Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education. The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960. Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: <i>A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991,</i> by Thomas Brewster (2000) and <i>A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987,</i> by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County. / Ed. D.

abstract: Pediatric obesity is a continuing concern in the United States. Preventative intervention methods in the form of nutrition education, including hands-on cooking lessons may improve personal choices for healthy eating. This study assessed the effectiveness of Arizona State University’s Camp CRAVE, a one-week course promoting healthy eating and teaching basic cooking skills. Children ages 9-13years (mean 10.3years, n=31) participated in a pre- and post-test survey to assess if the one-week course would increase self-efficacy to cook at home and increase knowledge of nutrition. The course showed significant increase in the participants’ nutrition knowledge and preference for healthier food options. There was a significant improvement in the children’s confidence levels to prepare meals at home. Further research on family socioeconomic status and parental perception of cooking at home would be beneficial. / Dissertation/Thesis / Masters Thesis Nutrition 2017

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The purpose of the study was to provide information on factors influencing the choice of an academic major and demographic characteristics of students enrolled in baccalaureate degree programs administered by home economics units in the California State University system. Specific objectives of the study were: (1) to analyze the relative importance of reasons which influence students' choice of an area of study or major and the sources of information used in the decision process and (2) to compare the students' responses on the basis of area of study, gender, age, ethnicity, enrollment status, and marital status. The majority of the students were single, White, females between the ages of 18 and 24. Approximately 80 percent of the respondents represented three of seven areas of study: food and nutrition, interior design, and textiles/clothing/merchandising. Two-thirds of the students had changed their majors one or more times. The most frequently cited last major was business. Respondents rated the reasons for choosing an area of study "moderate" to "extremely high" in importance; ratings assigned to the information sources were "extremely low importance" to "moderate importance." Statistically significant differences in the mean importance scores were found for students grouped by ethnicity and area of study. However, there was no relationship between the means and the background variables age, marital status, and enrollment status. Students are influenced by a variety of factors when choosing an academic program. More emphasis is placed on personal reasons including interest in the program and personal skills and career-related factors, including preparation for a career and job opportunities, than factors identified as service and experiential. The college catalog is the most important source of information. In general, people are of greater importance as information sources than media items. Recommendations for recruitment strategies include: develop on- and off-campus programs designed to stimulate interest in the home economics areas of study, implement a career development plan, coordinate the academic unit's recruitment plan with the university plan, and intensify public relations activities directed towards the university, public, and professional communities. (Abstract shortened with permission of author.)

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Master of Science / Department of Hospitality Management and Dietetics / Kevin R. Roberts / International college students are becoming a sizable part of the overall college student population in American universities. Studies show that these students come to the United States (U.S) with food habits that could be in variance with the U.S. food safety norms. While food safety in the U.S. is among the safest in the world, foodborne illness has remained a growing concern. Food experts are showing increasing concern about how food habits associated with cultural and ethnic norms are impacting basic food safety practices in the U.S. While minimal research regarding food safety has been conducted with college students in general, no studies have sought to understand food safety practices among international college students. This study investigated self-reported food safety practices of international college students. Specific objectives included: determine international college students’ knowledge regarding basic food safety principles, evaluate international college students’ belief towards food safety, and examine international students’ current food safety practices. The target population was international college students at Kansas State University. An online survey system was used to administer the questionnaires. The respondents were allowed two weeks to complete the questionnaires. To facilitate a higher response rate, two email reminders were sent, the first after one week and another two days prior to the expiration date. SPSS (version 17.0) was used for data analysis. Descriptive statistics were computed to understand the nature of data and provide characteristics of international college students in the study. Independent Samples t-tests were used to examine differences between demographic characteristics. A One-way ANOVA was used to identify differences in food safety knowledge and food handling practices among different ethnic groups regarding food safety. The Pearson correlation coefficient was used to measure association between variables. The majority of the respondents did not answer correctly questions related to cooking foods adequately and keeping foods at safe temperatures. The study suggests that most participants had beliefs that enhanced good safety practices. Respondents rarely practiced using a thermometer to determine correct temperatures of cooked foods or using separate cutting boards when preparing raw and ready-to-eat foods. They also reported using towels that were available to others to dry their hands. No significant differences were found between training and self-reported food safety handling practices.

