Record Details
Selected beliefs and practices of Oregon secondary home economics teachers relating to enrollment in home economics classes
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Selected beliefs and practices of Oregon secondary home economics teachers relating to enrollment in home economics classes |
| Names |
Pubols, Jane Frances
(creator) DuBois, May (advisor) |
| Date Issued | 1964-10-21 (iso8601) |
| Note | Graduation date: 1965 |
| Abstract | This study was designed to answer six basic questions in order to find some selected beliefs and practices of home economics teachers concerning enrollment in home economics. These questions were: 1. What are the beliefs of home economics teachers concerning: a. the students who can profit from home economics? b. the image of home economics? c. the status of home economics in the secondary curriculum? d. the factors which they believed counselors should consider when counseling students to enroll or not to enroll in home economics? e. the grade or grades in which girls and/or boys should take home economics? 2. How do home economics teachers help counselors understand the home economics program in their schools? Represented in this study were 160 teachers who made up 49 percent of the junior and senior high school home economics teachers in Oregon. A questionnaire sent out to the home economics teachers contained items concerning the school and home economics program, the teachers' background, beliefs about home economics is part of the curriculum, beliefs about who should enroll in home economics classes, beliefs about what a counselor should consider when enrolling a student into home economics, and practices of home economics teachers in helping counselors understand the home economics program. Analysis of the data shows that home economics teachers believed that all students can profit from home economics. They also believed that some home economics courses should be taken by all students at some time during their secondary school career. They also felt that home economics classes for girls are valuable in all grades, seven through 12, but that home economics classes for boys are most valuable in the eleventh and twelfth grades. Over 75 percent of the teachers believed that home economics classes are interesting and challenging and that a home economics degree from college offers a chance to have an interesting and rewarding career. It was concluded by the writer that the home economics teachers have a rather limited scope of practices in helping counselors understand the home economics program. |
| Genre | Thesis/Dissertation |
| Topic | Home economics -- Study and teaching |
| Identifier | http://hdl.handle.net/1957/48663 |
