D!SCREPANCIES BETWEEN BELIEFS OF LEADERS 3N HOMEMAKING EDUCATION IN MSCHIGAN AND PRACTICES IN LOCAL HOMEMAKING PROGRAMS ThuisforfhobognoofPh.D. MICHIGAN STATE COLLEGE Beatrice Olson O’Danmfl 1954 W {hr 9‘5? This is to certify that the . e thesis entitled Discrepancies Between Beliefs of Leaders in Homemaking Education in Michigan and Practices in Local Homemaking Programs. presented by Beatrice Olson O'Donnell has been accepted towards fulfillment of the requirements for JLL degree in. ”due at i on fi/z/I Mmex Major professor Date May 17, 1951* .m. Afi 4——-—--~—- '— —«_1 4 I 9%37 DISCREPANCIES BETWEEN BELIEFS OF LEADERS IN HOMEMAKING EDUCATION IN MICHIGAN AND PRACTICES IN LOCAL HOMEMAKING PROGRAMS By Beatrice Olson O'Donnell A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agricultural and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY School of Education 1954 TH hSIS \ ACKNOWLEDGEMENT The writer is deeply indebted to many groups who contributed so generously to the study -- to the home economics education staff of Michigan State College and to other teacher educators in Michigan, to the state supervisors of homemaking education, Office of Vocational Homemaking Education in Michigan, and to the school admin- istrators, homemaking teachers, pupils in homemaking classes and their parents. The writer also wishes to express appreciation for the guidance received from Miss Beulah I. Coon, United States Department of Health, Education and Welfare; Dr. Hazel Hatcher, Pennsylvania State University, who formerly served as chairman of the writer's guidance committee; and present members of the writer's committeezl Dr. Cecil V. Millard, chairman, Dr. Harold Byram, Dr. Mary Lee Hurt, and Dr. Morton Malter. I} a \lkl( (1 t.)t (31 {3 DISCREPANCIES BETWEEN BELIEFS OF LEADERS IN HOMEMAKING EDUCATION IN M CHIGAN AND PRACTICES IN LOCAL HOMEMAKING PROGRAMS BY Beatrice Olson O'Donnell AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State College of Agricultural and Applied Science in partial fulfillment of the requirements for the degree oft. DOCTOR OF PHILOSOPHY School of Education 195D C. G» “Haiti—,1 ‘r This study was based on the hypothesis that there were discrepancies between the beliefs of leaders in homemaking education in Hichigan and the practices in local homemaking programs and that the nature and extent of the discrepancies between beliefs of leaders and practices could be determined and quantitatively described; that data about discrepancies would provide some specific indications of strengths and weaknesses of the program, and would have implications for program development at the local level and for teacher education including supervision. Four areas of stated beliefs of leaders were drawn from federal and state bulletins relating to the develOpment of vocational homemaking education at the secondary level. These beliefs were: (1) Homemaking education is a COOperative program in which the school and home work together (2) Home- making education is an integral part of the total school program (3) The needs of local pupils are determined and the homemaking program is based on the recognized needs, interests and problems of adolescents and their families (A) In the homemaking program, the teaching-learning methods are those which contribute to the achievement of the goals of home- making. Local practices in relation to each area of belief were studied in a random group of twenty-three reimbursed vocational homemaking programs. Basic data were secured Beatric Olson O'Donnell through field visits to the participating schools and through the use of three objective instruments. Certain supplement- ary materials were submitted by the participating schools. Data were secured from 1,169 pupils in sixty—four homemaking classes, 679 parents of pupils in homemaking classes in twenty-one of the participating schools, and homemaking teachers and school administrators in the twenty-three schools. Discrepancies between beliefs of leaders and practices in local programs were defined as the difference between the percentage of respondents who reported they had experienced a group of practices in local homemaking programs and the per- centage of respondents who would have experienced the prac— tices had the belief been fully implemented in the local programs. Four levels of discrepancies were defined. It was assumed that there was "little or no discrepancy" if seventy- four to one—hundred percent of the respondents consistently reported practices which were related to a belief; "some discrepancy" if forty-nine to seventy-five percent reported the practices; "considerable discrepancy" if twenty-four to fifty percent of the respondents reported the practices and "great discrepancy" if less than twenty-four percent of the respondents reported the practices. The data which were secured from school