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Journal articles on the topic 'Home economics teachers Home economics teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

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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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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Holley, Claudette S., and Sue W. Kirkpatrick. "Job Satisfaction And Stress Of Home Economics Teachers." Home Economics Research Journal 16, no. 2 (December 1987): 109–19. http://dx.doi.org/10.1177/1077727x8701600204.

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Kim, Seung-Hee, and Jung-Hyun Chae. "Characteristics and development plan of Home Economics teachers." Korean Home Economics Education Association 30, no. 2 (June 30, 2018): 77–102. http://dx.doi.org/10.19031/jkheea.2018.06.30.2.77.

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5

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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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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Höijer, Karin, Karin Hjälmeskog, and Christina Fjellström. "‘Food with a purpose’- Home Economics teachers' construction of food and home." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 514–19. http://dx.doi.org/10.1111/j.1470-6431.2011.01014.x.

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8

Burge, Penny L., and Steven M. Culver. "The Reciprocal Relationship Between Work and Home Satisfaction for Home Economics Teachers." Home Economics Research Journal 17, no. 4 (June 1989): 337–50. http://dx.doi.org/10.1177/1077727x8901700407.

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Bamalli, Halima Sidi. "Competencies and Strategies for the Teaching of 21^ST Century Learners in Vocational Home Economics Education." International Letters of Social and Humanistic Sciences 19 (December 2013): 50–55. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.50.

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Vocational Home Economics is a skill oriented field of study which equipped the learners with saleable skills that make them self reliance/self employed. To equip the learners, the teacher must also be equipped with competent strategies for effective teaching and learning. The paper looks at Home Economics Education as a Vocation and discussed some effective strategies every teacher should use for teaching. The paper recommends that learners should adapt to change and develop initiative and self direction, while the Home Economics teachers should reposition their teaching strategies for effective teaching and learning in the 21st century.

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Hanley, Michael, and Maura Moran. "Developing a Microteaching Studio for Student Teachers of Home Economics." European Journal of Teacher Education 9, no. 2 (January 1986): 175–79. http://dx.doi.org/10.1080/0261976860090207.

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Dewald-Link, Margaret R., and Rosalyn M. Lester. "Recruitment Attitudes and Behaviors of Home Economics Teachers in Virginia." Home Economics Research Journal 14, no. 1 (September 1985): 41–50. http://dx.doi.org/10.1177/1077727x8501400105.

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Travers, R. D., and J. A. Gilbride. "Reading Instructional Practices of New York State Home Economics Teachers." Family and Consumer Sciences Research Journal 25, no. 3 (March 1, 1997): 316–33. http://dx.doi.org/10.1177/1077727x970253005.

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Haapala, Irja, Simon Biggs, Riitta Cederberg, and Anna-Liisa Kosonen. "Home Economics Teachers' Intentions and Engagement in Teaching Sustainable Development." Scandinavian Journal of Educational Research 58, no. 1 (June 19, 2012): 41–54. http://dx.doi.org/10.1080/00313831.2012.696213.

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Gham, Kyoung Won, and Mi Jeong Park. ""Development of Competency Model for Beginning Teachers in Home Economics"." Korean Home Economics Education Association 32, no. 4 (December 31, 2020): 125–48. http://dx.doi.org/10.19031/jkheea.2020.12.32.4.125.

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Olibie, Eyiuche Ifeoma, Chinyere Nwabunwanne, and Dorothy Nkem Ezenwanne. "Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery." International Journal of Adult Vocational Education and Technology 4, no. 4 (October 2013): 74–83. http://dx.doi.org/10.4018/ijavet.2013100105.

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This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.

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

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Fordyce-Voorham, Sandra P. "Predictors of the perceived importance of food skills of home economics teachers." Health Education 116, no. 3 (April 4, 2016): 259–74. http://dx.doi.org/10.1108/he-01-2015-0003.

