References: APA 7th Edition
Click on the hyperlinks and (if off campus) use your PVAMI Password/username to view the full-text articles
Alharbi, M. (2019). Exploring Home Economics with a Historical Photograph. Journal of Family and Consumer Sciences, 111(3), 63-65. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1230921 http://dx.doi.org.pvamu.idm.oclc.org/10.14307/JFCS111.3.63
Photographs are often overlooked as a source of historical data, which is unfortunate. The old adage "a picture speaks a thousand words" holds true. Burke (2001) observed that photographs convey "forms of realities, which carry and contain individual readings or 'truths' and open up new spaces from which to pose different questions" (p. 192). Zelizer (1998, p. 6) argued that the strength of photographs as expressions of the truth come from their "mechanical aura and the credibility they convey." According to Burke (2001), photographs combine both familiarity and alienation, thereby enabling both critical and analytical stances. In this way, understanding photographs requires the use of visual analysis, which includes a description, reflection, and formal analysis (Berger, 1972). Photographs allow viewers to see a subject, place, or people and to understand them from the viewer's perspective (Berger, 1972). Between the 1960s and 1970s, the enrollment of boys in home economics programs reflected the then contemporary issues of gender and social rights (Smith & de Zwart, 2011). The photograph that this article draws upon shows that, in some school jurisdictions, home economics classes were not seen as a course or subject area for girls only. This photograph that was found in the 1970 British Columbia (BC) Archives represents a somewhat atypical image of the student population found in classrooms and libraries throughout the country at that time. It was taken in Kelowna High School in the province of BC.
Ask, A. S., Røed, M., Omholt, M. L., & Aarek, I. (2017). Blended Eduction in Food and Health (Home Economics): Do We Need Campus? Journal of the International Society for Teacher Education, 21(1), 24-32. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1176928 http://isfte.hkbu.edu.hk/index.php/2017/08/02/jiste-21-1-table-of-content/
Blended education, or on-line education in combination with face-to-face education, is becoming more relevant in postsecondary education. The University of Agder offers blended education in food and health. In this study, we explored the advantages and disadvantages of providing blended education in food and health compared to providing oncampus education. The study focused on differences in student satisfaction for practical and theoretical education, as well as ICT and administrative support. Questionnaires were sent to students enrolled in two blended food and health education courses and to students enrolled in two on-campus courses. In-depth interviews were conducted with randomly selected students. Student evaluations and final reports for the different groups were studied. The findings indicated that both groups had high satisfaction scores for the theoretical and practical lectures. Students in blended learning courses indicated higher satisfaction for theoretical lectures and ICT and administrative support, but not for practical skills teaching.
Behrends, J., & Schouten, G. (2017). Home Economics for Gender Justice? A Case for Gender-Differentiated Caregiving Education. Ethical Theory and Moral Practice, 20(3), 551-565. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=edsjsr&AN=edsjsr.44955535
Recent calls for reinstituting mandatory home economics education have emphasized its potential to advance gender egalitarian aims. The thought is that, because women's disproportionate performance of caregiving and household labor is partially caused by gender socialization that better prepares women than men for such work, we can disrupt gender inegalitarian work distributions by preparing everyone for the sort of work in question. The curricula envisioned in these calls are gender-neutral, in the sense that they recommend identical educational interventions for all genders. By exploiting a parallel between genderneutral educational policies and gender-neutral family leave policies, we argue first that gender-neutral home economics instruction is unlikely to advance gender egalitarian aims, and may in fact reinforce the very outcomes it is meant to disrupt. However, we further argue that a more radical home economics curriculum could avoid these difficulties. To the extent that we value educational interventions as a possible means for advancing gender egalitarian aims, we have good reason to seriously consider adopting a gender non-neutral program in which all and only boys receive mandatory caregiving instruction.
Berlage, N. K. (2016). Remaking Home Economics: Resourcefulness and Innovation in Changing Times
Fordyce-Voorham, S. (2016). Predictors of the Perceived Importance of Food Skills of Home Economics Teachers. Health Education, 116(3), 259-274. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1094160 http://dx.doi.org.pvamu.idm.oclc.org/10.1108/HE-01-2015-0003
Purpose: The purpose of this paper is to test an hypothesis that teachers' personal orientations toward food preparation, nutrition and environmental issues would be related to their perceived importance of food skills. Design/methodology/approach: Little research has been conducted on home economics teachers' views on the importance of the food skills they teach in secondary schools in Australia. Therefore, an online survey was conducted among 261 home economics teachers in Australian secondary schools. The research measured respondents' ratings of the importance of 70 food skills as well as their teaching preferences and use of resources. Findings: Respondents rated the procedural "hands-on" skills required to prepare a healthy meal as most important. Exploratory factor analysis derived five components (procedures for domestic settings, procedures for vocational settings, cookery methods, food economy, using microwave oven appliances) relating to teachers' perceived importance of food skills. Teachers' personal orientations were described as food aesthete, consumer-environmentalist and nutritionist. The findings showed that these were better predictors of the perceived importance of food skills than demographic characteristics. The most important perceived skills related to the basic procedures required by young people to be able to prepare meals for themselves when living independently. Teachers' personal "orientations" were significantly related to the perceived importance of food skills. Demographic and professional characteristics were poor predictors of these perceptions. Originality/value: The findings provide home economics teachers with an understanding of their selection of particular food skills to teach their students in skill-based healthy eating programmes.