administrators and homemaking teachers, pupils in homemaking classes and their parents generally supported the hypothesis of the study. Beatric Olson O'Donnell Discrepancies between the four major areas of stated beliefs of leaders and practices were found for the total sample and for individual schools. The extent of the discrepancies varied for the four beliefs. here was "great discrepancy" between the beliefs of leaders and the practices in local programs in the area of home and school cooperation. There was "considerable dis— crepancy" between beliefs and practices in the area of determination of local needs and program planning based on needs of adolescents and their families. The findings were less conclusive with reference to the belief that homemaking education is an integral part of the total school program. There was "great discrepancy" between the beliefs and practices in the use of certain teaching-learning methods and "considerable discrepancy" in the use of other methods. The study had certain limitations. Not all areas of beliefs of leaders were included. The sample did not adequately represent all types of vocational homemaking programs in Michigan, but represented fairly well local programs which offered a basic two year homemaking program with one year of Homemaking III. Item analysis of responses was made through the use of the Fattu nomograph chart. The analyses indicated that (I) there were significant differences in the responses of homemaking teachers and school administrators relative Beatrice Olson O'Donnell to the homemaking and the total school program; (2) there was general agreement between the responses of homemakin teachers and pupils; (3) the instruments contained a fair percentage of items which discriminated between beginning and advanced homemaking classes; and (4) the instruments discriminated between individual schools. Beatrice Olson O'Donnell TABLE OF CONTENTS CHAPTER I. THE PROBLEM AND DEFINITION OF TERMS USED . . . . Purposes of the study . . . . . . . . . . . . Hypothesis . . . . . . . . . . . . . . . . . . Assumptions . . . . . . . . . . . . . . . . . Definition of terms . . . . . . . . . . . . . Limitations . . . . . . . . . . . . . . . . . II. ABBREVIATED STAT {ENT OF PROCEDURES AND A SUMMARX OF THE FINDINGS . . . . . . . . . . . Abbreviated statement of procedures . . . . . Abbreviated summary of the findings . . . . . In relation to the hypothesis . . . . . . . In the area of home and school COOperation . In the area of homemaking education and the total school program . . . . . . . . . In the area of program planning based on local needs of adolescents and their families . . . . . . . . . . . . . . . . . In the area of teaching—learning methods which are related to the homemaking goals. III. DETAILED DESCRIPTION OF PROCEDURES AND TREATMENT OF THE DATA . . . . . . . . . . . . . . . . . Determination of beliefs of leaders in homemaking education in Michigan . . . . . . Determination of practices in local home- making program . . . . . . . . . . . . . . . PAGE CDUXUW -?H 10 11 11 17 17 19 20 2b #8 50 50 54 TABLE OF CONTENTS (Continued) iv CHAPTER PAGE Tabulation and treatment of the data . . . . . . 68 IV. LOCAL PRACTICES IN RELATION TO THE RELIEF CONCERNING HOMEMAKING AND THE TOTAL SCHOOL PROGRAM . . . . . . . . . . . . . . . . . . . . 78 Participation of local faculty and parents in develOping family life education . . . . . . . 78 Responsibility of various faculty members for family life education . . . . . . . . . . . . 82 Opportunities of homemaking teachers for integrating homemaking in the school life and prog°am . . . . . . . . . . . . . . . . . 86 Availability of homemaking education for all girls and boys . . . . . . . . . . . . . . . . 89 Consultant help in planning of family life education, homemaking and/or integrated courses . . . . . . . . . . . . . . . . . . . 92 V. LOCAL PRACTICES IN RELATION TO THE BELIEF CONCERNING HOME AND SCHOOL COOPERATION . . . . . 97 Participation of parents in curriculum deveIOpment of the total school program . . . 97 Beliefs of parents in the importance or value of home and school OOOperation and their willingness to help . . . . . . . . . . . . . 97 TABLE OF CONTENTS (Continued) v CHAPTER PAGE Discussions by parents and homemaking teacher about the needs, interests and problems of adolescent girls and boys, and the planning of learning experiences for school and home . . . . . . . . . . . . . 101 Opportunities provided for parents to under- stand and to articipate in the homemaking program . . . . . . . . . . . . . . . . . . . 105 Various contacts of the homemaking teachers with parents . . . . . . . . . . . . . . . . 107 Pupils relate homemaking class experiences to their own homes and families . . . . . . . 