Graduate Thesis Or Dissertation
 

Development of a unit for teaching boys family life education

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mw22v9398

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  • The major purpose of this study was to develop a resource unit in family life education for boys. To plan this unit, which was divided into two parts, personal and family relations and child development, the writer 1. Surveyed the homemaking teachers in Oregon to discover who taught boys homemaking classes. 2. Utilized the experiences of a selected few in planning the family life education unit, and 3. Using all other possible resources, finalized the unit. To discover what innovative classes were being taught in five areas of homemaking, a post card questionnaire was sent to 285 homemaking departments in the state of Oregon. Of the questionnaires sent out, 114 were returned and 111 (39 percent) were returned in time to be used. The breakdown of innovative classes was as follows: 33 schools had boys homemaking classes; 22 schools had family life classes; 17 schools had specialized classes; 14 schools had coeducational classes; 13 schools had consumer education classes. A total of 13 of the boys homemaking teachers agreed to be con-. sultants, so they were asked to spend not more than one hour discussing their class on a tape, using a tape recorder. A tape was sent to them along with a list of questions to be answered. Based on the findings of this study, the following conclusions were made: 1. There is a small percentage of boys classes in Oregon, but judging from the 111 schools represented in this study this percentage is greater than any other innovative program. 2. Most of the home economics teachers felt the boys class would be most beneficial if taught at the senior high level. 3. Authors in writing about boys homemaking seem to believe that it should be taught differently, but the majority of the respondents did not feel that they taught boys much different than girls. 4. The respondents felt that bachelorhood should be emphasized. They recommended that a study be made on personal and family living needs of the adolescent and the young man before he marries rather than emphasizing marriage. 5. There seems to be a need for courses emphasizing changing roles of men and women, consumer education, and housing. 6. Many of the respondents stated that they taught predominantly foods because they needed teaching resources in the other areas. They particularly stated that they needed more in depth curriculum planning for boys homemaking units in family finance, grooming, care of clothing, and housing. 7. There is a dearth in the recent literature on the characteristics of the adolescent male and studies in either boys or coeducational classes in homemaking education. In light of the findings in this study, the investigator would like to point out the need for studies which answer the questions: 1. At what grade level would boys gain the most from a consumer and homemaking course? 2. What characteristics of adolescent males are important to recognize in order for maximum learning to take place? What teaching methods are most effective in teaching boys ? 3. What are the characteristics of the most effective teachers of boys homemaking? Other curriculum studies need to be made in the consumer and homemaking areas of housing, household equipment and home furnishing; consumer education, personal and family finance; personal and family relations; and child development. Another curriculum study needs to be made emphasizing the changing life styles of young men so that homemaking will attract more boys and be taught by meaningful and exciting methods. The investigator developed a resource unit which contains concepts, generalizations, behavioral objectives, learning experiences, and resources in the areas of family relations and child development for boys homemaking classes.
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