There is no abstract available for this thesis.

The project was a sixteen week course in consumer education for a ninth grade coeducational home economics class. The course was developed using the suggested topic areas coming from the 1970 summer workshop of fifty-three home economics educators at Indiana State University. Areas of study included in the course content were: credit, budgeting, food and nutrition, packaging, clothing selection and care, transportation, insurance, housing, education, grooming, careers and health. The course content was outlined in terms of objectives, learning experiences, learning concepts and bibliography. The course was taught at a local junior high school for sixteen weeks. Scores of those students who had completed the consumer education course were higher than scores of the other students.

Thesis (D.Ed.)--University of South Africa, 1993. / The study attempted to find the relation between independent learning and lecturing skills and their relative contribution to student achievement in Economics at technikons. South African tertiary educational institutions have been facing increasing student numbers which place enormous strain on available resources. To accommodate all students in the classroom is highly unlikely, therefore a logical and reasonable mode of learning would be a "self-regulating" or "autonomous" type. The literature survey concentrated on the nature and value of independent learning, while lecturing skills have been discussed on the basis of styles and effectiveness of lecturing and students' expectations thereof. The nature of Economics has been reflected upon on the basis of four key concepts, together with their implications for learning. A competency-based model of Economics has been suggested, with special emphasis on economic literacy. A questionnaire, based on the literature survey, covering the areas of independent learning, lecturing skills and the nature of Economics has been compiled and completed by 645 technikon students. A factor analysis has identified three factors, namely an independent learning ability, lecturing skills and the nature of Economics. High reliability coefficients were obtained for each of the three factors.

This thesis investigates changes in the underlying pattern of beliefs and actions central to the development of home economics education. Examination of the historical context in which training in domestic matters became of public concern discloses the circumstances which fostered the genesis of domestic science, the forerunner of contemporary home economics in Canada. Subsequently, analysing the curriculum of British Columbia schools using the notion of practice illustrates the ways in which programs changed as home economics became accepted as a school subject. At the end of the nineteenth century social reformers perceived the introduction of domestic science as a means of ameliorating many social maladies. Therefore support for training in domestic matters primarily arose from organizations lying outside the school system. Though social and educational reformers viewed the purposes of domestic science differently, together they were successful in promoting domestic science as a responsibility of public schools. Four interpretations of practice identified as customary, instrumental, interactive and reflective conceptions, help us to understand the documents and reports significant to the growth of home economics in British Columbia. These conceptions are rooted in the writings of critical theorists in education and are used in this study to clarify the ways in which the home economics program changed over a period of seventy-five years. As a new subject for British Columbia schools home economics was most closely associated with customary practice, which reinforces the traditional expertise of women. The strong framework of social purpose characteristic of early programs both insulated families from perceived urban-industrial disorder and helped them to adjust to the changes of the era. Analysis of the curriculum since 1926 reveals that home economics has become increasingly associated with an instrumental conception of practice. While the 1979 curriculum begins to acknowledge interactive practice in the family studies area, overall the contemporary course of studies is firmly entrenched in understanding human experience only in instrumental ways. The study makes clear that throughout the evolution of home economics the beliefs and actions underlying school programs are characterized by customary and instrumental concerns at the expense of interactive and reflective practice. If educators are to contribute to the mission of the profession, that of strengthening families by helping them to help themselves, then there is need for a broader interpretation of practice in the school curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study is to analyze the extent of certain aspects of growth in foods units in homemaking classes through several evaluative methods, such as: pre-tests and tests, anecdotal records, self-evaluations of students, and student and teacher planned devices.

No description available.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

"The purpose of this study was to determine the status of the environmental conditions of home economics departments in Polk County, Florida, in relation to the aspects of pupil safety, physical features of the classroom, and the teacher work area. Careful and thoughtful designing of the physical environment should be chosen and used so that it contributes fundamentally to the objectives of the home economics curriculum"--Chapter 1. / "August 1975." / Typescript. / "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 52-53).