109 Pupils assume a variety of home responsibilities 110 VI. LOCAL PRACTICES IN RELATION TO THE BELIEF CONCERNING THE HOMEMAKING PROGRAM AND THE RECOGNIZED NEEDS, INTERESTS AND PROBLEMS OF ADOLESCENTS . . . . . . . . . . . . . . . . . . 113 The cooperative deveIOpment of the homemaking program and the availability of data relating to local needs . . . . . . . . . . . 113 Goals, units of instruction and time distri~ bution in relation to needs of adolescents and their families . . . . . . . . . . . . . 116 TABLE OF CONTENTS (Continued) vi CHAPTER PAGE Learning experiences in relation to the needs, interests and problems of adolescents and their families . . . . . . . 118 VII. LOCAL PRACTICES IN RELATION TO THE BELIEF CONCERNING TEACHING—LEARNING METHODS . . . . . 186 Pupils work out problems with their own families . . . . . . . . . . . . . . . . . . 186 Pupils receive personal and/or individual help . . . . . . . . . . . . . . . . . . . . 191 Pupils deveIOp guides and standards and evaluate progress . . . . . . . . . . . . . 193 Pupils see films, analyze stories, participate in socio-dramas . . . . . . . . 196 1 Pupils have a variety of concrete homemaking experiences . . . . . . . . . . . . . . . . 198 Pupils relate eXperiences to practices, conditions, and resources of families in the community . . . . . . . . . . . . . . . 202 Pupils have Opportunities to express and/or understand their own needs, interests, problems or concerns . . . . . . . . . . . . 205 VIII. IMPLICATIONS OF THE FINDINGS FOR.PROGRAN DEVELOPMENT IN NICHIGAN . . . . . . . . . . . 207 imitations of the study . . . . . . . . . . . ' 207 TABLE OF CONTENTS (Continued) vii CHAPTER PAGE Some possible factors which may have contributed to the discrepancies between the beliefs of leaders and practices in local programs . . . . . . . . . . . . . . . . 213 Some recommended areas for action . . . . . . . 223 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 235 APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . 240 A Excerpts from Federal and State Bulletins from which Beliefs of Leaders in Homemaking Education in Michigan were Drawn . . . . . . . . 2&1 B Criteria Used as Bases for Studying Local Practices . . . . . . . . . . . . . . . . . . . 297 C Instruments Used for Studying Local Practices . . 302 D Tables 1-13 Showing Program Emphases in Goals and Units of Instruction . . . . . . . . . . . . 3H6 E Description of Homemaking Education in Two of the Schools Which Showed Least and Greatest Discrepancies Between Beliefs of Leaders and Local Practices . . . . . . . . . . . . . . . . 360 F Strengths and Weaknesses of Homemaking Teachers as Reported by School Administrators in the Study . . . . . . . . . . . . . . . . . . . 381 G Recommendations for Improvement of Homemaking H ' 4 Education in Michigan as Reported by School Administrators in the Study . . . . . . . . . . 388 LIST OF TABLES TABLE PAGE 1. Size of Schools in the Vocational Homemaking Program and in the Sample . . . . . . . . . . 59 2. Equalized Assessed valuation Per School Census Child in 26# Vocational Homemaking Programs and in the Sample . . . . . . . . . . 60 3. Number and Per Cent of Items in Check List B Which Showed Significant Differences Between Responses of Homemaking Teachers and Pupils in Various Homemaking Classes . . . . . . . . 74 Tables Relating 33,Homemaking Education and the Total School Program A. Opportunities Faculty Have Had in Working Together on Curriculum Problems Including Home and Family Life Education . . . . . . . . 79 5. Opportunities for Parent and Pupil Partic- ipation in DevelOping Family Life Education . 80 6. Status of Family Life Education in the Participating Schools . . . . . . . . . . . . 83 7. Persons Who Have Assumed Major Responsibilities for Teaching Family Life Education . . . . . . 85 8. Opportunities for Integration of Homemaking in the School Life and Program . . . . . . . . 87 TABLE 9. 10. ll. 12. 13. 1%. 15. 16. LIST or TABLES (Continued) Availability of Homemaking Education for All Girls and Boys in the Participating Schools . Educational Consultants Who Helped Develop Homemaking and/or Family Life Education Programs in the Participating Schools . . . . Help Received from Consultants in Developing the Homemaking Program . . . . . . . . . . . . Help Received from Consultants in Extending Homemaking Education to Girls and Boys . . . . Tables Relating 33 Home and School Coogeration Opportunities Provided for Parent Participation in Development of Family Life Education in the Participating Schools . . . . . . . . . . Importance and Value of Home and School COCperation in Developing Local Homemaking Programs as Seen by Parents . . . . . . . . . Willingness of Parents to Participate in Helping with the Homemaking Education Program. Opportunities Which Parents Reported They Had Had for Discussing Needs, Interests and Problems of High School Girls and Boys and Ways of Meeting these Needs in Homemaking Classes and in Their Homes . . . . . . . . . . ix PAGE 90 93 95 96 98 100 102 103 TABLE l7. l8. 