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I '0"; ' " ’ :1. n " 'M-. *9"; ..‘..o.vlr/‘ leu’L". “' . 00". ‘lo.J.‘.“'.'*" ..‘ :— ‘ .‘g €3.."\ ‘0'0' -\\0. ,. 0‘ -'..“.r'l'.'.‘ " '.".p o. 3‘ I ;|;.::; ‘ _or."-‘.‘. Z d'. .. '- o I: '. --.| ‘9‘ .v ._.. .c .' {O‘Dr' 1". " _. .: . u’ - .- . «mm-u a )V1ESI.} RETURNING MATERIALS: P1ace in book drop to LJBRARJES remove this checkout from ~ “ your record. FINES Win be charged if book is returned after the date stamped be10w. 4 -‘-t o A ‘- ~. " ‘ .‘ "'J' gO- - '1' . . 7 I, i ..L v.’_- . . \ Q .5 ' w.‘ a - . ~. 1-, ‘ ‘5 -" . ‘ I--‘1 |' _o . 3‘ l‘ -‘ ~ » 1 v: .‘1 ‘7 a A! ‘,'--V«;-.';,';.y East ”2'19 ”.3, We‘r'gan ABSTRACT CHANGE AND TRENDS IN HOME MANAGEMENT CONCEPTS: A CONTENT ANALYSIS OF A COLLEGE TEXT by Patricia N. Ahern A content analysis study was undertaken to provide some description of change and trends in the dominant con- cept of paragraphs in the first and second editions of a college home management textbook. The specific objectives of this study were: (1) to compile a list of concepts iden- tified with home management, (2) to describe change and trends in a select list of concepts identified with home management, (3) to describe change and trends in concepts not appearing on a select list identified with home manage- ment and \4) to compare terms identified as the dominant concept of a paragraph with terms identified in the respec- tive index of the two editions of the textbook. Data revealed insignificant change of concepts in the first and second editions. The select list of concepts identified with home management were found to be influential in describing trends in paragraph emphasis. The concept, Values, received the greatest increase in paragraphs (six) in the second edition. The concepts, Egggg'and Eggg, re- ceived the greatest decrease in paragraphs (twelve) in the second edition. a.) . DI t (I. m C \ a . 1. . 4 . . . . ‘ I \ n 11 3. .. V u [h p ‘- 0 ,u .- .. ’ I a u a . . ' . L. ... > . ‘V r. :o 4 5 . I L a . on ..4 .y a . u _ 'v .- .) ..l Patricia N. Ahern Of the total number of concepts identified in each edition of the text material, fifty per cent appeared in the index of the first edition and fifty-eight per cent appeared in the index of the second edition. Seventy-four per cent of the concepts on the select list were identified in the index of the second edition, an increase of eleven per cent over the number identified in the index of the first edition. Further research is needed to identify synonymous terms in the field of home management. While this study has provided quantitative data on change and trends in the dominant concept of paragraphs, there is a greater need to identify the kind of change and the nature of the trends occurring between the two editions. The identification of concepts which are basic or central to the field of home management is necessary for an accurate appraisal of change and trends in home manage— ment concepts. CRIIJQUE CHANGE AND TRENDS IN HOME MANAGEMENT CONCEPTS: A CONTENT ANALYSIS OF A COLLEGE TEXT by Patricia N. Ahern CRITIQUE This critique is in lieu of revisions within the manuscript and is based upon suggestions which were made by committee members at the time of the writer's oral exam- ination. ~‘ The use of the term key concepts has proved to be a misleading phrase in this study. The writer intended only for this phrase to identify the concept which appeared in a dominant position within one or more paragraphs of the text material. However, the phrase was found to be interpreted as denoting important, central or basic concepts in the field of home management. In addition, it was not the writer's intention that the term key concept should imply that every dominant concept of a paragraph was nec- essarily a concept in home management. The writer did as- sume that some concepts would receive significantly more paragraph emphasis than others and that these concepts would be influential in defining the particular field. The writer did not consider, in the collection and analysis of data, that the author's functional approach to subject matter might give a bias to the data. The text material concentrated on management of money income, result— ing in significant emphasis on economic concepts. Because this writer neglected to develop a criterion for the Patricia N. Ahern identification of home management concepts, the title of this study might be extended to include also change and trends in the use of family economic concepts. An imposing limitation to the results of this study is the identification of a number of concepts considered to have synonymous meanings with one another. In an effort to recognize all subject matter within the text material, no attempt was made by the writer to limit which word ap- peared to be receiving the greatest emphasis within each paragraph. The problem of synonymous terms and the notable emphasis on economic terms could have been avoided if the writer described change and trends only for concepts appear- ing on a predetermined list. This being the approach, it would have been valuable to have had a jury of experts scale these concepts for their degree of importance to the par- ticular field. If valuable and significant results are to appear from a content analysis study, the systems of classifica- tion need to provide sufficient data to describe change and trends. The writer relied solely on the number of para- graphs to describe change and trends of concepts. In retro- spect, it would have been possible to have grouped the dom- inant concepts on the basis of similarities, thus providing a more concise and meaningful description of change and trends. The categories for grouping these concepts could have been concerned with distinguishing between the focus of the dominant concepts, e.g., decision—making, decision- . .i .1 . . A '3; rim . I 1 .. x . r . ..c , . 2. v i r O . u . . . .1 v 1. ~ - . . . _ . .. : , ~ , i. m r .‘u. ’ 4 I .. _ . . . Q . .. t . . .V c I , . _ . . .- , . . y .. , . w .- r e . - a . r . . P a t . . $ .. t a o . . , r . . .. _ , J. L .. . w .._. J . n I. _ _ < e .. I i . D . I! Patricia N. Ahern process, environment. The mere use of chapter headings as classification systems would also have provided some insight into the relationship between concepts. While this study has provided one kind of quanti- tative measure of change and trends in concepts, there is a greater need to describe qualitatively the nature of these changes and trends. A qualitative study is achieved by increasing the descriptive elements within the systems of classification. Valuable results could have been obtained from this study if the writer had included in the classifi- cation systems a description of the direction of the para— graph content, e.g., defining, illustrating, generalizing. t“ t... CHANGE AND TRENDS IN HOME MANAGEMENT CONCEPTS: A CONTENT ANALYSIS OF A COLLEGE TEXT BY Patricia N. Ahern A Problem Six Term Credits Submitted to the Faculty of the College of Home Economics of Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS College of Home Economics Department of Home Management and Child Development 1965 ACKNOWLEDGMENTS The writer would like to express sincere apprecia- tion to Miss Esther Everett for her supervision and encour- agement throughout this study. The writer would also like to thank Dr. Beatrice Paolucci for her assistance and suggestions in the treat— ment of data, Dr. Twyla Shear and Dr. Jean Schlater who served as committee members and the five graduate students who participated as panel members in testing the reliabil- ity of the criteria used in obtaining data. The writer is grateful to Michigan State University and the Department of Home Management and Child Deve10pment for providing the facilities needed to complete this study. 