This study was made to discover how high school homemaking had helped Sate Homemaker degree recipients in their own homemaking. Data were compiled from 109 State Homemaker degree recipients who were awarded the degree from 1949 to 1958 inclusive. The findings revealed that the study of homemaking made important contributions to the development of competencies in homemaking. Three-fourths of the items included under the areas of homemaking, with the exception of the area of child development, were considered to be definitely helpful by 50 per cent or more of the respondents. The areas of clothing the family and child development were most and least helpful respectively. The homemaking curriculum had been most valuable to homemakers in helping them: care for and repair clothing; contribute to the emotional health of the family; care for equipment and home furnishings; know the value of a balanced diet; know how to plan before buying and to make wise selections; establish meaningful values; and, understand problems related to child growth and development. The study revealed that State Homemaker degree recipients exemplified characteristics generally associated with stability in marriage, a significant evidence being that there were no divorces among the respondents. The respondents were well educated homemakers. A relatively high percentage continued education beyond high school and all of them had prepared themselves for the vocation of homemaking. A majority of the respondents married in the twenties and married someone whom they had known a year or longer. Being a State Homemaker degree recipient appears to be favorably related to stability of marriage. Some of the most outstanding values derived from work toward the State Homemaker degree included acquiring the ability to set and work toward meaningful goals, developing leadership abilities, and becoming more self-confident. High school homemaking and State degree work definitely contributed to proficiency in homemaking and to strengthening family living. / Master of Science

Through the teaching of homemaking education for the past four years the investigator became interested in reasons, especially these reasons given by the girls themselves, as to why some girls elect homemaking education in high school and why others do not. Apparently this question has been of interest to others es e number of studies have been made dealing with this subject. However, no such study has been made in this area of Virginia. The purposes of this study were to determine why girls elected homemaking education and why they did not, the effect of academic requirements on the election or non-election of the course and to determine recommendations which might result in a larger proportion of students electing homemaking courses. / Master of Science

M.S.

The supervisory staff for vocational home economics education in Virginia includes a State and Assistant State Supervisor and twelve district supervisors. Nine of the district supervisors are white and three are Negro. The State Supervisor provides overall leadership for the program and handles all administrative matters relating to budgets and reports. The Assistant State Supervisor is State Advisor for the Future Homemakers’ organization and works with local school divisions on plans and equipment for new and remodeled departments. She also assists the State Supervisor in giving leadership to the program. Approximately one-half of the district supervisor’s time is available for assistance to vocational home economics teachers in Virginia. It is the responsibility of the district supervisors to work directly with teachers in determining the nature of programs needed, in planning and developing programs, and in evaluating results. They also work closely with local administrators in the various school divisions on ways of facilitating and improving the program concerned. In addition to the supervision of the teaching programs, the district supervisors have overall responsibility for the school lunch programs operating in their respective districts. No attempt has been made in this study to evaluate the effectiveness of district supervision of the school lunch program. During the 1950-1951 school term there were 306 white secondary high schools which employed 482 vocational home economics teachers and 90 Negro secondary high schools in which 124 Negro vocational home economics teachers were employed. Much planning is continuously being carried on by the supervisory staff in an effort to help home economics teachers to make their programs as effective as possible. The extent of the assistance received by vocational home economics teachers from their district supervisors has long been of concern to those responsible for guiding the program. However, there has been no organized study of supervisory assistance given to home economics teachers in Virginia. The investigator proposed to make a study of this nature in the hope that it would prove helpful in finding more and better ways in which the supervisor could assist home economics teachers with their instructional problems. / Master of Science