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Purpose – The purpose of this paper is to test an hypothesis that teachers’ personal orientations toward food preparation, nutrition and environmental issues would be related to their perceived importance of food skills. Design/methodology/approach – Little research has been conducted on home economics teachers’ views on the importance of the food skills they teach in secondary schools in Australia. Therefore, an online survey was conducted among 261 home economics teachers in Australian secondary schools. The research measured respondents’ ratings of the importance of 70 food skills as well as their teaching preferences and use of resources. Findings – Respondents rated the procedural “hands-on” skills required to prepare a healthy meal as most important. Exploratory factor analysis derived five components (procedures for domestic settings, procedures for vocational settings, cookery methods, food economy, using microwave oven appliances) relating to teachers’ perceived importance of food skills. Teachers’ personal orientations were described as food aesthete, consumer-environmentalist and nutritionist. The findings showed that these were better predictors of the perceived importance of food skills than demographic characteristics. The most important perceived skills related to the basic procedures required by young people to be able to prepare meals for themselves when living independently. Teachers’ personal “orientations” were significantly related to the perceived importance of food skills. Demographic and professional characteristics were poor predictors of these perceptions. Originality/value – The findings provide home economics teachers with an understanding of their selection of particular food skills to teach their students in skill-based healthy eating programmes.

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Yu, Nan-Sook. "A Study on Efficacy and Coping Strategies for Home Economics Teachers." International Journal of Human Ecology 12, no. 1 (June 30, 2011): 115–24. http://dx.doi.org/10.6115/ljhe.2011.12.1.115.

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Ahn, Jae Hyun, and Mi Jeong Park. "A Narrative Inquiry of the Identities of Male Home Economics Teachers." Korean Home Economics Education Association 32, no. 2 (June 30, 2020): 159–78. http://dx.doi.org/10.19031/jkheea.2020.06.32.2.159.

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Han, Sang Mi, Kyungmin Kim, and Yoon-jung Lee. "A study of ‘Clothing life’ Curriculum on Teacher Preparation Institutions for Middle school Home Economics Teachers." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 23 (December 15, 2019): 715–38. http://dx.doi.org/10.22251/jlcci.2019.19.23.715.

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Sundqvist, Karin, Johan Korhonen, and Gunilla Eklund. "Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors." Education Inquiry 12, no. 1 (June 24, 2020): 73–93. http://dx.doi.org/10.1080/20004508.2020.1778609.

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Evers, Rebecca Barr, and William Bursuck. "Teacher Ratings of Instructional and Setting Demands in Vocational Education Classes." Learning Disability Quarterly 16, no. 2 (May 1993): 82–92. http://dx.doi.org/10.2307/1511131.

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There is an urgent need for support services for teachers and for interventions for students in vocational education mainstreaming programs. Development of appropriate and specific interventions for use in these classes requires precise descriptions of instructional demands and teacher expectations in the technical, home economics, and business areas of vocational education. The primary purpose of this study was to compare the instructional setting demands and teacher expectations of vocational education classes with those found in regular academic classes. Results were mixed and not significantly different for instructional grouping and instructional materials and methods. Teachers in academic and vocational classes also held similar expectations for behaviors necessary for success in their courses. However, significant differences were found in the demands of physical setting, method of instruction, class requirements, and allowed accommodations. In addition, significant differences were found between the three types of vocational courses: home economics, business, and technical. The implications of these findings for future research and classroom practice are discussed.

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Han, Ju, and Jung-Hyun Chae. "Experiences of the Teachers in the Practical Problem-Based Home Economics Class." Family and Environment Research 54, no. 4 (August 12, 2016): 351–63. http://dx.doi.org/10.6115/fer.2016.027.

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Noh, Heui Yeon, So Jin Lim, Seung Hee Kim, and Mi Jeong Park. "The Effects of Self-understanding on Prospective Home Economics Teachers' Change Competency." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 23 (December 1, 2020): 543–72. http://dx.doi.org/10.22251/jlcci.2020.20.23.543.