11 Chapter I. II. III. V. VI. Assumptions . . . . . TABLE OF CONTENTS INTRODUCTION 0 O O O O O O O O O O O O O O O O 0 Purpose of Study. . . Definition of Terms . O O I O C O O O O O O O O O O O O O O O O O I O O O O O O O O O O O O 0 O O O O O I O O 0 O I O O O O 0 Limitations of Study. REVIEW 0? LITERATURE O O O O O O O O O O O O O O The Role of Concepts in Curriculum Planning . . The Concept Approach in Home Management . . . . PROCEDURE 0 O O O O O O O O O O O O O O O O O O 0 Content Analysis Method . . . . . . Compilation of a List of Concepts Identified Wi th Home Management 0 O O O O O O O O O 0 O O NethOd Of Obtaining Data. 0 o o o o o o o o o o 0 Comparison of Key Concepts with Terms Appearing in the Indices O O O O O O O 0 O O O O 0 Reliability of Criteria Used in Identifying Key Concepts 0 o o o o o e o o o o o o o o o o AfiflYSis Of Data 0 O O O O O O O O O O O O O O 0 FINDINGS O O O O O O O O O O O O O O O O O O O O Deletions from and Additions to Columbus List . Key Concepts in the First and Second Editions of the Text Material. . . . . . . . . . . Change of Key Concepts in the First and Second Editions of the Text Material . . . . . . . . Trends of Key Concepts in the First and Second Editions of the Text Material . . . . . . . . Key Concepts Appearing in the Index of the First and Second Editions of the Text Faterial O O O O O O O O O O O O O O O O O O O SUWRY O O O O O O O O O O O O O O O O O O O O O CONQJUSIONS O O O 0 O O O O O I O O O O O O O O 0 Implications for Further Research . . . . . . . LITERAWRE CITED 0 O O O O O O O O 0 O O 0 O O O O O O 0 APPENDIX A O O O O O O O O O O O O O O O O O O O O O O 0 APPENDIX B. O O O O O O O O O O O O O O O O O O O O O O Page 0001 U1 DWUN 15 15 16 19 21 22 24 26 26 28 32 36 4O 43 47 47 49 53 60 Table 10. 11. 12. 13. LIST OF TALLES Agreement Amen; Panel Members in Two Eretests of the Criteria for Identifying the Key Concept Of a Pdraytdijho o o o o o o o o o o o o o o o 0 Select List of Concepts Identified with heme Z" .anch em???“ t o o o o o o o o o o o o o o o o o o 0 Key Concepts Receiving at Least Ten Paragraphs in Line EINEIILXBSiSO o o o e s o o o o s o o o o 0 Classification of the Key Concepts in the First and Second Editions . . . . . . . . . . . . . . Number of Select List Concepts Identified as the Key Concept of a Paragraph. . . . . . . . . . . Number of Key Concepts on the Select List Receiv- ing at Least One Page Paragraph Emphasis. . . . Number of Key Concepts Identified Only in the E‘irSt EditiOn o o o o o o o o o o o s s o o o I Number of Key Concepts Identified Only in the SCCUIId Edition. 0 o o o o o o o o o e o o o o 0 Number of Key Concepts in the First Editizn Increasing or Decreasing in Paragraph Emphasis in the Second Edition . . . . . . . . . . . . . Key Concepts in the First Edition Increasing or Decreasing at Least One Page in Paragraph Emphasis in the Second Edition. . . . . . . . . Number of Key Concepts Appearing in the Index of the First and Second Editions . . . . . . . . . Classification of Key Concepts Appearing in the Index of the First and Second Editions. . . . . Number of Select List Concepts Appearing in the Index of the First and Second Editions. . . . . iv Page 31 31 33 35 37 39 41 41 42 CHAPTER I INTRODUCTION In their textbook, Management for hodern Families, Gross and Crandall discuss the importance of textbooks to development and change within the particular field. "Books in a field are often milestones of its development. The few books on household economy written previous to the present century all recorded as guiding principles for home management the commonly accepted practices of their place and time.‘ (1:539) At the 1964 Home Management Conference on Concep- tual Frameworks: Process of Home Management, Bratton made specific reference to an analysis of textbooks as one indi- cator of change and trends in management theory: Next, take a look at what goes into college textbooks in home management. Again, this is a sketchy analysis made of just those books I hap- pened to have at hand. The method was to calculate roughly those pages devoted to management theory and those devoted to discussing specific resources. In an old book published in 1932, the ratio was 1 on theory to 5 on resources. For a more recent book the ratio was 1 to 4; for the latest, 1 to 3. This represents progress but, mostly, progress de- pendent on some good hard thinking of a few people, and not much on research. (2:39) Bratton (2) interprets the status of publication on research and thinking about management theory as one evidence of the strength or weakness of a concept in home management. Speaking in 1961 at the Home Economics Seminar in French Lick, Indiana, Dressel stressed the importance of identifying a list of significant key concepts so selected that they will be continuously or recurringly used at ever higher levels of sophistication: If it is possible in a field to define some of the basic concepts, the possession of which not only indicates some familiarity within the field, but also some unified picture of what it is and what its possibilities are, then curriculum plan- ning may proceed in a more orderly fashion. (3:17) With the increase in courses and curricula in the undergrad- uate program in colleges and universities, it has become increasingly necessary for educators to develop this mean- ingful organization of knowledge. (3) Burgess of Study The overall purpose of this descriptive, documentary study was to describe change and trends in home management concepts, appearing in one or both editions of a college home management text. The specific objectives were: (1) to compile a list of terms identified with home management, (2) to de- scribe change and trends in terms appearing on a select list of concepts identified with home management, (3) to describe change and trends in concepts not appearing on the select list of terms identified with home management and (4) to compare terms identified as the key concept of a paragraph with terms identified in the respective indices of the two editions of a college home management textbook. Definition of Terms Cencept is defined as some amount of meaning more or less organized in an individual mind as the result of sensory perception of external objects or events and the c0gnitive interpretation of the perceived data. (4) Key concept is defined as the term receiving the greatest emphasis within a paragraph of the text material. Text material is defined as the authors' original statements and those quotations made by the authors which appear in regular size print. Assumptions In this study it was assumed that: 1. College textbooks provide a way of conveying concepts to persons in the particular field of study. 2. College textbooks reflect change and trends in concepts within the particular field of study. 3. Change of concepts in home management can be identified in the text material of the original and revised edi- tions of a single college home management textbook. 4. Within a list of 144 terms identified with home manage- ment, a number of these terms are more central than others in defining the particular field. 5. A panel of five graduate students in home management will identify a number of terms as being central to the field which do not appear on a list of 144 terms identified with home management and family economics. (18) 6. 