soomi. "Political Economy of the Parcel Tax in California School Districts." Public Finance Review 47, no. 5 (July 16, 2019): 864–92. http://dx.doi.org/10.1177/1091142119847674.

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This article examines the effect of home price distribution on the likelihood of parcel tax adoption in California school districts. A parcel tax is a regressive tax imposed as the same amount per unit of property regardless of property values and requires a two-thirds supermajority vote to be adopted. Despite the growing role that local parcel taxes have in funding public education, it has not been fully understood how their regressive nature influences adoption. I argue that because the regressive tax imposes different marginal property tax rates for voters, the distribution of home prices within a district determines the likelihood of parcel tax adoption. Using the Heckman selection models with California school district–level data, I find that a large gap in home values within a district significantly lowers the likelihood of parcel tax adoption.

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Lee, Young-Sun, Hyun-Sub Cho, Seong-Youn Choi, and Mi-Jeong Park. "The Effect of Power Base of Home Economics Teachers Perceived by Middle School Students on the Importance, Interest, and Self-Determination Motivation in Home Economics." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 2 (February 1, 2020): 1375–98. http://dx.doi.org/10.22251/jlcci.2020.20.2.1375.

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Ji, Eun Hye, and Saeeun Choi. "High School Students’ Perceptions of Parenting Education in the Technology-Home Economics Class." Korean Journal of Human Ecology 29, no. 2 (April 30, 2020): 151–70. http://dx.doi.org/10.5934/kjhe.2020.29.2.151.

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Park, Mi Jeong. "Effectiveness of consumer education through Home Economics on middle school students consumer competency." Korean Home Economics Education Association 30, no. 2 (June 30, 2018): 1–20. http://dx.doi.org/10.19031/jkheea.2018.06.30.2.1.

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Collins, Courtney A., and Erin K. Kaplan. "Capitalization of School Quality in Housing Prices: Evidence from Boundary Changes in Shelby County, Tennessee." American Economic Review 107, no. 5 (May 1, 2017): 628–32. http://dx.doi.org/10.1257/aer.p20171129.

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In 2013 Memphis City Schools and Shelby County Schools consolidated into a unified system, creating one of the largest districts in the nation. Six Memphis suburbs subsequently voted to create separate municipal districts. Many school zoning changes resulted from the merger and subsequent splintering of districts, providing a rare opportunity to separately identify the value of both school and district quality as they are capitalized in housing prices. Utilizing school fixed effects and repeat sales data, we find that a one standard deviation increase in test scores increases prices by 3-4% while district administration accounts for 5-8% of home values.

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Cordini, Marta, Andrea Parma, and Costanzo Ranci. "‘White flight’ in Milan: School segregation as a result of home-to-school mobility." Urban Studies 56, no. 15 (May 7, 2019): 3216–33. http://dx.doi.org/10.1177/0042098019836661.

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The paper aims to show how and to what extent the system of compulsory education in Milan is affected by social and ethnic segregation. We argue that, despite being guided by the general criteria of universal access and equality of treatment, not only do Milan’s schools fail to counter socio-economic inequalities and differentiation along ethnic lines in an effective manner, but they actually tend to amplify and entrench them. We begin with a theoretical discussion of the main factors contributing to school segregation and a general overview of Italy’s compulsory education system. This is followed by a presentation of the empirical case of Milan, analysing social and ethnic segregation of children of primary school age (i.e. 6–10 years) by place of residence and school of enrolment. As a clear gap emerges between the ‘natural’ and the ‘actual’ school composition, our analytical focus then shifts to home-to-school mobility as an expression of parental choice. We show that 56% of all students in Milan do not enrol at local state schools and this is due to two main phenomena: families choosing private schools and families moving within the state school system. The analysis of these movements makes it possible to identify avoidance dynamics (i.e., in which disadvantaged or ethnic areas are avoided), as well as incoming mobility towards private schools and state schools located in affluent areas or with a lower intake of pupils of non-Italian ethnic backgrounds.

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Ruiz-Valenzuela, Jenifer. "Job loss at home: children’s school performance during the Great Recession." SERIEs 11, no. 3 (May 29, 2020): 243–86. http://dx.doi.org/10.1007/s13209-020-00217-1.