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양지선 and Taemyung Yoo. "Professional Qualification and Practical Teaching Competencies of Home Economics Pre-service Teachers." Journal of Korean Practical Arts Education 16, no. 4 (November 2010): 101–24. http://dx.doi.org/10.17055/jpaer.2010.16.4.101.

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Saratapan, Narumon, Sasithep Pitiporntapin, and Lisa M. Hines. "Enhancing Pre-Service Teachers’ Integration of STEM Education into Home Economics Lessons Through A Professional Development Program." International Education Studies 12, no. 8 (July 29, 2019): 11. http://dx.doi.org/10.5539/ies.v12n8p11.

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This research was aimed to assess whether a newly developed professional development (PD) program enhances STEM-based teaching practices among pre-service home economics teachers. The activities in this PD program were divided into three parts: knowledge about STEM education, lesson plan development, and implementation of STEM-based lessons. Using three pre-service home economics teachers as case studies, data were collected throughout the PD program from group discussions, observations, interviews, and review of documentation. Data were analyzed using content analysis. The findings demonstrated that the pre-service teachers gained more confidence with integrating STEM education into their lesson plans as a result of the PD program. In addition, they were able to link content about home economics to other disciplines. This integration provided more opportunities for students to test their own ideas, ask questions, and apply 21st century skills. STEM knowledge, school context, students’ learning style, and time constraints were identified as the main factors that impacted their teaching practices. Results from this study provides insight on how to better prepare teachers outside of the STEM disciplines with integrating STEM content into their teaching practices and provides a framework for future research.

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김경희, Changhoon Lee, and Kisoo Kim. "The Teachers' Recognition on 'Technology and Invention' Unit's Training in Technology/Home Economics." Journal of Korean Practical Arts Education 15, no. 3 (August 2009): 201–20. http://dx.doi.org/10.17055/jpaer.2009.15.3.201.

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Mumaw, C. R., A. I. Sugawara, and R. Pestle. "Teacher Efficacy and Past Experiences as Contributors to the Global Attitudes and Practices among Vocational Home Economics Teachers." Family and Consumer Sciences Research Journal 24, no. 1 (September 1, 1995): 92–109. http://dx.doi.org/10.1177/1077727x950241007.

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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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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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Sundqvist, Karin, Johan Korhonen, and Gunilla Eklund. "Finnish subject teachers’ beliefs and use of information and communication technology in Home Economics." Nordic Journal of Digital Literacy 15, no. 03 (October 9, 2020): 202–22. http://dx.doi.org/10.18261/issn.1891-943x-2020-03-06.

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Hwang, Suk-Hee, Chanran Seo, and Inkyung Jung. "An Exploration on the Teaching Competency of Home Economics Teachers for Creativity-Personality Education." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 3 (February 12, 2018): 1–29. http://dx.doi.org/10.22251/jlcci.2018.18.3.1.

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Hoffschwelle, Mary S. "The Science of Domesticity: Home Economics at George Peabody College for Teachers, 1914-1939." Journal of Southern History 57, no. 4 (November 1991): 659. http://dx.doi.org/10.2307/2210600.

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Gisslevik, Emmalee, Inga Wernersson, and Christel Larsson. "Home Economics Teachers’ Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumption." Sustainability 10, no. 5 (May 7, 2018): 1463. http://dx.doi.org/10.3390/su10051463.

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35

Egbuonu, I. "Level of Awareness of the Baby Friendly Initiative among Home Economics Teachers in Nigeria." Journal of Tropical Pediatrics 50, no. 6 (December 1, 2004): 331–33. http://dx.doi.org/10.1093/tropej/50.6.331.

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36

Katz, Ellen H., Sharron Dalton, and Joseph B. Giacquinta. "Status Risk Taking and Receptivity of Home Economics Teachers to a Statewide Curriculum Innovation." Home Economics Research Journal 22, no. 4 (June 1994): 401–21. http://dx.doi.org/10.1177/0046777494224003.