3. A select list of 116 concepts identified with home man- agement have importance to the field and can be used as one indicator of growth and deveIOpment within the field. The paragraph analysis, line-count procedure is an ap- propriate method for studies of straight subject matter emphasis. igmitgtigns of Stgfix The limitations of this study were as follows: Only two tests were administered for the reliability of the criteria used in identifying the key concept of a paragraph. In testing the reliability of the criteria for identi- fying the key concept of a paragraph, the panel of five graduate students in home management were not asked to consider the paragraph within its context unit, the chapter. A number of family economics terms are included in a select list of 116 concepts identified with home man- agement. All conclusions from this study are of a quantitative nature. RKPTER II Rs'VIEL-J OF LITERATURE The Role of Concepts in Curriculum Planning Educational interest in concepts was slow to develop but has been steadily increasing since the early 1900's. (4) Early studies of concepts dealt with definitions of terms along with environmental and other correlates of the meanings students had for given terms. It has not been until recently that anyone has drawn a clear picture of the nature of a concept and its relationship to subject matter. There is now enough data in the literature that deals with human thought processes to permit a grow- ing awareness that human behavior contains a multi- plicity of variables, all of which are going to re- quire educational attention and that the cognitive structure of the individual seems to be occupying a strategic position in the middle of the whole picture. Hence curriculum thinking has reached a point where a natural link can be made with the rapidly develOping research and theory in cognition. (4:82) The current approach to learning involves a conceptual frame- work directed towards the nature of knowledge and the rela- tionships between communicative processes and the acquisi- tion of understanding. Woodruff (4) defines a concept as some amount of meaning more or less organized in an individual mind as the result of sensory perception of external objects or events and the cognitive interpretation of the perceived data. Kingsbury and Carr (5) see concepts as the basis for thought and action, deveIOping from experience through learning; to consist of intellectual constructions; to be subjective, individualistic, more or less generalized, in— volving both cognition and affect; to permit transfer from one specific situation to another. Tyler (6), in his work with various groups in curriculum planning, sees concepts as including the cognitive aspect of the curriculum as it is embraced in significant ideas inclusive of definitions, generalizations, principles, and unifying or integrative words or phrases. According to Bruner (7), concepts are the basis for a structure which facilitates an understanding of the fundamentals of a subject matter. At the Home Economics Seminar in French Lick, Indi- ana, 1961, Dressel (3) gave no formal definition of concepts other than repeated emphasis on their unifying and synthe- sizing power for teaching and learning. According to Dressel (3), concepts within an area of learning must be capable of being verbalized and rationally discussed. Dressel describes the functions of concepts in learning in terms of their permitting or encouraging the following: (3:12—13) 1. Appreciation. 2. Direction. 3. Economy in and facilitation of communication. 4. Mediation. 5. Imagination. 6. Identification. 7. Prediction. 8. Differentiation. 9. Integration. In an identification of types of concepts, Dressel views concepts to exist as: (1) ideas, (2) rules, (3) gen- eralizations, (4) principles, (5) theories, (6) problems and (7) areas of living. (3:13) The following qualities are tentatively suggested by Dressel as appropriate criteria to use in the selection of concepts which have a unifying and synthesizing function for a particular field: (3:16) 1. Important, central, key. 2. Transmittable through planned educational experiences. 3. Based on or related to research. 4. Useful in stimulating search for meaning and in encouraging further investigation. 5. Useful in interrelating facts and lower level concepts. 6. Useful in decision—making. 7. Directive, cumulative, and integrative. Dressel (3) also states that many concepts will have to be introduced at a relatively simple level of learning, leaving it to later experiences to develOp the desired depth of meaning. At the Home Economics Seminar, French Lick, Indiana, 1961, the Executive Committee indicated that the first step in the solution of articulation (sequential development of knowledge in courses and curricula in home economics at various educational levels) would be to define the cog— nitive content of the field through identification of key concepts and principles pertinent and significant in each of the subject matter segments of the field. (8) The com- mittee decided to explore the concept approach as a strategic way of attacking some of the perplexing problems of educa- tion at all levels in home economics. The Concept Approach in Home Management From the previous discussion on the "role of con- cepts in curriculum planning," it was seen that concepts serve to synthesize knowledge by introducing ”key" ideas that are related in some manner. The fundamental purpose of identifying the key concepts in home management is that through the common identification and development of these con— cepts the field can become more exact; underlying principles, generalizations, and perhaps even laws can be discovered with greater ease. (9:3) It is these "key" ideas seen in a relationship that give structure to a body of knowledge. Previous to the introduction of the concept approach at the Home Economics Seminar in French Lick, Indiana, 1961 (8), it appears to the writer that there were a number of occasions in the history of home management when a major attempt was made to identify and develop concepts. It is the intent of the writer to review briefly that literature in the field of home management which appears to reflect these major attempts to differentiate and integrate subject matter content. In the 1930's the Home Economics Service of the (then) U.S. Office of Education called upon professional persons in the field of home management to define the place and function of home management courses at all levels of learning. As a result of this request, there occurred three conferences. (10) These conferences explored differ- ing concepts of home management. In order to find a basis for discussion and to clarify the divergent concepts of home management, the following definition of home manage- ment was established: Home management is planning, guiding, and direct- ing human and material resources for the Optimal development of individual members and the family within the home and in their relations with other individuals and groups. (10:8) Each term in this definition that appeared to the committee members to be a concept was examined thoroughly for its I implications in the teaching-learning process. In 1955 teachers of home management in colleges and research and extension personnel met at Michigan State University to examine for the first time the role of values and decision-making in home management. In her opening remarks at the conference, Gross said: Most of us in management have rather glibly used the terms "values" and "decision-making" without giving deep thought to their meaning and significance in home management. (11:6) This conference was a working conference, one in which it was hoped that together the participants could take a few steps in developing the heart and core of management, its relative-but timeless aspects. In summarizing the confer- ence, Liston turned to five different ways of viewing values and decision-making in relation to home management. (11:62-72) 1. Values delineate our horizons as to goals, standards and resources. hd l-‘y . l‘ ‘ . ..‘u Q .U u . D n n c v — . _ 10 2. Values are essential to the decision-making process. 3. Values are inherent in each phase of the man— agement process. 4. Values and decision-making are dynamic and variable. 