Frazier, J. (2016). Home Economics: The Consequences of Changing Family Structure. Journal of Family & Consumer Sciences, 108(3), 65. https://doi-org.pvamu.idm.oclc.org/10.14307/JFCS108.3.65
Gisslevik, E., Wernersson, I., & Larsson, C. (2018). Home Economics Teachers' Perceptions of Facilitating and Inhibiting Factors When Teaching Sustainable Food Consumptionhttps://doi-org.pvamu.idm.oclc.org/10.3390/su10051463
Granberg, A., Olsson, V., & Mattsson Sydner, Y. (2017). Teaching and learning cooking skills in Home Economics. British Food Journal, 119(5), 1067. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=edb&AN=122702353
Purpose The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students with mild intellectual disability (ID) consider important for their students to learn.Design/methodology/approach In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework.Findings The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered – knowledge on cooking.Practical implications The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students’ specific circumstances and context.Originality/value To the authors’ knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers’ perceptions about the subject and how the teaching is organized, including cooking skills. ABSTRACT FROM AUTHOR]; Copyright of British Food Journal is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Haapaniemi, J., Venäläinen, S., Malin, A., & Palojoki, P. (2019). Home economics education: Exploring integrative learning. Educational Research, 61(1), 87-104. https://doi-org.pvamu.idm.oclc.org/10.1080/00131881.2018.1564626
Background: The latest curriculum reforms in Finland have shifted the aims of education towards learning how to learn, and the secondary education sector is already required to teach integrative skills. This study seeks to understand how these curricular demands can be fulfilled in the context of the subject of home economics in secondary education through an integrative approach to learning. This approach integrates knowledge from different school subjects to help students gain a broader perspective, thereby helping develop integrative thinkers with interdisciplinary skills. The study adopts the sociocultural learning approach, focusing on the tools used in learning—material tools, psychological tools and other humans as tools. Purpose: The purpose of this study is to answer the following research question: What kind of tools and pedagogical arrangements support an approach to learning in home economics lessons that integrates other school subjects? Methods: The data were collected from three Finnish comprehensive schools in the form of audio and video recordings of five different home economics lessons that followed the principles of integrative learning. The collected data set underwent a qualitative content analysis. Results: The results describe the variations in home economics lessons in terms of their implementation, supportive tools and pedagogical arrangements used in the learning tasks. Analysis indicated that all three kinds of tools—material, psychological and other humans—were used to support the integrative approach to learning. The pedagogical arrangements supporting the integrative approach to learning were identified as differing in terms of who led the integration; whether the integration was based on knowledge, skills, experiences, methods or materials; whether the pupils from different subjects were mixed in a meaningful way; and whether the objectives and themes of the lesson were of an integrative nature. Conclusion: The study suggests that differences in the integrative implementations of the lessons can complement each other; however, this is the case only if the integrative nature of the lessons is clarified to the pupils. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Håkansson, A. (2016). Intentions of formally qualified and unqualified teachers to transfer norms and values in home economics teaching. International Journal of Consumer Studies, 40(3), 268-275. https://doi-org.pvamu.idm.oclc.org/10.1111/ijcs.12251
Historically, home economics (HE) in general, and the consumer education sections in particular, have been criticized for transferring norms and values of conservative elites to the masses. This is in stark contrast to contemporary theoretical views of a modern HE aimed at educating emancipated and critical citizens, and also to modern curricula that emphasize the consequences of consumption rather than dogma. A previous study has indicated that formally unqualified teachers see the transfer of consumption norms and values without support in the curriculum as an important objective of HE teaching, a practice that is questionable from a democratic perspective. This follow‐up study investigates to what extent formally qualified HE teachers show intentions to transfer consumption norms and values without support in the curriculum to students, using content analysis of 201 survey responses from Swedish qualified HE teachers and comparing to data from a previously published study on formally unqualified teachers. It is concluded that the qualified teachers demonstrate intentions to transfer unsupported norms and values, though, to a lower degree than unqualified teachers. The results are interpreted by adopting a values education perspective on HE. This indicates that the observed emphasis on norms and values could be seen partly as a lack of a proficient professional metalanguage among the teachers, and partly as a consequence of the focus on developing a pre‐defined moral of consumption in HE literature. The implications on how to develop HE teacher education to reduce norm and value transfer intentions are discussed based on the empirical findings and the theoretical framework. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Kosnik, L., & Bellas, A. (2020). Drivers of COVID-19 Stay at Home Orders: Epidemiologic, Economic, or Political Concerns? Economics of Disasters and Climate Change, , 1-12. https://doi-org.pvamu.idm.oclc.org/10.1007/s41885-020-00073-0
What factors affected whether or not a U.S. state governor issued a state-wide stay-at-home order in response to the COVID-19 pandemic of early 2020? Once issued, what factors affected the length of this stay-at-home order? Using duration analysis, we test a number of epidemiological, economic, and political factors for their impact on a state governor's decision to ultimately issue, and then terminate, blanket stay-at-home orders across the 50 U.S. states. Results indicate that while epidemiologic and economic variables had some impact on the delay to initiation and length of the stay-at-home orders, political factors dominated both the initiation and ultimate duration of stay-at-home orders across the United States. (© Springer Nature Switzerland AG 2020.)
