The two-fold purpose of this study was: (1) to devise a logical content analysis procedure for analyzing the conceptual content of selected secondary school economics textbooks, and (2) to measure the conceptual content of those textbooks. The procedure developed was derived from the literature of economists' views toward economic education, and the literature of content analysis.

The problem with which this investigation is concerned is that of determining the differential impact of informational delivery systems T1 (games and simulations), T2 (closed-circuit television), T3 (programmed learning), and T4 (standard lecture and discussion) on student understanding of elementary economic concepts as measured by the Test of Understanding in College Economics. In addition, the study seeks to determine whether a significant relationship exists between students' revealed preferences for specific informational delivery systems and increased economic understanding, and whether a significant relationship exists between students' evaluation of specific informational delivery systems as most effective in preparation for class examinations and increased economic understanding.

This study focused on public school home economics education in British Columbia between 1903-1939. The aim was to examine how home economics educators of this time period worked to have home economics recognized as a compulsory school subject, and how their accomplishments were influenced by contemporary events and progressive education ideals. Documents were analyzed, compared and synthesized to form as accurate a picture as possible of the conditions under which the place of home economics in the school system was justified. Sources used included annual reports of the public schools, curriculum documents, newspapers and special interest publications, and relevant writings of the principal actors. The time period 1903-1939 was divided into three sections. In the formative years (1903-1924) home economics was directed towards girls' vocational training as homemakers. Early home economics educators viewed the subject as a means of teaching about the middle-class "home ideal" through the inculcation of good habits of cleanliness, exactness and order. A problem arose because home economics, like other forms of practical education, was marginal, not central to the school system. It was not viewed seriously or made a priority except as it related to girls' education. Advocates of home economics decided that home economics would gain legitimacy if it were more regulated and accepted for matriculation credit, and worked toward this end. The 1924-25 survey of the British Columbia school system by J.H. Putman and G. M. Weir and the resulting Putman-Weir Report (1925) cemented many progressive education ideas. The Report placed home economics in an ambivalent position by promoting it as a means of teaching both cultural and vocational values and criticizing it for lack of organization and poorly trained teachers. The Putman-Weir Report reaffirmed contemporary ideas about the role of home economics in socializing female students and building a healthy nation. Political and economic factors kept the implementation of the Report on hold for eight years, with the exception of the appointment of Jessie McLenaghen as first Provincial, Director of Home Economics for the Department of Education in 1926. Jessie McLenaghen set about proving the worth of home economics and ensuring its place in the public school system. The student population of home economics changed from elementary to secondary school students accompanied by increased formalization such as examinations and use of a textbook. Home economics at the secondary school level required teachers with university degrees but there was no Chair of Home Economics at the University of British Columbia to train them. Consequently there were many unqualified teachers. A prescriptive curriculum and teacher inspections were seen as necessary to counteract this. The end result was an overemphasis on standards and technical instruction under the guise of promoting worthy home membership. After the curriculum revision of 1936, home economics was in the ambivalent state of a practical subject in an academic setting, forced to conform to 40-50 minute periods and examinations. It was female-dominated in an education system oriented to male values and a field which contained technical knowledge as well as moral and ethical standards. Jessie McLenaghen's actions of unifying and reconciling the home economics curriculum had ensured its survival, but in a truncated form. Home economics did not last as a compulsory subject past the Chant Commission of 1960 when many New Education ideas were discarded. Conformity was emphasized over the recognition of individual differences in homes and families, and the practical importance of home economics was submerged. In summary, a challenge is presented for home economics to re-examine and reclaim its practical roots. Suggestions for further study are made. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. (Educational Psychology) / Andragogy presently finds itself in the crossfire of criticism from different directions and angles. Some critics perceive Andragogy • as a discipline founded on assumptions without the necessary empirical base, while others ridicule its lack of theoretical foundation. The underlying reason for the overall dissentment among critics can be ascribed to the absence of a well founded conceptualisation of Andragogy as a scientific construct. Should Andragogy be clarified both theoretically and conceptually, and redefined in terms of its purpose and objectives, much of the criticism would be stifled. In order to provide a frame of reference within which Andragogy could be evaluated, it was found necessary to inquire about and examine the nature and characteristics of such scientific constructs as typologies, models, theories and paradigms. Besides doing that, theories of learning receive attention in order to get a background and overview of the theoretical roots of Andragogy. Another important aspect which needs attention, is a thorough investigation of Andragogy as phenomenon.