5. Values and decision-making are important components of our jobs. This conference highlighted newer phases of home management theory and represented an attempt to develop insight into their meaning and importance. - A series of ten articles by Paolucci and O'Brien (12) defined and outlined concepts of management. Common elements that made up the core of management were seen to be: (1) decision~making, (2) consideration of motivations, (3) knowledge of available resources and (4) a dynamic process. In 1960 Weick (l3) analyzed two home management textbooks for high school students to determine what values seemed to be mediated in the text material. Data revealed that efficiency and practicality value patterns were stressed. most frequently in the selected home management textbooks. These two books were found to emphasize that management involved using resources in the most efficient and practical way a In response to a growing concern among college and university faculties over the problems of articulation and differentiation of home economics subject matter at various levels, the executive committee of the home economics di~ vision initiated a seminar at French Lick, Indiana, in 1961. (8) The central focus of this seminar became the exploration 11 of the concept approach. At this seminar, the home manage- ment group explored resources as one of the basic concepts in its area. A second meeting of the "French Lick Committee" concerned with basic concepts in home management was held at Michigan State University in 1962. (14) Discussion re- sulted in the identification of decision-making and organ- ization as concepts central to home management and two concepts, values (goals and standards) and communication, as important in several areas of home economics, including home management. In 1962 Deacon (15) considered the task of isolat- ing and defining home management as an area of study and practice. Emphasis was placed on the concern of manage- ment with the values and goals of individuals in families. Collaborating with Bratton, Deacon undertook to outline a framework for research on the functional aspects of home management. The functions prOposed were: (1) goal-defining, (2) planning, (3) decision-making, (4) expediting, (5) integrating and (6) evaluating. (15) so 0-... 12 At Purdue University in 1962, a conference was held on the teaching of home management. (16) It appeared at that time to some persons in home management that the key concepts might be identified as values, goals, stand- ards, resources, decision-making and organization. (9:3) It was at this conference that Paolucci defined a concept as far more than the conventional notion of a "word." She viewed concepts as "deductions or inferences from any in— stances of behavior which are analyzed and compared with respect to a special kind of purpose or of consequence." (9:2) The two basic processes in acquiring concepts were seen to be differentiation and integration. In 1963 Lucas (17) developed a diagnostic test to measure student knowledge of concepts used in home manage- ment. A number of the ninety terms identified with home management by Lucas appeared on a list of 144 terms iden- tified with home management and family economics by Paolucci and Magrabi in 1963. (18) In 1963 Knoll (19) proposed a conceptual frame- work for home management which included the concepts of decision-making and organization. Knoll raised questions in this article on the place and usefulness of the concept of ”process" to management. The 1964 conference in home management at Michigan 13 State University undertook to explore this concept of "proc- ess.” (20) Five controversial issues were identified at this conference: (1) as management is analyzed, the nomen- clature of its parts; (2) closely related to the first, the number of its parts; (3) the place of goal-defining in the process; (4) the place of decision-making in the process; and (5) the linkage of the parts. (20:100) In summarizing this conference, Gross pointed the way for fur- ther research in other areas: Throughout our sessions some critical spots in the development of our conceptual framework have developed . . . the first of these critical spots is our terminology. I believe there should be an open recognition of a variety of similar terms and their acceptance in the analysis of home management. Of equal or even greater importance is making up our minds on the place of decision~making in the management process. (20:102) It can be seen from this brief, selective review of literature that the content of home management has, in the past thirty years, seen a number of trends and changes in concepts. Home management is no longer resource centered nor can one expect to define management as only one process without subjecting oneself to some degree of criticism. Since 1954 when Gross and Crandall defined decision-making as the "crux" of management, (21:19) values and goals of the individual have appeared in a role of major importance to home management theory. With this emphasis on the in- dividual, the concept of standards has become a more flex- ible measure of achievement in attaining goals. In the search for synthesizing and unifying concepts in home 14 management, the concept of "concept" has assumed a major role in defining the field. Identification of communica- tion as a concept in home management appears to illustrate a growing concern on the part of the profession to direct its attention to the probability of there being more than one "manager" in the contemporary American family. The concept of organization appeared in home management at a time when Specific notions started to appear in the litera- ture questioning the practical application of the concept of "process" to management. At the latest home management conference a call was extended to hone management special- ists to examine and conceptualize what is thought to be the "crux" of management, decision-making. (20) What does all this examination and re-examination of concepts in home management mean to growth and develop- ment within the particular field? In discussing the con- cept approach to home economics subject matter at the French Lick Conference in 1961, the committee had the following words of advice to those seeking to solve the problem of identifying basic concepts quickly and finally: . . . a growing, developing field of knowledge must never reach a final list to be looked on as "minimum essentials." As knowledge grows, new in- sights leadin( to new concepts should continually evolve. (8:30 The character of the concepts basic to the solution of ar- ticulation and differentiation of subject matter in home economics will go far to determine whether home economics is a superficial attempt to relate diverse fields or a truly insightful, integrative venture. (3) . 1 .I . . . ‘ a O I . . . v . - .- . ‘ CHAPTER III PROCEDURE This study was designed to describe quantitatively change and trends in the key concept of paragraphs in the text material of two editions of a college home management text. The two editions of a text selected for this study were the first and second editions of Eanagement for Modern Families by Gross and Crandall, Appleton—Century-Crofts, New York, 1954 and 1963. The method used to obtain data for this study was that of a content analysis. gentent Anmlysis Method The design of this research is descriptive. "Con— tent analysis is a research technique for the objective, systematic and quantitative description of the manifest content of communication." (22:489) A content analysis to describe trends in communication is useful for the pur- pose of providing data which can be corrolsted with corres- ponding changes on the part of the communicator or the aud- ience and because it provides a valuable historical perspec— tive against which the current Content of the Communication media can be more fully understood. (22) Eefore the scocific unit of content analysis is discussed, technical distinctions will be mentioned. The record-unit, the smallest body of content in which the 15 16 appearance of a reference was counted, was the paragraph. The context unit, the largest body of content that was ex- amined in characterizing a recording unit, was the chapter. The unit of classification and enumeration was the paragraph. The specific unit used for this content analysis study was the item, i.e., the whole "natural” unit employed by the producers of the symbol material. The item was the paragraph and was classified ”in the large” to the category which was most dominant in the item. (22) Compilation of a List of Terms Identified with Home Management In 1963, home management and family economics com- mittees, appointed by the home economics division of the Association of State Universities and Land Grant Colleges, met at Columbus, Ohio. (23) The purpose of this meeting was to continue in the effort of attempting to identify subject matter areas of common concern and of special con- cern to home management and family economics. In preparation for this meeting, Paolucci and Magrabi of Michigan State University compiled a list of 144 terms identified with home management and family eco- nomics. These 144 terms were drawn primarily from the fol- lowing six sources of literature: 1. Beatrice Paolucci and Carol O'Brien, "Ten Part Series Defining and Outlining the Concepts of Home Management," Forecast for Home Economists (October-June, 1959-60). 