- The purpose of this study was to discover what the present trends,
practices and beliefs of home economics educators were concerning
the teaching of the undergraduate special home economics methods
courses. In order to accomplish this purpose it was believed desirable
to discover what was being done and what home economics educators
believed should be done in these courses if there were no limiting
factors. The following were the five areas of concern.
1. What facilities and equipment were available to teachers and
students in the special methods courses.
2. What assignments were required in the special methods
3. What content was included in the special methods courses.
4. What instructional materials were used and taught to students
in the special methods courses.
5. What methods were used and taught to students in the special
To obtain the information that this study was based on, a survey
questionnaire was constructed, validated and sent to the head of the
home economics department in 210 colleges or universities in the
United States. The 111 that were returned in usable form were divided
into five groups on the basis of the division of the academic
year and the number of special methods courses offered.
The results obtained from the analysis of these data indicated,
in most instances, what the present practices and beliefs of home
economics educators were but the responses to the trends and beliefs
of these educators regarding what they thought should be done if there
were no limiting factors was poor, so any statements concerning
trends had to be of a general nature.
The facilities and equipment which were available a majority of
the time to the home economics education teachers and students included
projectors, resource materials and subject-matter files, and
the seminar-library room. The respondents desired more access to
the instructional materials center, multipurpose laboratory,
seminar-library room and the opaque and overhead projectors.
A similar group of assignments were believed desirable and
were required by the 111 respondents. These included the development
of plans, evaluative and illustrative materials and the study of
guides, journals, resource materials, textbooks and topics of special
interest to the students.
Content believed desirable and included by the teacher educators
were similar. This content included philosophy, trends, curriculum,
evaluation, understanding and working with students, management of
and interpreting the department, teaching of special areas and professional
The instructional materials the respondents used and taught
students to use included bulletin boards, charts, chalk boards,
exhibits, films and filmstrips, flannel boards and posters. The home
economics educators believed it was desirable to use the opaque and
overhead projectors, photographs and tape recorders more than they
were at the time of this study.
The methods used by teacher educators which they also taught
students to use included development of concepts and generalizations,
cooperative planning, discussion methods, demonstrations, evaluation
and grading, family centered teaching, field trips, laboratory, lecture,
problem solving, reports and role playing. In addition to these, the
students were taught to use case studies, home and extended experiences,
home visits, sociograms and supervised study. Also included
in the methods used by teachers and students were taught to use was
learning experiences to develop an understanding of how to develop
creativity. It appeared desirable to use some methods more than
they were used at the time of this study. These methods included
activities to develop creativity, case studies, home and extended experiences, home visits, interviews, problem solving, programmed
learning, puppets, supervised study and team teaching.