|Abstract or Summary
- The major purpose of the study was to develop a resource
guide for use at the late junior or early senior high school
level to be used with boys and girls, integrating the subjects
of homemaking and industrial arts. To plan this guide, the
1. Surveyed the industrial arts and homemaking teachers
in Oregon to discover what contemporary courses were
2. Identified concepts in industrial arts and homemaking
which could be used in a late junior or early senior
high school coeducational class.
3. Constructed a resource guide for the homemaking aspect
with concepts, generalizations, objectives, suggested
learnings, teaching aids, and outside resources.
4. Utilized several industrial arts and homemaking teachers
in Oregon to evaluate the guide and make comments
for improvement of the guide.
5. Revised the resource guide using teachers comments
and all other available resources.
To discover what contemporary classes were being taught
throughout the state of Oregon, a post card questionnaire
was sent out to 222 schools. Of the 126 questionnaires returned,
88 schools reported they had contemporary courses
at the eighth, ninth or tenth grade levels. The length of
each contemporary course varied from school to school. It
appeared that boys homemaking and coeducational industrial
arts were the two contemporary programs taught the most frequently
and were primarily term or semester courses. Coordinated
industrial arts and homemaking were nonexistent except
for one school where it was taught as a term or semester
course. This indicated that although there was an interest
in contemporary programs, there was not too much being done
in the area of coordinated industrial arts and homemaking.
Fifty-eight replys to the questionnaire indicated that
the industrial arts and homemaking teachers would be willing
to be resource and/or consultants for the study. When the
resource guide was ready for evaluation, 35 of these people
were asked to read the guide and respond to questions on an
evaluation form. The responses appeared favorable from the
17 industrial arts and homemaking teachers who returned the
evaluations. In general, they felt it could be a useful
tool to their teaching and was adaptable to many situations. The resource guide was organized into seven units; each
a part of the overall scope of the course. Each unit was
organized into four subdivisions: topics, objectives, learning
activities and resources. The resource guide was designed
to be flexible enough so that the length of the course could
be a semester or a full year depending on the structure of
the school. The resource guide was also designed to encourage
the homemaking teacher and the industrial arts teacher
to work together in presenting the material.
The writer would recommend further study in the area
of an integrated industrial arts and homemaking class. There
is need for the continued evaluation of the offerings within
such a course to insure the immediate and the future needs
of students. With the world ongoing and changing, such a
course should be in a continual state of change and updating.
Through continued study a dynamic curriculum could emerge
which would attract boys and girls because it would be based
on all areas of personal and family living.