Master of Science / Family Studies and Human Services / Karen S. Myers-Bowman / Single parenting has become a part of American society, yet it seems that through stereotyping and shaming these parents are looked down upon. Often times, single parents do not have the same resources as two parent homes, but single parents can still be effective and raise well-rounded children. This is a qualitative study that sought to provide a different perspective of single never-married parents by interviewing their young adult children. This study focused on the experiences of the young adult children and used Family Stress Theory to help understand and capture specific moments in their lives.

This study was prompted by an interest in the extent to which the aims of home economics education in Ireland are being served by the assessment carried out at a national level. This interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics assessment and a critical evaluation of its impact on teaching and learning. The data collection primarily comprised interviews with a selection of teachers and other key people such as students, teacher educators and professional home economists; and a complementary analysis of curriculum and design of Junior and Leaving Certificate home economics assessments during the period 2005-2014. The analysis of interview data combined with the curriculum and assessment analyses revealed the compounding impact and washback effect of home economics assessments on student learning experience and outcomes. This impact was reflected in several areas of the findings including an evident satisfaction among the respondents with junior cycle assessment, due to the perceived appropriateness of the assessment design and operational arrangements, and dissatisfaction with curriculum and assessment arrangements at senior cycle as they were considered to be inappropriate and negatively impacting on the quality of learning achieved. The respondents candidly pointed to what they considered to be an acceptance by some teachers of unethical behaviour around the completion of journal tasks. The respondents indicated that summative assessment practices are commonly used in home economics classrooms and the findings strongly suggest that external examinations are influencing teaching methods by demanding a test-oriented pedagogy to enable students to achieve certificate points. The technical analysis of the Junior and Leaving Certificate examination questions confirmed that these external assessments predominantly promote lower-order learning and there are clear indications of a washback effect on the quality of learning achieved. There is a view that the subject's position in the curriculum is weakened due to a lack of coherence around practice, as well as a lack of advocacy and leadership in the field. There was little evidence of the impact of home economics education and many of the interviewees merely 'hoped' that home economics made a difference in the lives of students. The study also showed that there are profiling, identity and teacher agency issues impacting upon the home economics profession. While not immediately generalisable to all home economics teachers or settings in schools, this study nonetheless implies that if the views and practices of the respondents were to be replicated across the whole of the home economics education community, it would not be safe to view national assessment results as a valid indicator of learning and achievement standards in the subject. There are grounds in this work to argue that the subject's values and purposes are not supported by existing curriculum, pedagogy and assessment arrangements.

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Hållbar utveckling är ett område som skall ingå i grundskolans samtliga ämnen. De globalamålen i Agenda 2030 visar dock en komplexitet som kan vara svår att integrera i alla ämnen.Denna studie fokuserar på hem- och konsumentkunskapsundervisning i grundskolan. Syftet äratt belysa lärares erfarenheter av att arbeta med detta i sin undervisning. Studien omfattar sexsemistrukturerade intervjuer med lärare i hem- och konsumentkunskap. Centrala tankegångar istudien är baserade på Deweys resonemang om undervisning där meningsskapande, inquiry,demokratiska arbetssätt samt praktik och teori knyts samman till en helhet.Resultatet visar på en bredd i arbetssätt och de sätt ämnet integreras i undervisningen.Sammanfattningsvis visar studien att lärare tenderar undervisa om hållbar utveckling än attskapa ett lärande för hållbar utveckling. Lärarna arbetar främst med aspekterna hälsa, ekonomioch miljö där praktik och teori skapar en helhet. / Sustainable development is an area that must be included in all secondary school subjects.However, the global goals in Agenda 2030 show a complexity that can be difficult to integrateinto all subjects. This study focuses on Home Economics in secondary school. The purpose isto highlight teachers' experiences of working with this in their teaching. The study comprisessix semi-structured interviews with teachers of Home Economics. Central lines of thought inthe study are based on Dewey's reflection about teaching where meaning-making, inquiry,democratic methods as well as practice and theory are linked to form a holistic approach.The result shows a breadth of methods and the way the subject is integrated into teaching. Insummary, the study shows that teachers tend to teach sustainable development rather than createlearning for sustainable development. The teachers mainly work with the aspects of health,economic, and environmental issues where practice and theory form a holistic approach.