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Vanbeber, A. D., M. A. German, G. Holt, and J. Dunkerly. "A Survey of Texas Secondary Home Economics Teachers to Determine Nutrition Knowledge and Attitude." Journal of the American Dietetic Association 95, no. 9 (September 1995): A70. http://dx.doi.org/10.1016/s0002-8223(95)00597-8.

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Ronto, Rimante, Lauren Ball, Donna Pendergast, and Neil Harris. "Environmental factors of food literacy in Australian high schools: views of home economics teachers." International Journal of Consumer Studies 41, no. 1 (August 14, 2016): 19–27. http://dx.doi.org/10.1111/ijcs.12309.

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Yee, Chan Mei, and Zarinah Arshat. "Moderating Effects of Teachers’ Teaching Experience on Home Learning Associated with Literacy Skills among Chinese Preschoolers." Asian Social Science 12, no. 2 (January 11, 2016): 23. http://dx.doi.org/10.5539/ass.v12n2p23.

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<p>This study was designed to determine the influence of home learning on Chinese preschoolers’ literacy skills is likely to be moderated by the level of teacher’s teaching experience. There were 136 preschoolers aged ranged between three to six years old with their parents and teachers recruited in this study using a Multi-Stage Cluster sampling technique. The results of the Hierarchical Multiple Regression analysis indicate that teacher’s teaching experience has a significant moderating effect on the strengths of the relationship between home learning and preschoolers’ literacy skills. Further research is needed to investigate more deeply to identify whether these relationships are upheld over time and with diverse sample. </p>

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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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Håkansson, Andreas. "Indoctrination or education? Intention of unqualified teachers to transfer consumption norms in home economics teaching." International Journal of Consumer Studies 39, no. 6 (March 20, 2015): 682–91. http://dx.doi.org/10.1111/ijcs.12180.

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Koblinsky, Sally A., John R. Weeks, and Gwen C. Cooke. "Preparation and Practices of Secondary Family Life Education Teachers in Home Economics and Other Disciplines." Home Economics Research Journal 13, no. 3 (March 1985): 334–44. http://dx.doi.org/10.1177/1077727x8501300312.

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Gamal M. Atwa, Mohamed. "Home Economics Teachers Attitude Towards The Aduio Visual Aids in Preparatory Schools in Alexandria City." Alexandria Science Exchange Journal 28, no. 3 (July 1, 2007): 194–209. http://dx.doi.org/10.21608/asejaiqjsae.2007.158368.

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Francis, Sally K., and Debbraw Demissee. "Teachers' Perceptions of Students' Feelings of Clothing Deprivation." Perceptual and Motor Skills 76, no. 3_suppl (June 1993): 1211–17. http://dx.doi.org/10.2466/pms.1993.76.3c.1211.

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The purpose of this study was to compare teachers' perceptions of the feelings of perceived clothing deprivation among their students with the students' actual feelings. The samples consisted of 336 home economics students in Grades 9 through 12 from 6 high schools and 140 teachers employed by the same 6 schools. Results indicated that there was no difference between teachers and students on two measures of clothing deprivation, Inability to Buy and Clothing Deprivation Relative to Peers. In addition, a number of programs for meeting students' clothing needs were identified by the teachers.

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Azonuche, Juliana Ego. "Revitalizing Home Economics Education in Tertiary Institutions in Nigeria Through ICT Use for Skill Acquisition for Global Relevance." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 332. http://dx.doi.org/10.36941/jesr-2020-0131.