2. Proceedings, Home Economics Seminar, French Lick, In- diana, July 24—2§, 1961. 17 3. Proceedings, Conference on Teaching Home Panjoement Purdue University,“ Lafayette, Indiana, July 1-3, 1:62. 4. Ruth Deacon and Esther Bratton, "Home Management, Focus and Function," Journal _of Hnme Economi.cs, Vol. 54 (No- vember, 1962), pp. ioO-ioé. 5. Marjorie Knoll, "Toward a Conceptual Framework in Home ”--.-'h‘. 6. Mildred Kay Lucas, “A Diagnostic Test to Measure Student Knowledge of Concepts Used in& mme Ma anagement." (Un- published Master' 3 dissertation, Department of Home Economics, Iowa State University, 1963). In recording the l44 terms identified with home management and family economics, the authors of this list recognized at least one or more of the six previously stated references as the related source for ninetyethree of the terms. The remaining fifty~one terms appearing on this list did not have specific reference made to their source of identifi- cation. The assumption has been made by the writer that a number of terms on this list (henceforth in this study the list of 144 terms will be referred to as the Columbus list) were more central than others to the field of home manage- ment. It was also assumed that a number of terms not ap- pearing on the Columbus list might be considered important indicators of change and trends within the field. In View of these assumptions, a review of three additional refer- ences was made by the writer for the following purposes: (1) to record in which of these three sources reference was Specifically made to concepts appearing on the Columbus list and (2) to record those terms not appearing on the 18 Columbus list which the writer felt might possibly be con— cepts in home management. The following three references were reviewed by the writer: 1. Proceedings, Conference on Values and Decision-Making in Home Management, Michigan State University, East Lansing, Michigan, July 4-6, 1955. 2. Beatrice Paolucci, Working Papers, Summer School Work— shop for Teachers of Home Economics, Washington State University, Pullman, Washington, July, 1961. 3. Proceedings, Home Management Conference on Conceptual Frameworks: Process of Home Management, Michigan State University, East Lansing, Michigan, June 17-20, 1964. American Home Economics Association. Information had now been assembled regarding the frequency of appearance in nine sources of terms identified with home management and family economics by Paolucci and Magrabi (18) and the frequency of appearance in three sources of terms identified with home management by the writer. Contact was made at this time with five graduate students in home management from four institutions, attend— ing Michigan State University for the summer session of 1964.1 These students agreed to participate as a panel for judging the importance of particular terms to this study. The terms were submitted to the panel in two lists. (See Appendix A.) l. The first list contained terms on the Columbus list which were not found to be specifically named in more than one of the nine sources reviewed. 2. The second list contained terms not on the Columbus list which were found to be specifically named in at 1Michigan State University, Indiana State College, Pennsylvania State College and Concordia College. ‘ I l .-l . I - . I I ' . e I v t I \ ‘ _ ‘ ‘_ . ~ . i»: ‘ \ a ~ _ s- ‘ . . . . .f \ L . ' O . v . v - I , \- , . ‘ ‘ I 4 - I ‘ t . . . -. , . 7 . . . '. c o 'v I - . n . U 1 I I " I . . . \. ‘ . I , a ' ‘ . I . r \ : - ‘ ' ‘ . ,4, \ $.. V "G ‘ ‘ ‘3 n : u" '5 ~ .‘ .p v u ' I . .I 5 - v ‘ I" . . i . . . ., ..v . . . _ . . o. . e . , _ A . . Q . . . . A ~1' ' . i > » . y _ 4 . .r 5 J. § ‘ n ‘ , 1 -a-J~ “ I ,. . O 1 .’ l . ..o ‘ , A s o , . . - . - J . . - . . . , x " - ‘ ’ . ' o. - .l. ..l ‘i . . - ' O 4. w r - ' ' - . ‘ v _ ‘ . O» - I - - . . . . . a . ’ ' , .. n . < .‘ v ‘- ‘ u . - A . _ e . . . . _‘ r a ‘ O . y , . q. _ ,. -.. "—-m my D..- . o. . , . . . , . ' . |a ‘ ,. . . . ., 7.. .,. ,. a . l t 19 least two of the three references reviewed by the writer. Concepts which received a majority approval by the panel of five graduate students were either retained on the Co- lumbus list or added to the list. In order to have a basis for accepting or rejecting particular terms, the panel of five graduate students were asked to review terms on the Columbus list already accepted by the writer on the basis of their appearance in more than one of the nine references reviewed. (See Appendix A.) Additions and deletions to the original list of 144 concepts identified with home management and family economics (16) resulted in a list of 116 concepts. These 116 concepts will be referred to as the select list of con- cepts identified with home management. Method of Obtaining Data Each paragraph of the text material in the first and second editions of the textbook was analyzed to deter- mine the concept receiving the greatest emphasis. Whenever there was reason for doubt as to which concept was receiv- ing more emphasis in the paragraph, lines were assigned to particular concepts and totaled to determine which con- cept was receiving the greatest line emphasis. It was nec- essary to follow this procedure approximately fifty per cent of the time in the first edition, twice as often as was necessary in the second edition. The criteria used in identifying the key concept of a paragraph specified the following: 20 1. The word identified as the key concept of a paragraph had to be specifically named within the paragraph. 2. The word identified as the key concept of a paragraph was the term which appeared on the basis of content to be receiving the greatest emphasis. Exceptions to the general rule of identifying the key con— cept of a paragraph as a single word involved: (1) terms which appeared on the select list of concepts as compounds or phrasal units, (2) compounds or phrasal units where the additional word or words changed the usual interpretation of the individual components and (3) compounds or phrasal units where all assigned lines were found to be using the same descriptive word or words. The writer assigned lines to the following two terms, appearing on the select list of concepts, which were not identified consistently in their compound form: (1) family life cycle and (2) money income. This exception was per- mitted when the words cycle and income were used in a con— text which was directed Specifically towards the terms as compound units. Words had to exceed one—half the width of the printed page in either textbook to be recorded as one line and only whole numbers were used in determining line emphasis. To account for the difference in number of words per line in the first and second editions (11.9 words per line in the first edition and 12.3 words per line in the second edition), every second paragraph assigned to a key concept in the second edition had one additional line included in its total number of lines. 21 Only whole numbers were used in estimating the total number of paragraphs assigned a key concept. The average number of lines per paragraph in both editions was ten. In determining total paragraph emphasis, lines which totaled one—half or less of an increased number of ten lines were assigned to the lower number of paracraphs. In the final total of line emphasis assigned a key concept, six was the smallest number of lines considered to equal one paragraph and fifteen the largest number. The average num- ber of paragraphs per page in both editions of the textbook was three. Com;nrison_pf Kev Consents with Terms appearing in the Inaices It was not in the original plan of the writer to compare identified key concepts with terms appearing in the index of the respective editions of the textbook. This analysis was prompted by a belief that the results would give some indication of the validity of this study. Terms identified as the key concept of a paragraph in the text material of the first and second editions were matched with terms appearing in the indices in the same form of the word(s) with the following exceptions: 1. Key concepts will be matched with terms identified in the index of the respective edition in a complete or derived form of the key concept if the innate meaning of the term remains the same. 2. In the index, the first word appearing in a phrase or compound unit will be considered by the writer to be the most important word of the sequence of words and will be matched with discretion to terms identified as key concepts. 