Kozina, F. L. (2016). Pre-Service Home Economics Teachers' Attitudes on Selected Aspects of Practical Teaching. Center for Educational Policy Studies Journal, 6(3), 101-116. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1128754
This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher's development of competency. The results suggest problems related to the application of theoretical knowledge on the children's development in practice and problems related to classroom management in specific situations.
McGregor, S. L. T. (2016). Transformative Table Talk: Analysis of a Home Economics Education Symposium. Journal of Family & Consumer Sciences Education, 33(2), 25-36. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=edo&AN=122456861
This paper shares an analysis of the table talk at a Canadian home economics education symposium focused on transformative practice. Participants commented that transformative practice takes time and entails reflection, selfawareness, and self-knowledge. Ensuring that curriculum development serves their needs and those of students requires consultation and collaboration, working within the system, research, and dealing with ideologies. The integrity of the profession can be maintained if individual practitioners have integrity and by dealing with the issue of unqualified teachers teaching home economics. Several key topics were judged to be absent or silent in the home economics curriculum, including teaching processes, attention to diversity and equity, and transformative learning experiences. Although in agreement that home economics education overlaps with other subjects, participants strongly urged the profession to take ownership of the subject area as they worked with other subjects in complementary relationships. ABSTRACT FROM AUTHOR]; Copyright of Journal of Family & Consumer Sciences Education is the property of Journal of Family & Consumer Sciences Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Rathburn, C. (2016). Introduction to Home Economics. Five Points: A Journal of Literature and Art, 18(2), 114. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=edsltf&AN=edsltf.A524610828
I'm not convinced my mother ever forgave me for carving, instead of the jack-o-lantern, the hand she used to steady it in her lap. We sat on the porch with ...]
Smith, M. G. (2016). "Bring Back Home Economics"? Challenging Contested Discourses on Obesity. Journal of Family and Consumer Sciences, 108(4), 7-12. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1123819 http://www.aafcs.org/resources/journal.asp
In 2003, Jennifer Grossman wrote an opinion piece for "The New York Times" titled "Food for Thought (and for Credit)" with the opening sentence: "Want to combat the epidemic of obesity? Bring back home economics." That thought seemed to simmer for awhile and then in 2011, Professor Helen Zoe Veit wrote another opinion piece for the same paper titled "Time to Revive Home Ec." In the meantime, a commentary appeared in the "Journal of the American Medical Association" titled "Bring Back Home Economics Education" (Lichtenstein & Ludwig, 2010). Reactions to these and other articles have appeared in the popular press and on the Internet arguing for the return of home economics as a school subject. Over the years, I have collected more than 40 of these articles from various sources such as national and regional newspapers, magazines, and online newsletters, websites, or blogs.
Vail, A. (2017). Remaking home economics: Resourcefulness and innovation in changing times. Journal of Higher Education Outreach & Engagement, 21(1), 175. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=edb&AN=122704699
Worsley, A., Wang, W. C., Yeatman, H., Byrne, S., & Wijayaratne, P. (2016). Does school health and home economics education influence adults’ food knowledge? Health Promotion International, 31(4), 925-935. http://pvamu.idm.oclc.org/login?url=http://search.ebscohost.com.pvamu.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2017-24636-012
Home economics and health teachers are to be found in many parts of the world. They teach students about food in relation to its nutritional, safety and environmental properties. The effects of such teaching might be expected to be reflected in the food knowledge of adults who have undertaken school education in these areas. This study examined the food knowledge associations of school home economics and health education among Australian adults. Two separate online surveys were conducted nationwide among 2022 (November 2011) and 2146 Australian adults (November–December 2012). True/false and multiple choice questions in both surveys were used to assess nutrition, food safety and environmental knowledge. Knowledge scores were constructed and compared against respondents’ experience of school health or home economics education via multiple regression analyses. The results from both studies showed that home economics (and similar) education was associated with higher levels of food knowledge among several age groups. The associations of home economics education with food knowledge differed across several Australian states and recall of home economics themes differed across the age groups. These findings suggest that home economics education may bring about long-lasting learning of food knowledge. Further research is required, however, to confirm the findings and to test the causal influence of home economics education on adults’ food knowledge. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
John B. Coleman Library |
Library Hours
|