19. 20. 21. 22. 23. 2b. 25. LIST OF TABLES (Continued) Kind and Extent of Informal Participation of Parents in the Homemaking Program . . Some Contacts Which the Homemaking Teachers Had Made with the Homes of Pupils in Homemaking Classes . . . . . . . . . . . Planned Home Experiences of Pupils in Home- Making Classes as Reported by Parents . . Types of Contacts Parents Have Had With the Local Homemaking Program and Their Attitudes Toward Home and School COOperation . . . Tables Relatingltg the Homemaking_Program and the Needs, Interests and Problems 23 Adolescents (Relationships and Child Development) Help Received in Understanding Themselves and Their Relationships with Others . . . . . Opportunities for Experiences in Understanding Self and Others . . . . . . . . . . . . . Opportunities for DeveIOpment of Social Skills Opportunities to Understand and Work Out Problems with Own Families . . . . . . . Opportunities to Understand Families . . . 108 110 112 120 121 122 125 126 TABLE 26. 27. 28. 290 30. 31- 32. 33. 3a. 35. 36c 37. LIST OF TABLES (Continued) Opportunities to Understand Different Kinds of Families and/or Families with Different Kinds of Problems . . . . . . . . . . . . . Opportunities to Discuss and Understand Marriage and Family Life . . . . . . . . . . Opportunities to Understand Younger Children . Opportunities to Discuss Certain Needs of Children and What Happens if These Needs are Not Met . . . . . . . . . . . . . . . . Some Methods Used to Understand Children . . . Opportunities for Experiences with Younger Children in School and in the Homemaking Class . . . . . . . . . . . . . . . . . . . Opportunities to Discuss How to Help Children with Certain Aspects of Personal Deve10pment (Foods and Family Meals) Understanding Local Food Customs and Resources Help Received in Economical Buying of Food . . Meals and Refreshments Prepared in Homemaking Classes . . . . . . . . . . . . . . . . . . Types of Meal Service Used . . . . . . . . . . Opportunities for Developing Social Skills in Homemaking Classes . . . . . . . . . PAGE 127 129 130 131 132 133 13h 136 138 139 iui 143 LIST or TABLES (Continued) xii TABLE ‘ PAGE 38. Opportunities in Table setting . . . . . . . . . lhu 39. Experiences in Preserving Food . . . . . . . . . 146 #0. Opportunities to Use Commercial Mixes . . . . . 147 Al. Opportunities for Improving the School Lunch Hour 0 o o o o o o o c o o o o o o o s o o o o 1L(’8 (Clothing and Grooming) 42. Emphases Given to Wardrobe Problems and Selection and Buying of Clothing . . . . . . . 150 43. Emphases Given to Clothing Needs and Costs . . . 151 4“. Kinds of Garments Made in Homemaking Classes . . 153 45. Emphasis Given to Grooming . . . . . . . . . . . 154 46. Emphases Given to Care of Clothing . . . . . . . 156 (Housing and Home Furnishings) 47. Opportunities to Understand Needs of Family Members in Housing and Furnishing Homes . . . 158 #8. Opportunities for Understanding Housing and Cost of Housing . . . . . . . . . . . . . . . 159 #9. Opportunities to See Attractive Home Furnishings at Different Cost Levels . . . . . 161 50. Opportunities to Understand Important Points in Selection and Arrangement of Furnishings for the Home . . . . . . . . . . . 162 TABLE 51. 52. 54. 55. 56. 57. 58. 59. 60. 61. 62. LIST OF TABLES (Continued) Opportunities to Improve the Homemaking Room . . Opportunities Given in Making New Furnishings and in Refinishing Furniture . . . . . . . . . Opportunities for Understanding Important Points in Selection, Arrangement and Care of Household Equipment . . . . . . . . . Selection and Arrangement of Kitchen Equipment . (House Care and Management) Development and/or Use of Guides in Arrangement of Storage Space . . . . . . . . . . . . . . . Experiences in House Care at School and Home . . Responsibilities for Care of Kitchen Equipment and Linens in the Homemaking Class . . . . . . Opportunities for Understanding and Evaluating Methods Families Use in Management . . . . . . Opportunities for Understanding Various Needs of Family Members . . . . . . . Opportunities for Understanding Available Resources of Families . . . . . . . . . . . . Opportunities for Working Out Plans and Carrying Them Out at Home . . . . . . . . . . Opportunities Provided in Increasing Consumer Understandings . . . . . . . . . . . . . . . . xiii PAGE 164 166 167 169 171 172 174 175 177 179 181 182 TABLE 63. 64. 65. 66. 670 68. 69. 70. 