22 Terms in the index of each edition which were subordinated to other terms were not included in this comparison of key concepts with terms appearing in the respective index of the textbook. Religpiiitygof Criteria Used in Identifying_ K e1 Cc: rzc 0'; t s The criteria for identifying the key concept of a paragraph in two editions of a college home management text- book were tested for reliability on two separate occasions by five graduate students in home management. These five graduate students were given a copy of three paragraphs from the text material of the second edition and asked to read the criteria and then identify the key concept in each paragraph. (See Appendix A.) On the first testing of the criteria, the graduate student was allowed, without restriction, to identify the key concept as a single word, a phrase or a compound unit. This procedure was revised in the second testing due to the scope of the study and the number of descriptive words being used to identify the same key concept. The graduate student was limited in the second testing to the identification of the key concept as a single word with the previously stated exceptions. (See p. 20.) The two pretests of the criteria took place immedi- ately prior to the collection of data. The same three para- graphs were submitted to the five graduate students on both pretests of the criteria. Majority agreement on the key 23 concept of a paragraph was consistent on both testings with the writer's identification of the key concept of each para- graph. Table 1. Agreement Among Panel Members in Two Pretests of the Criteria for Identifying the Key Concept of a Paragraph ~— _._ E‘ M Paragraph Agreement Among Panel Rompers (N-S) Numher Pretest I Pretest II 1 5 5 2 3 4 3 3 3 One graduate student identified a different key concept for the same paragraph in the second testing of the criteria. All other graduate students were consistent in both test- ings in their identification of the key concept of the para- graphs. On the basis of a majority agreement with the re— vised criteria, it was considered to be reliable for this study. The change in criterion in the second pretest (iden- tifying the key concept primarily as a single word) was not recognized by the writer as a limitation on the reli- ability of the criteria as the majority of graduate students identified one word key concepts on the first pretest. Later in the study, the writer identified a dif- ferent term as the key concept for one of the paragraphs used in the pretests. This change was a result of the in- fluence of preceding paragraphs within the context of the chapter. 24 Analysis of Data It was the writer's original intention to show change and trends in concepts only within two categories of clas— sification: (1) key concepts appearing on the select list and (2) key concepts not appearing on the select list. How- ever, due to the great number of non-select list key con— cepts identified in both editions of the text material, the second category was divided as follows: (1) key con~ cepts, not appearing on the select list, receiving at least one page paragraph emphasis and (2) key concepts, not ap- pearing on the select list, receiving less than one page paragraph emphasis. The three categories of concepts used for the presen- tation of data can be summarized as follows: 1. Select list concepts. 2. Non-select list concepts, receiving at least one page paragraph emphasis. 3. Non-select list concepts, receiving less than one page paragraph emphasis. Since the writer assumed that the majority of key concepts appearing on the select list would be receiving at least one page paragraph emphasis, there was no attempt to divide these key concepts into categories of at least one page and less than one page paragraph emphasis. The phrase, one page paragraph emphasis, refers to a total of three paragraphs. Concept emphasis was established for both editions of the text material on the basis of the number of paragraphs 25 assigned key concepts. Key concepts receiving line emphasis of at least ten paragraphs in either edition are presented and discussed in Chapter IV. A complete listing of all key concepts identified in the first and second editions of the text material appears in Appendix B. Change of key concepts was determined by the total paragraph emphasis assigned key concegts identiiied in only one edition of the text material. Key concepts agpearing in only one edition of the text material with line emphasis of at least one page are presented and discussed in Chapter IV. A complete listing of all key concepts identified in only one edition of the text material appears in Appendix B. Trends in key concepts were determined by the dif- ference in paragraph emphasis assigned key concepts appear- ing in both editions of the text material. Key concepts in the first edition of the text material increasing or decreasing at least one page in paragraph emphasis in the second edition are presented and discussed in Chapter IV. A complete listing of all key concepts in the first edition increasing or decreasing at least one paragraph in the sec- 0nd edition of the text material appears in Appendix B. Cnly numbers were used to indicate key concepts in the first or second edition of the text material which were found to appear in the index of the resgective edition. CHAPTER IV FINDINGS Deletions and additions to an original list of home management, family economics terms (13) resulted in a "se- lect list" of 116 concepts identified with home management. (See Table 2.) Deletions from and Additions to Columbus List} Of the total number of 144 terms identiiied with home management and family economics by Paolucci and Magrabi (18), two of these terms were deleted by the writer on the basis that they appeared on this list in derived forms of terms already listed. Among the remaining 142 terms, fifty- five (38.7%) did not appear or appeared only in one of the nine sources of literature which were reviewed. (See pp. 16-18.) These fifty—five terms were submitted to a panel of five graduate students in home management for their ac- ceptance or non-acceptance of each term as an indicator of change and trends within the field. Eighteen (32.7%) of the fifty-five terms received a majority positive response and were retained on the original list. Thirty-seven (67.3%) 1The Columbus list refers to the list of 144 terms identified with home management and family ernOWiC3 by Paolucci and Magrabi. Table 2. 27 Select List of Concepts Identified with Home Management Concepts Activities Adapting Alternatives Analysis Annuity Attitudes Authority Awareness Belief Budget Choice Cognitive Dissonance Communication Community Community Resources Conflict Consequences Consumption Controlling Coordination Cost Chlture Culture Pattern Decision Decision-making Decision Process Dissonance Dovetailing Drive Economic Cycle Economic Resources Effectiveness Efficiency Energy Environment Evaluating Bxpedites Extended Family Facilitating Family Family Life Cycle Form of Satisfaction Function Goal Defining Goals Goods Group Habit household Production Human Resources Image Incentive Income Individual Information Institutional Framework Intangible Goals Integration Interaction Interdependent Interrelated Irrational Level of Consumption Liability Limitations Long Run Goals Management Management Process Marginal Utility Measures mediation Money Money Income Motivating Votive Non—human Resources Non—rational Nuclear Family Observation Opinion Order Organization Peers Philosophy Planning Power Structure Prestige Process Rational Rationalization Real Income Reasoning Reference Group Resources Role Satisfaction Savings Service Utility Short Run Goals Situation ' Social Class Social Control Social Status Stanoards Standard of Living Strategy Supervising Tangible Goals Techniques Technology Theory Time Time of Satisfaction Utility Values work Simplification 28 received a majority negative response and were deleted from the original list. Out of the three sources of literature reviewed by the writer (see p. 18), thirty-four terms, not appear- ing on the Columbus list, appeared in two out of the three references. These terms were submitted to the panel of five graduate students in home management for a majority approval or disapproval on the importance of each term as an indicator of change and trends within the field. Eleven (32.3%) of these terms received a majority positive response and were added to the Columbus list. (See Appendix B for deleted and added terms.) I. ' ..t H! -.