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Ikeda, Masato, and Shintaro Yamaguchi. "Online learning during school closure due to COVID-19." Japanese Economic Review 72, no. 3 (June 10, 2021): 471–507. http://dx.doi.org/10.1007/s42973-021-00079-7.

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AbstractThis paper estimates the effects of school closure on students’ study time and the number of messages sent from teachers to students using an online learning service. We find that both study time and message numbers increased significantly from the beginning of the school closure but they returned to pre-COVID-19 levels when the state of emergency ended in late May 2020. In addition, we find that students with prior access to the online learning service at home and students at higher-quality schools increased their study time more than other students. However, we find no gender differences in these outcomes.

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Panchmukh, Neeta, Remica Aggarwal, and Veena Aggarwal. "An Exploration in the Fields of Home Science and home Economics and their Impact on School Education in Context of Asian Countries." International Journal of Computer Applications 177, no. 10 (October 17, 2019): 35–41. http://dx.doi.org/10.5120/ijca2019919517.

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Tanu, Danau. "Going to school in ‘Disneyland’: Imagining an international school community in Indonesia." Asian and Pacific Migration Journal 25, no. 4 (October 26, 2016): 429–50. http://dx.doi.org/10.1177/0117196816672467.

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Across Asia, English-medium international schools have been established to cater to children of expatriate workers, serial migrants and affluent local families. These schools market themselves as ‘international’ by drawing on the multinational composition of their student body. Yet, the methodological nationalism of much of the existing research rarely addresses the structural inequalities promoted by these schools. In contrast, this article uses methodological cosmopolitanism and postcolonial perspectives to draw attention to the way socio-economic privilege, and its frequent racialization as ‘white,’ turns the international school environment into an imagined community that normalizes Western expatriate perceptions of ‘home,’ which in turn relegates the host country, Indonesia, to the background of a temporary life overseas. A year-long ethnographic research showed, however, that the diverse transnational backgrounds of the students challenge the boundaries of the international school bubble to show that binary notions of home/away and migrant/native are constructed rather than self-evident.

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Park, Mi Jeong, Yunjin Lim, Yoojin Kwon, and Kwangjae Lee. "Technology and Home Economics Teachers’ Perception of Participation in School Curriculum Organization and High School Credit System." Korean Home Economics Education Association 32, no. 1 (March 31, 2020): 15–34. http://dx.doi.org/10.19031/jkheea.2020.03.32.1.15.

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Acharya, Kamal Prasad, Rajani Rajbhandary, and Milan Acharya. "(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal." Asian Social Science 15, no. 6 (May 31, 2019): 88. http://dx.doi.org/10.5539/ass.v15n6p88.

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The Science in the Learning Home (SciLH) program was designed to address two well-documented, inter-related educational problems observed in the Community High Schools in Nepal. The first relates to the achievement of students in science in Secondary Education Examination (SEE), which is below average (33 out of 75 i.e. 44%), and the second concerns the insufficiencies of the resources and instruction to discourse their traditional and livelihood requirements through school science learning activities. Funded by the University Grants Commission (UGC), Nepal, as a Small Research Development and Innovation Grants (SRDIG) to the faculty member, SciLH is a title set by the researcher to provide a new and innovative concept to learn science from the home and cultural practices. The tenth-grade high school students and the community people (parents) participated in the study. Livelihood practices and activities at the home link SciLH concept aligns with the school science curriculum and textbooks with that of cultural practices. This research article offers a framework to explore factors which support the accomplishment of the ethnically different student population and parents using the outline of ethno-perspective.

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Yuk, Kyung Min. "A Case Study of High School Home Economics Clothing Practice Classes Using Flipped Learning." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 19 (October 15, 2019): 399–420. http://dx.doi.org/10.22251/jlcci.2019.19.19.399.

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Kim, Saet-Byeol. "Development and Effect of a Reading Program on the High School Home Economics Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 8 (April 30, 2020): 945–73. http://dx.doi.org/10.22251/jlcci.2020.20.8.945.

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

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