"The literature on teaching and curriculum development for the past two decades has emphasized the importance of relating curriculum and teaching to the problems or concerns which are of significance to the pupils...As homemaking teacher in the Liberty County High School, the writer is anxious to make homemaking as effective as possible for the pupils in this school. Consistent with the principle stated above, the identification of the problems which are unique to these pupils is a first step in this task. The purpose of this study, therefore, is to identify the problems of youth in Liberty County as seen by the pupils enrolled in the Liberty County High School, and to explore their implications for the teaching of homemaking in that school. In many studies of this kind the researchers have administered either the Mooney Problems Check List or the S.R.A. Youth Inventory as a basis for identifying the problems of youth involved. The procedure followed in this study, however, included the development of a problems check list unique to this school. It was felt that this was necessary because of the nature of the school population itself, and because it was believed that in the Liberty County High School this procedure would be more effective in identifying the problems of concern to the pupils involved than having them simply check a standardized scale developed for use with large number of youth scattered throughout the country. In addition, the writer was anxious to get information concerning certain citizenship attitudes of the pupils, and their vocational and educational goals"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements of the degree of Master of Science." / Includes bibliographical references (leaf 29).

"The purpose of this study was to determine expressed interest of high school seniors in Polk County in a Home Economics curriculum at Polk Community College. Florida rapidly expanded its post-high school educational programs in the 1950's and 1960's. In 1950, there were three state universities in Florida with a combined enrollment of approximately 20,000 students; presently, there are nine state universities with a combined enrollment that exceeds 92,000 students"--Introduction. / Typescript. / "August, 1975." / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes F. Ridley, Professor Directing Research Problem. / Includes bibliographical references (leaves 63-64).

No description available.

This investigation was made to determine some of the factors that influence the election of homemaking in secondary schools; and, to determine the bases used by guidance counselors when assisting high school girls with the selection of electives. Data were collected from 903 girls enrolled in grades nine through twelve in five high schools in Montgomery County, Virginia and from sixteen guidance counselors employed in Montgomery County secondary schools. Factors related to the election of homemaking were found to be: place of residence, slightly more rural than town girls elect homemaking; variety of electives available, more girls in schools having a limited number of electives, elected homemaking than did girls in the schools where more electives were available; marriage, most girls who remain in school after marriage elect homemaking; and, parental education, as parental education increased beyond high school fewer girls elected homemaking. Prominent among the factors influencing a girl's decision to elect or not elect homemaking were the high school program in which a girl was enrolled, persons consulted, how they and others regarded homemaking in relation to other courses, and the girls' own reasons for the election of homemaking. A higher percentage of the girls enrolled in the general and vocational programs elected homemaking than did those in the academic program. The persons having the most influence on the election of homemaking were parents and other students. Girls who elected homemaking regarded it more favorably in comparison to other courses than did the girls who did not elect homemaking. The two leading reasons given by both the girls and guidance counselors for the election of homemaking were: girls feel a need to prepare for marriage, parenthood, and family life, and the advice of parents to include homemaking in their program. The bases guidance counselors consider when assisting with the selection of electives for the high school program were the student’s plans after graduating from high school and his interests. A high percent, 85%, of the guidance counselors had a favorable attitude toward housemaking. Guidance counselors and girls gave as reasons for the nonelection of homemaking other more important interests and schedule conflicts. / Master of Science

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