-‘ ”-2-. - - I’C‘.’ Concepts in tire First and. .:--'..-.;_x.d suiticns o£_tha cht iatcrial In the first edition of the text material a total of 305 terms were identified as the key concept of a para- graph. A total of 310 terms were identified as key concepts in the second edition. Key concepts in the first and sec- ond editions of the text material receiving line emphasis of at least ten paragraphs (100 lines) are presented in Table 3 in rank order, within groups, by total paragraph emphasis. Table 3 shows that three key concepts, cost, plan- ning and money income, received the greatest paragraph em- phasis in both the first and second editions of the text material. The key concept, cost, received a total of sixty~ three paragraphs in the first edition and fifty-eight Table 3 0 Number of 29 Key Concepts Receiving at Least Ten Paragraphs in Line Emphasis A Ah Key Concepts Paragraphs First Edition Second Edition 39-63 ‘Cost ‘Cost ‘Planning ‘Planning ‘money Income ‘Money Income 20-23 ‘Management ‘Buéget ‘Resources ‘Nnnsgement ‘Time ‘Iime ‘Fsmily ‘Goals ‘Income Insurance ‘Standard of Living ‘Stsndard of Living ‘budget ‘Expenditures Fatigue Insurance ‘Soals 10-20 ‘Standards sxpenditures ‘Goods ‘Resources Work ‘Incume Food ‘Evalusting Education Fatigue ‘Bvaluating ‘Decision ‘Family Life Cycle ‘Family Conferences ‘Values Clothing Change ‘Controlling ‘Standards Work Simplification ‘Work Simplification Change Conferences Charts Work. ‘Decision ‘Attitudes Problems Credit Inventories Research ‘Managemont Process Records ‘An asterisk was used toneno e these key concepts appearing on the select'list. 30 paragraphs in the second edition. Twenty of the thirty- two key concepts receiving at least ten paragraphs in the first edition appeared on the select list. Seventeen of the twenty—six key concepts in the second edition appeared on the select list. A complete listing, by paragraph emphasis, of key concepts in the first and second editions of the text mate- rial can be found in Appendix B. Table 4 shows that an additional six key concepts in the select list category were identified in the second edition of the text material. In the second category, non— select list concepts, receiving at least one page paragraph emphasis, there was a decrease of eight in the number of key concepts identified in the second edition. Non—select list key concepts, receiving less than one page paragraph emphasis increased by seven in the number of key concepts identified in the second edition. It is significant to note that more than fifty per cent of the key concepts in the first and second editions appeared in the category of non-select list concepts, receiving less than one page para— graph emphasis. Table 5 shows that nly fifty-two (44.8%) of the 116 concepts on the select list were identified as the key concept of a paragraph in the first edition of the text material. Fifty-eight (50.0%) of these 116 concepts on the select list were identified as key concepts in the sec~ ond edition of the text material. 31 Table 4. Classification of the Key Concepts in the First and Second Editions “f L . Key Concepts Categories of Key First Edition Second Edition Concepts ~ to. (%) No. (i) 1. Select list concepts 52 (17.0) 53 (13.7) 2. Hon-select list concepts, receiving at least one page paragraph emyhasis 9? 30.2 C: (27.1) 3. Non~select list con- cepts, receiving less than one page paragraih emphasis 161 (52.8) 168 (54.2) Total 335 100.0) 310 (100.0) Table 5. Number of Select List Concepts Identified as the Key Concept of a Paragraph *: ”—3 Select List Key Concepts “Identified as the Key First Edition Second Edition ' Concept of a Paragraph Lo. (%) Lo. (%) Identified as the key concept of a paragraph 52 (44.8) 59 (50.0) Not identified as the key concept of a paragraph 64_ (55.2) 58 (50.0) Total 116 (100.0) 116 (100.0) 32 As shown in Table 6, the majority of key concepts in the select list category received at least one page para- graph emphasis in both editions of the text material. The second edition of the text material showed an increase of seven in the number of key concepts on the select list re- ceiving less than one page paragraph emphasis. Table 6. Number of Key Concepts on the Select List Receiv- ing at Least One Page Paragraph Emphasis * M. _:~ Select List Key Concepts Paragraph Emphasis First Edition Second Edition No. (%) No. (%) At least one page 42 (80.8) 41 (70.7) Less than one page 10 (19.2) 17 (29.3) Total 52 (100.0) 58 (100.0) Shange of Key Concepts in the First and Sfignnd Editions of tne_lext heturiai Change of key concepts was determined by the total paragraph emphasis assigned key concepts identified in only one edition of the text material. Those key concepts ap- pearing in only the first or second edition of the text material were arranged in rank order by total paragraph emphasis. (See Appendix B.) Table 7 shows that, out of a total number of 305 key concepts identified in the first edition of the text material, thirty-seven did not appear as key concepts in the second edition. mom mum hm anvoa 33 Ao.oonv sea Am.sso man Av.mmo mm «fineness caaemaumd some 0:0 :63“ mmoa msw>flwouu .muawucou umfia uumaonlcoz .m Ao.ooav mm Ao.00HV um 0:02 nwmmcnse :Qmummumu omen moo owned as maa>wouou .muuoucou umwa uumaomacoz .N “0.00”. mm is.mmo em Am.Ho H muaoocou one” uuosmm .H Am. .0: Ame .oz Ase .oz Hosea meoeuevm zoom coauoem names we» announce ems an emanauzaon an secs omeoaueman mo mmauommumu munoocou hog § convene panes are an sneo noeuaucuuu auaoucou sou mo mousse .5 «Hana 34 Out of these thirty-seven key concepts appearing only in the first edition of the text material, the key concept, choice, was the only concept which appeared on the select list. All thirty-seven of these key concepts identified only in the first edition of the text material received less than one page paragraph emphasis (three paragraphs). Table 8 shows that, out of a total number of 310 key concepts identified in the second edition of the text material, forty-two did not appear as key concepts in the first edition. Seven of these forty-two key concepts identified only in the second edition appeared on the select list. These key concepts were: (1) consumption, (2) culture, (3) dissonance, (4) interrelated, (5) limitations, (6) util~ ity and (7) measure. The key concept, consumption, was the only one of these seven key concepts to receive at least one page paragraph emphasis in the second edition of the text material. In the category of non~select list key con- cepts, receiving at least one page paragraph emphasis, three concepts were identified only in the second edition of the text material. Of these three key concepts, finances, al- ternative uses and residence period, the concept finances received the greatest paragraph emphasis (five paragraphs) for a key concept identified only in the second edition of the text material. The two key concepts, alternative uses and residence period, received emphasis of three para- graphs respectively. 