<p> Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study&rsquo;s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.</p><p>

The purpose of this study was to facilitate informed decision-making in the development of a curriculum guide for Massachusetts family and consumer sciences education programs by gathering new knowledge related to the National Standards for Family and Consumer Sciences Education (National Association of State Administrators of Family and Consumer Sciences·Vocational-Technical Education Consortium of States [NASAFACS·V-TECS], 1998). The three goals of this study were: (1) to determine the perceived importance of each of the 16 areas of study of the National Standards for Family and Consumer Sciences Education (NASAFACS·V-TECS, 1998) in meeting the national family and consumer sciences education vision, (2) to determine the perceived importance of each of the 86 content standards of the National Standards for Family and Consumer Sciences Education (NASAFACS·V-TECS, 1998) in meeting the national family and consumer sciences education vision, and (3) to determine how often each content standard is taught in local family and consumer sciences education programs in Massachusetts. The national vision states that: “Family and Consumer Sciences Education empowers individuals and families across the life span to manage the challenges of living in a diverse global society. Our unique focus is on families, work, and their interrelationships” (NASAFACS·V-TECS, 1998, p. 2). The descriptive survey involved data collection from a national population of head state administrators of family and consumer sciences and the population of Massachusetts family and consumer sciences education professionals. The study found that whereas the question asked respondents to identify six areas of study, the results indicated that seven areas of study were perceived as distinctly more important. Six of the seven family and consumer sciences education areas of study were selected as more important by both the head state administrators and the Massachusetts professionals. These areas of study were: parenting; interpersonal relations; human development; family; career, community, and family connections; and nutrition and wellness. The Massachusetts professionals included the early childhood, education, and services as one of the seven more important areas of study, whereas the head state administrators selected the consumer and family resources as one of the seven more important areas of study.

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<p>Although the current body of research on parent training is limited, research has shown parent training to be an effective way of producing naturalistic learning within the home. The purpose of the current study was to determine whether a language intervention could be taught to parents to increase independent manding responses in their children. Three naturally occurring family routines were chosen by the family, and the parent was trained to implement an echoic-to-mand procedure with her child to increase manding responses. Results indicated that the parent successfully implemented behavior analytic strategies during naturally occurring family routines, increasing her child&rsquo;s verbal behavior acquisition. </p>

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Purpose. The purpose of this study was to identify the attitudes a specific group of young fathers have toward (a) shared parenting, and (b) proposed public policies designed to assist two-wage earner families. The data collected were used to make recommendations useful to teachers who plan curriculum for family life, parenting or parenthood classes. Procedure. The data were collected by interviewing a non-random sample of sixty young fathers enrolled in college at four Northern California universities. The telephone or in-person interviews utilized a structured interview guide and were recorded on audio tape. Findings. The sixty male subjects were primarily seniors and graduate students between the ages of 29 and 35. The subjects were married to women who themselves had career goals and either graduate or undergraduate degrees themselves. The subjects were all fathers of one to three children who were primarily of preschool or elementary school age. Eleven parenting responsibilities were identified and it was concluded that these fathers most often share discipline and those responsibilities that do not interfere with their work or study schedules. Mothers retained the major responsibility for caretaking. The subjects showed a preference for traditional roles and were uncertain about their feelings in regard to working mothers and the effect working mothers have on children. The subjects believed the trend to more two-wage earner families would continue for economic reasons. When asked about eight identified public policy proposals designed to assist two-wage earner families, the subjects indicated they would generally support a more explicit family policy, but would prefer that help come from the work place. Two policies given particular support were the flextime and corporate day care. Recommendations. Further research should be pursued to explore shared parenting attitudes among young fathers. Input into parenting classes should involve fathers and curriculum for tomorrow's parents should be future-oriented in order to prepare young people for their potential dual roles as parents and wage earners. Further, students should be informed of public policy proposals to assist two-wage earner families; and fathers, along with mothers, should become involved in public policy formation that affects families and influences child care. (Abstract shortened with permission of author.)

Purpose: The purposes of this study were to: 1) provide information which will facilitate the development of meaningful and realistic internships for fashion merchandising students, 2) determine the degree of agreement between retailers and educators concerning internships, and 3) determine if different types of retailers have different attitudes toward internship experiences. Procedures: California four year college and university educators and retailers were surveyed. The questionnaire items concerned school characteristics influencing retailer participation in internship programs, intern selection criteria, coursework important for students to complete prior to internships, and activities that interns should experience during a retail internship. The responses analyzed numbered 196. Groups compared in the analysis included: department, specialty, and discount stores; chain and non-chain stores; retailers and educators; and supervising faculty and cooperative education directors. Findings: The school characteristics rated very important or essential by retailers were the retailing curriculum and proximity of the school to the store. The order of importance of intern selection criteria, as rated by retailers was 1) personality, 2) activities arrl leadership, 3) major related to retailing, 4) experience in retailing, and 5) grade point average. Of the twelve coorses rated for importance to complete prior to a retailing internship, the courses rated very important or essential by both educators and retailers were 1) communications or human relations, 2) merchandising, and 3) managenent. Retailers and educators indicated that interns should have some exposure to all 33 activities rated for level of exposure needed or possible during a retailing internship. Nine activities were rated for considerable or extensive exposure by both educators and retailers. Educators rated activities related to the buyer's job higher than retailers. Retailers rated some of the daily routine activities higher than educators. Non-chain stores rated a wider variety of activities higher than chain stores. Main store or offices rated activities related to the functions of buyers higher than branch stores. Main stores rated some items related to the functions of buyers higher than branch stores rated them. Branch stores rated sone items related to manager responsibilities higher than branch stores. Some differences were found between department, specialty and discont store ratings. Differences between cooperative education directors and supervising faculty were minimal.

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