71. LIST OF TABLES (Continued) Opportunities to Understand Own Needs and IntereSts O I O O O O O O I O O 0 O O O 0 Opportunities to DevelOp Guides and Standards for Their Own Behavior and Activities . . Tables Relating £9 Homemaking and the Teachingeggarning_Methods The Use of Certain Teaching-Learning Methods in Homemaking Classes . . . . . . . . . The Use of Certain Teaching-Learning Methods in Homemaking Classes Showing Rank Order . Per Cent of Pupils in Homemaking Classes Who ‘ Reported Working Out Various Problems With Their Own Families . . . . . . . . . . . . Per Cent of Pupils in Homemaking Classes Who Reported They Received Personal and/or Indi- vidual Help With Various Phases of Homemaking. Opportunities to Deve10p Guides, Standards and Evaluate Results . . . . . . . . . . Per Cent of Pupils in Homemaking Classes Who Reported the Use of Films, Stories and Socio-dramas . . . . . . . . . . . . . . . Per Cent of Pupils in Homemaking Classes Who Made Observations, and Saw Exhibits and Demonstrations . . . . . . . . . . . . . . xiv PAGE 183 184 187 188 190 192 194 197 200 LIST OF TABLES (Continued) xv TABLE PAGE 72. Related Homemaking to Conditions, Practices and Resources of Families in the Community . . 203 73. Opportunities Pupils Had to Express and Understand Their Own Interests, Needs, Problems or Concerns . . . . . . . . . . . . . 206 CHAPTER I THE PROBLEM AND DEFINITION OF TERMS USED Leaders in homemaking education have repeatedly pointed out the importance of having principles or beliefs which serve as guides to action in developing homemaking, and/or family life education. Some have pointed out that there may be gaps between philosophy and practice, but that as teachers and leaders think "more deeply about the program and check practices against philosophy“ that the program may be made more significant for pupils and others for whom the program is planned. The home economics curriculum, like that of any other area, will be as comprehensive in scope, purposes, and possibilities as the mental pictures carried by those responsible for its development..... Philosophy of education almost invariably becomes accepted as a way of educational thinking long be- fore it shows results in changed ways of teaching..... As teachers and other leaders think more deeply about the program and check practices against philosophy, more significant educational experiences should be insured among their pupils and others for whom the entire program is intended. As a basis for understanding more about the beliefs of leaders and about practices in local homemaking programs, 1Curriculum Development in Education for Home and Family_Living. Part II. Series I. Some Procedures Used in Evolving agghilosophy. (Washington, D.C.: United States Department of Interior Office of Education, Vocational Division. March, 1939), p. 2. the writer reviewed all of the articles relating to homemaking education, which had appeared in the Journal of Home Economics in the past fifteen years. This review of the literature- indicated that relatively great emphasis had been placed on the clarification of concepts or beliefs and that relatively little emphasis had been placed on understanding local prac- tices or on the clarification of what specific beliefs mean in terms of local practices. In the opinion of the writer, there had been excessive pre-occupation of leaders with phi- losophy, beliefs and concepts, much of which.was repetitious in nature. In the opinion of the writer, there had been in— sufficient consideration of the problems of practical imple- mentation of the beliefs and of the problems of evaluation of actual practices in homemaking programs. It appeared to the writer that consideration given to the following might have been exceedingly profitable: (l) the determination of criteria for studying local programs in relation to stated be- liefs, (2) the development of valid, reliable and objective instruments for studying local programs in relation to stated beliefs and (3) evaluation studies of both beliefs of leaders and practices in local programs. In Michigan, in the past decade, many beliefs about homemaking education and family life education had been expressed by leaders through State Plans for Vocational Edu- cation, instructional and administrative bulletins or releases, in demonstration programs and committee work. How- ever, no objective data were available about the degree to which basic beliefs of leaders had been or were being imple- mented in local programs. Some types of data had been re- ported which later had been shown to have doubtful reliability. State supervisors of homemaking education, the itinerant teacher trainer and others often suggested that many of the expressed beliefs of leaders were not being implemented in local programs. Frequently leaders had expressed concern that homemaking teachers did not possess certain important competencies. Leaders continuously expressed concern about the adequacy of certification requirements for homemaking teachers and had worked cooperatively in the State to secure needed changes in the State Plan for Vocational Education and changes in the curriculums of the various colleges which had been approved for the preparation of homemaking