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The study examined how to revitalize Home Economics education in tertiary institutions through ICT use for skill acquisition and global relevance. Three research questions and one hypothesis guided the study. A descriptive survey was adopted for this study. 233 Lecturers and students constituted the population and 134 subjects were selected through simple random sampling method. A structured questionnaire was used to collect data and was analysed using mean, standard deviation and t-test analysis. Findings showed 30 skills that can be acquired through ICT use in Home Economics teaching and learning, such as; scaling of foods, meal planning, budgeting, selection, purchasing of foodstuffs and preparation. Factors affecting teaching and learning Home Economics include; insufficient personnel to teach practical, teaching more of theory than practical in the course. 10 ways proffered on how to revitalize Home Economics education include; equipping laboratory with adequate ICT facilities, teachers and students being ICT proficient, Carrying out assignment online, among others. It was concluded that since much skills can be learnt in Home Economics that enables learners to be relevant to self and the world, training and provision of ICT equipment is important in tertiary institutions.

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Fordyce-Voorham, Sandra. "An evaluation tool for measuring food skills acquisition." British Food Journal 119, no. 5 (May 2, 2017): 1028–44. http://dx.doi.org/10.1108/bfj-07-2016-0312.

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Purpose The purpose of this paper is to design an objective, valid and reliable “Checklist” tool that teachers could use to measure their students’ food skills acquisition. Design/methodology/approach The design of the Checklist was based on 18 procedural food skills identified by teachers and verified by analysis of skills in recipes that are typically used in food education programmes in secondary schools. The skills were divided into five skill-sets and a recipe covering the skills was selected to test the Checklist. For the test, three hypothetical situations of a person with low, some and expert skills making the recipe were demonstrated in separate videos. Teachers were invited to test the Checklist by viewing the videos, completing the Checklist for each of the three conditions and completing an evaluation. Findings In total, 40 home economics teachers tested the Checklist and reported that they could use the tool to measure the development and progress of their students’ procedural food skills. Analysis of variance analyses of the data and the non-parametric analyses suggest that the Checklist is a reliable and valid evaluation tool. Originality/value Teachers report using various tools to measure their students’ food skills acquisition but these have not been well-documented in the literature. These preliminary findings of an original and quantifiable tool showed that home economics teachers used the Checklist to measure their students’ procedural skills however, as the teachers’ comments suggest, further development and validation of the tool are required.

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Choi, Seong-Youn. "Evaluation of Dietary Life Instruction in Middle School Home Economics by Converging Habermas’s Three Systems of Action." Family and Environment Research 58, no. 4 (November 20, 2020): 561–83. http://dx.doi.org/10.6115/fer.2020.038.

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This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas’s three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to ‘balanced meal plan’ and ‘food choice’ according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class.<br/>This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

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Burrow, Robin, Rachel Williams, and Daniel Thomas. "Stressed, Depressed and Exhausted: Six Years as a Teacher in UK State Education." Work, Employment and Society 34, no. 5 (June 8, 2020): 949–58. http://dx.doi.org/10.1177/0950017020903040.

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This article foregrounds the experiences of a newly qualified teacher – ‘Daniel’ – in the state education sector in the United Kingdom. It provides an insight into the under-explored realities of teaching work and an empirical connection with a segment of the UK public sector that successive governments have positioned as central to economic and social prosperity. It centres on why nine out of ten teachers who participated in the 2017 National Skills and Employment Survey reported that they ‘often’ or ‘always’ come home from work exhausted. In doing so, it also helps to explain why 33% of newly qualified teachers leave within five years of qualifying. Through Daniel’s story, 40 years of neoliberal reform to the UK education system is contextualised and shown to have intensified latent contradictions by stripping teachers of time and the freedom to operate and innovate.

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Xiuqing, Zhang. "On the Awareness of Home Economics Among Women Teachers and Other Staff Members in Higher Education." Chinese Education & Society 33, no. 4 (July 2000): 83–87. http://dx.doi.org/10.2753/ced1061-1932330483.

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Håkansson, Andreas. "Intentions of formally qualified and unqualified teachers to transfer norms and values in home economics teaching." International Journal of Consumer Studies 40, no. 3 (November 23, 2015): 268–75. http://dx.doi.org/10.1111/ijcs.12251.

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