Master of Science

by Wong Ka-sing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references. / Abstracts in English and Chinese. / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Research in Expertise --- p.4 / Chapter A --- Inherited Traits and Acquisition of Expertise --- p.4 / Chapter B --- Expert-novice Differences : Knowledge --- p.5 / Chapter C --- Practice and Development of Expertise --- p.12 / Chapter Chapter Three --- Expertise in teaching --- p.14 / Importance of Subject Matter Expertise in Relationship to Pedagogical Reasoning and Pedagogical Content Knowledge --- p.18 / Chapter Chapter Four --- Domain knowledge and its representation --- p.24 / Knowledge Representations and Networks --- p.26 / Techniques of Eliciting and Representing Knowledge --- p.29 / Chapter Chapter Five --- The Pathfinder algorithm and research resultsin relationship to education and learning --- p.34 / Chapter A --- Validity of the Pathfinder Network --- p.36 / Chapter B --- The Interpretation of Links in Pathfinder Network --- p.38 / Chapter Chapter Six --- Research findings relevant to the present study --- p.39 / Chapter A --- "Gomez, R. L, Hadfield O. D. and Housner, L D (1996): "" Concept Maps and Simulated Teaching Episodes as Indicators of Competence in Teaching Elementary Mathematics""" --- p.39 / Chapter B --- "Goldsmith, T. E. , Johnson, P.j., and Acton, W. H (1991): "" Assessing structural knowledge""" --- p.43 / Chapter C --- "Acton, W. H., Johnson, P. j. and Goldsmith, T. E (1994): ""Structural knowledge assessment: Comparison of referent structures""" --- p.45 / Chapter D --- "Gonzalvo, P., Canas, J. J., and Bajo. M. T. (1994): "" Structural representations in knowledge acquisition""" --- p.48 / Chapter E --- "Johnson, P. J. Goldsmith, T. E, and Teague, K. W (1994).: "" Locus of predictive advantage in Pathfinder- based representations of classroom knowledge""" --- p.50 / Chapter Chapter Seven --- The research question --- p.52 / Research Hypothesis --- p.53 / The Subjects of this Study --- p.54 / Method of Data Collection --- p.57 / Concepts Used for Rating --- p.58 / Chapter Chapter Eight --- Results and analysis --- p.60 / Qualitative Analysis of Pathfinder Networks and MDS Solutions --- p.60 / Testing of Hypotheses --- p.70 / Discussion --- p.75 / Chapter Chapter Nine --- Limitations of the present study --- p.78

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to evaluate the impact of 'Foodstyles: Perspectives on Food for People' (Foodstyles), on the teaching practices of secondary Home Economics educators in British Columbia. Foodstyles is a nutrition innovation intended for use in conjunction with the Foods and Nutrition section of the provincial Home Economics Curriculum. The design of the study was developed from curriculum evaluation literature. Research questions were derived from the concerns of program developers, workshop leaders and teachers. The questions investigated how teachers use Foodstyles, if teachers who use the program accept its rationale, what factors influence use of the program and in what ways Foodstyles is of value in nutrition education practice. Patterns of teacher use of Foodstyles were selected as the criteria for judging the impact of the innovation. Data were obtained by questionnaires and interviews. Questionnaires were mailed to teachers who had attended a Foodstyles workshop and who were teaching Home Economics in school districts that agreed to participate in the study. Of the 113 teachers who responded (51.8 percent), 75 taught Foods and Nutrition during 1980-81 and were included in the analyses. A sample of ten respondents were interviewed to obtain descriptions of their use of Foodstyles. Results of the analyses of questionnaire data together with descriptions from the interviews were used to construct "Profiles of Teacher Use of Foodstyles" for high, moderate and low-users. A panel of nutrition education experts used these three profiles to judge the value of the innovation. Results of the study indicated that teachers used individual activities from Foodstyles that were congruent with their own objectives. They most frequently used junior-level activities that were presented at workshops, were related to factors influencing food choice and were ready for immediate classroom use. Correlational analysis indicated a significant positive relationship between use of Foodstyles activities and selection of teaching strategies which reflect acceptance of the Foodstyles rationale. During interviews, high-users (18.7 percent) reported that they selected activities from Foodstyles to encourage students to choose food patterns consistent with their needs and lifestyles. High-users included Foodstyles in lessons as intended by program developers and as the panel believed it should be used. Low-users, (33.3 percent), reported using the innovation only to teach nutrition information. Program developers and members of the panel considered that this was not consistent with the intents of the innovation. Moderate users (48.0 percent) showed no distinguishing characteristics in their use of Foodstyles. Teachers were found to be more likely to use Foodstyles if they taught senior classes, taught only Foods and Nutrition courses, attended a workshop as a teacher rather than as a student-teacher, received the newsletter "In Touch" and had positive attitudes toward the program as measured by the questionnaire. The panel judged Foodstyles to represent a valuable approach to the teaching of nutrition. The results of the study, however, indicated that Foodstyles has had only a moderate impact on the teaching practices of secondary Home Economics teachers in British Columbia. Several implications related to nutrition education practice and to nutrition education research were inferred from the study. Specific recommendations for the review and modification of the Foodstyles program and workshop also emerged. Overall, the approach to evaluation used in this study permitted judgements to be made about the impact of the innovation in nutrition education practice. This approach is recommended for the evaluation of those innovations which are designed to complement existing provincial curricula. / Land and Food Systems, Faculty of / Graduate

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education