Beliefs of home economics teachers in British Columbia concerning courses for grade 12 students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/gt54kq66k

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  • Concern over the apparent lack of education for personal and family living for high school students prompted this study to discover the beliefs of British Columbia Home Economics teachers regarding classes for Grade 12 students. A questionnaire was constructed to obtain the opinions and beliefs of Home Economics teachers concerning the following questions: 1. Who should take such a class? Boys? Girls? Or both? 2. How should such classes be organized? 3. What beliefs are held about a. Home Economics today? b. organization of a Grade 12 class? c. how much present trends should influence teaching Home Economics? d. goals for a Grade 12 class? These questionnaires were mailed to each Home Economics teacher in British Columbia. The data from them were tabulated and organized into tables so that it could be analyzed and evaluated to try to determine what teachers believed about classes for Grade 12 students. The date answered major questions regarding the organization of a Grade 12 class, teachers' beliefs about Home Economics, influence which trends of the times should have on teaching Home Economics, and goals for organizing student learning experiences. The majority of the respondents in this study indicated, when asked specifically, that they preferred a Grade 12 class for girls. When asked, however, for an opinion on general beliefs, approximately half of them believed that boys should also be receiving some Homemaking instruction. On the assumption that the curriculum were to include a required Grade 12 class for boys, respondents were asked for an indication of their beliefs regarding such a class. Teachers felt that such a class should be elective, include laboratory experience, and be of one year's duration. Most believed that family living should be taught in the home as well as at school, and they recognized that organization of a co-educational class would need to be different from a girls' class. Some of the beliefs accepted by a majority of the respondents were that teachers should emphasize more than the areas of foods and clothing, be responsible for encouraging an interest in careers in their field, interpret their program to the community, and exemplify their profession. They believed that organized educational experiences contribute to improved family living, that schools should be providing students with meaningful experiences to help them in all aspects of living, and that their teaching should help establish values and increase an understanding of individuals. When analyzing data regarding the influence trends of the times should have on teaching; Rome Economics, some respondents indicated a lack of awareness regarding some of the social problems in today's society, and a lack of involvement in community affairs. Some seemed also to be unaware of the changing masculine-feminine role. In most cases, teachers did recognize that trends in society should have at least much or some influence in teaching Home Economics classes. Teachers indicated, in the way the goal section of the questionnaire was checked, a lack of experience end opinion with respect to teaching boys in the Home Economies department. Three conclusions to the study were: 1. It would appear that British Columbia Home Economics teachers show greater belief in a broad Homemaking program than is indicated by the scope of their present curriculum guide. 2. The way many of the respondents checked the questionnaires it appeared that they did not understand the changing concept of the masculine-feminine role. 3. Apparently Home Economics teachers who have not taught boys are somewhat apprehensive about doing so and would therefore prefer to teach girls.
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