teachers. On the other hand, at conferences and meetings when questions arose about homemaking education or family life education, teachers and leaders in homemaking education were often quick to report illustrations of various outstanding local prac- tices in Michigan, which indicated that beliefs were being implemented in many communities in Michigan. By 1950, however, it became increasingly clear that without reliable and objective data concerning beliefs and local practices in homemaking education, it would be difficult to-make realistic or efficient plans for program improvement in Michigan. At that time, leaders in Michigan, including staffs of the Office of Vocational Education, Department of Public Instruction and home economics education staffs of colleges preparing homemaking teachers expressed interest in securing a more objective picture of the homemaking pro- gram at the secondary level. In such a study, the relation- ships between beliefs of leaders and practices in local home— making programs would be an important consideration. It was assumed, for example, that if discrepancies between beliefs of leaders and local practices existed to any considerable extent in the Michigan program that the findings might have important implications for the pre-service and the in—service teacher education programs. It was also assumed that this type of study might have some implications for other states, since there had been close cooperation with other States and with the United States Office of Education in the determi- nation of beliefs of leaders and of recommended practices. PURPOSES OF THE STUDY The purposes of this study were (1) to identify or clarify some of the areas of stated beliefs of leaders in. vocational homemaking education in Michigan, especially as they relate to homemaking education in grades nine through twelve: (2) to develop some instruments for determining local practices in relation to the selected areas of beliefs of leaders: (3) to determine the extent of discrepancies between stated beliefs of leaders and the actual practices in local vocational homemaking programs and (4) to develop some suggestions for program development in Michigan based on the findings. HYPOTHESIS This study was based on the hypothesis that there were discrepancies between beliefs of leaders in homemaking edu- cation in Michigan and practices in local homemaking programs and that the nature and extent of the discrepancies between beliefs of leaders in homemaking education and practices in local homemaking programs could be determined and quantatively described and that data about discrepancies would provide some specific indications of strengths and weaknesses of the program, and would have implications for program development at the local level and for teacher education including super— vision. ASSUMPTIONS Beliefs pf leaders. It was believed that since state supervisors and teacher trainers assume leadership responsi— bilities in vocational homemak ng education within each state and since over a period of years they have partici- pated in cooperatively developing the basic philosophy of vocational homemaking, the view point or philosophy, as expressed in their publications, is generally accepted by these leaders and constitutes the basic philosophy of vo- cational homemaking education. Since in Michigan, state supervisors and teacher trainers have cooperatively participated in the preparation of publications, releases or bulletins for use by local schools in the development of vocational homemaking programs, and since they have participated in research, evaluation studies and in demonstration programs, an analysis of the basic beliefs or philosophy as expressed in these publi- cations would constitute an actual statement of beliefs of leaders in vocational homemaking education in Michigan. Practices 13 local homemaking programs. The study of practices was limited to reimbursed vocational homemaking programs because (1) more professional consultant services had been made available in developing local homemaking pro- grams and (2) there had been a fairly consistent and funda— mental philosophy underlying the development of vocational homemaking programs including recommended practices. Four assumptions were made about determining local ~ractices: (l) A description of practices in homemaking would tend to be more reliable and more valid if a random sample of local reimbursed vocational homemaking programs were used, and that having drawn these schools at random, if one would attempt to get from all of these schools those various slants or aspects of local homemaking programs which repre- sent the basic viewpoint or beliefs of leaders. (2) In an effort to study homemaking in local vocational homemaking programs, it would be necessary to get some indications of practices within other areas than homemaking