35 can we“ we deuce Ao.omdv awn “o. my omd Ao.mHV mm mammaufia cwdummuma Mona no.03dv em 0:0 can» newa ocw>dvuuu .muamucou awed pumammlcoz .m Ae.mmv .Hm Am.mv m mamernem samumeuda smug 0:0 enema up mcfi>amumu .mumeucoo need uuoamnlcoz .N Ao.ooav mm Am.hmv Hm AH.NHv h mummucou umfid numflom .H Amy .02 any .02 “xv .02 «dupe ascended cud: cowuwpm Uneven ecu munwucou max 2e mmeMnuaoeH ca ease ememeucmeH mo nonmemaumu nummucou has I! All! 1;; :sfipwdm pcouwm 0:» ca hdco pudma0:0pH mudouaou no: mo Mensa: .m UHQMB 36 Trends of Key Conce3ts in the Fi-rst and Scccnd ELitfi xxLL of: tté: E _d){t t: ‘t¢tJLal ' ’J' Tzends occurring cn~ng key concepts fiantificfi in both editicns af the t9 xt nut L iiLl VCé.e theruLLLd by Ln increase cr decrease in tstal garagra3h fimthSlS n the p. second edition. Key canCLpts increasing 6: ccc e Ling at 1". 9' least one paragraph in tin Sccund Lvitian Lune arranged in rank ordgx 3y the tnALl LlffetéuCfl in 3Lrang;h L “this. (See AQEEKGLX B.) fLLlc 3 SLLNS ¢“ven (53.W ) cf the se- ‘1 h ('7' W A (‘1’ “I I { C lect list key concegts iduntificfl in both editiong cf the text matBLidl deczcnsLd in pangraph em3ha sis in the second edition whereas only fiftLL n (L 3.dp) BCI&;SQ3 in erLgraph V emphasis. NinL (17.;%) of tha fifty sale ct list key con- cepts identified in bath editions Lhcuc’ no cthge in {.L fixa- graph emphasis in the second eiition. In the 5Lcond thLLoL1, nonnselcc t list hcy Canepts receiving at least one page pa:agrayh emphasis in the first efiition, Table 9 Shows that fifty (54.3%) key concepts de- creased in eragraph eLphasis in the second edition while only twenty (21.7%) increased in paragragh emcuasis. Twenty- two (23.9%) of these key concepts showed no change in para- graph emLthis in the sucgnd edition. T a LL 1e L L15; shows that in the categury Cf nan- select list} LL; ccncepts, receiving less th1n are p: a para- graph emphasis in the first edition, apprcximately the same number (f key cannCLQ As increLscd as dccreased in pwrtjrash emfihdsis- Ni“ tg-vaLn (77.5%) of the 125 key cancepts 37 mmN mNH Nm mv dance Ao.ooav mwfl Am.snv hm Ao.mav ma . Av.oav ma mammsaam nawummuam mama 9:0 can» mama mafi>amuou .muawucou yuan pumHOmlcoz .m “c.00Hv mm Am.mmv mm Am.vmv om A>.HNV om mammnasv cumummumm ammm oco pmmma um mca>wmuou .nuamuzou nude uuuammtcoz .N “0.00”. an Am.pH. m no.mm. um Av.mm. ma unmoucou yuan uumHum .H ARV. .02 any .02 Amy .02 Amy .02 nummucou wax Hauoa noduflcm vacuum nofiuwnm vacuom coauanm vacuum mo mmauommumu omcwzu 02 mammzaem .mmumm mwuunafim .vmumm ca commouuma ca numnmuucH Luv!» coauanm panda on» :u unmoucou hex coauwom ocooom 0:» ca aduanaeu nmmumauam ca unannouuma no madmnouUCH cowuwvm unuwm on» ad unmoucou ham mo unnesz .m manna .VK I‘ 38 in the third category showed no change in paragraph emphasis in the second edition of the text material. Key concepts in the first edition of the textbook which increased or decreased at least one page in paragraph emphasis (three paragraphs) in the second edition are pre- sented in Table 10 in rank order, within groups, by the total difference in paragraph emphasis. Table 10 shows that eight key concepts in the first edition of the text material decreased from seven to twelve paragraphs in the second edition. Two of these key concepts, goods and family, appeared on the select list. There were no key concepts in the first edition which increased a total of seven to twelve paragraphs in the second edition. Nine of the eighteen key concepts in the first edition which increased from three to six paragraphs in the second edi- tion appeared on the select list. Eight of the fourteen key concepts in the first edition decreasing from three to six paragraphs in the second edition appeared on the select list. The select list key concept, goods, decreased a total of twelve paragraphs in the second edition of the text material. The key concept, food, was the only other concept decreasing a total of twelve paragraphs in the sec— ond edition. The key concept, clothing decreased a total of ten paragraphs in the second edition of the text mate- rial and the select list concept, family, decreased a total of eight paragraphs. The select list key concept, values, Table 10. Key Concepts in the First Edition Increasing or Decreasing at Least One Page in Paragraph Emphasis in the Second Edition Key Concepts in the First Edition Number of Increased in the Decreased in the Paragraphs Second Edition Second Edition 7-12 Foods ‘Goods Clothing ‘Family Ability Education Inventories Problems 3-6 'Values 'Controlling 'Budget Differences Courses ‘Family Life Cycle 'Decision-making ‘Cost Responsibility Fatigue ’Attituoes 'Income ‘Decision Needs ‘Goals 'Resources home Work Policies ‘Conflict Securities Housing Accounts Rapport Change 'Savings Credit 'Supervising ‘Evaluating 'Individual Insurance ‘Money 'An asterisk was used to denote those key concepts appearing on the select list. 40 increased a total of six paragraphs in the second edition, the greatest increase in paragraph emphasis for a key con— cept identified in both editions of the text material. The three key concepts, controlling, differences and family life cycle, decreased a total of six paragraphs in the sec- ond edition. Two of these key concepts, controlling and family life cycle, appeared on the select list. Key Congpgts A;;earing_in the Indexgof the First and Secznd Editions of the Text haterial Key concepts in the first and second editions of the text material were matched with terms appearing in the index of their respective edition. Table 11 shows that 152 (49.8%) of the 305 key con- cepts identified in the first edition were found in the index of the first edition. Out of 310 key concepts iden- tified in the second edition, 179 (57.7%) were found in the index of the second edition. Table 12 shows an increase for all three categories of classification in the total number of key concepts ap- pearing in the second edition index. The greatest number of key concepts appearing in the index of the first and second editions was found in the category of non-select list concepts, receiving less than one page paragraph em- phasis. Table 13 shows that forty-three (74.1%) of the fifty- eight select list key concepts identified in the second edition of the text material appeared in the index of the 41 Table 11. Number of Key Concepts Appearing in the Index of the First and Second Editions W Key Concepts Key Concepts Appearing in the Index First Edition Second Edition No. (%) No. (%) Appearing in the index 152 (49.8) 179 (57.7) Not appearing in the index 153 (50.2) 131 (43.3) Total 305 (100.0) 310 (100.0) Table 12. Classification of Key Concepts Appearing in the Index of the First and Second Editions W M Categories of Key Concepts in the Index Key Concepts First Edition Second Edition No. (x) No. (%) 1. Select list concepts 33 (21.7) 43 (24.0) 2. Non-select list concepts, receiving at least one page paragraph emphasis 53 (34.9) 62 (34.6) 3. Non—select list concepts, receiving less than one page paragraph emphasis 66 (43.4) 74 (41.4) Total 152 (100.0) 179 (100.0) second edition. Thirty-three (63.5%) of the fifty—two select list key concepts identified in the first edition of the text material appeared in the index of the first edition. Table 13. Number of Select List Key Concepts Appearing in the Index of the First and Second Editions 1“ A“ Select List Key Concepts Appearing in the Index First Edition Second Edition Appearing in the index 33 (63.5) 43 (74.1) Not appearing in the index 19 (36.5) 15 (25.9) Total 52 (100.0) 53 (100.0) This study was a content analysis of two editions of a college home management textbook, Vanggement for Modern gamilies, Gross and Crandall, 1954 and 1963. The overall purpose of this study was to describe change and trends in home management concepts. Bach paragraph of the text material in both editions of the textbook was analyzed to identify the key concept. All lines within the paragraph were then assigned to this key concept. The writer was particularly interested in the change and trends in key concepts -ppearing on a select list of 116 concepts iden- tified filth home management. The three key concepts, cost, planning and money income, received the greatest paragraph emphasis (thirty- .nine to sixty-three paragraphs) in both the first and sec-