in the school program, especially in those areas involved in the development of family life education. (3) One would have a basis for judging local practices if one would secure responses from school administrators, homemaking teachers, pupils in home- making classes and from their parents. (4) Personal col- lection of the data by the investigator through field visits to the cooperating schools would tend to control the con— ditions under which participants responded and provided data. Discrepancies between beliefs and practices. It was assumed that discrepancies between beliefs of leaders and practices in local programs could be determined from the percentage of respondents who reported that they had experi- enced certain practices in the local programs, and the per— centage who would have reported that they had experienced the practices, had the belief been fully implemented in 8 local programs. In other words, it was the difference between the actual percentage reporting the practice and one hundred per cent. This arbitrary standard was selected because no other standard was available which was more valid. In actual appli- cation, if seventy-four to one—hundred per cent of the re? spondents indicated that they had experienced the practice, the belief was regarded as implemented in the local home- making programs in the sample. DEFINITION OF TERMS Beliefs 2; leaders. The beliefs of leaders in home- making education in Michigan were defined as those major areas of stated beliefs which had been given extensive con- sideration in the past decade (1) in federal and state bulletins governing the development and approval of vo— cational homemaking programs at the secondary level in Michigan and (2) in those research, evaluation studies and/or demonstration programs in Michigan which had involved leaders in homemaking education and had had their support. Practices Ag local homemaking programs. Practices in local homemaking programs were defined as those conditions or practices which individuals involved in the program (homemaking teacher, school administrators, pupils in home- making classes and their parents) had experienced in their own local homemaking programs primarily during the year of the study or during any other unit of time which might be specifically designated. Discrepancies between beliefs 2: leaders and practices 33 local homemaking programs. Discrepancies between beliefs of leaders and practices in local homemaking programs were defined as the difference between the percentage of respon- dents who reported that they had experienced a group of practices in the local homemaking program and the percentage of respondents who would have experienced the practices had the belief been fully implemented in the local program. Four levels of discrepancies were defined. It was assumed that there was "little or no discrepancy“ if seventy—four per cent to one hundred per cent of the respondents con- sistently reported practices which were related to a belief; 'some discrepancy" if forty-nine per cent to seventy—five per cent reported practices; “considerable discrepancy” if twenty-four per cent to fifty per cent of the respondents reported the practice and "great discrepancy" if less than twenty-four per cent of the respondents reported the practice. ‘1’! .111, t LIMITATIONS The study was limited to certain stated beliefs of leaders as expressed in the past decade in federal and state bulletins governing vocational homemaking education and in research, evaluation studies and demonstration programs in Michigan which had involved leaders in homemaking education and had had their support. The study was further limited to those stated beliefs of leaders which were practical for use in the study considering the available time and money and the opportunities for securing objective data about local practices. Practices were limited to the practices in a randomly drawn sample of reimbursed vocational homemaking programs and were further limited to those randomly drawn reimbursed vocational homemaking programs in which the school super- intendents were willing to cooperate or participate in the study. ‘ 1 I'lllll'lilh‘. E -1 {Iain-r IZIIII. CHAPTER II ABBREVIATED STATEMENT OF PROCEDURES AND A SUMMARY OF THE FINDINGS ABBREVIATED STATEMENT OF PROCEDURES In order to specifically identify the beliefs of leaders in homemaking education in Michigan, major publications in home- making education which had been issued and/or used by the Office of Vocational Education, in the past decade in the development of vocational homemaking programs, were analyzed. Research, informal studies and demonstration programs, which had involved leaders in homemaking education in Michigan during the past decade and which had served as guides to action in prOgram development, were also analyzed in an effort to identify the areas of beliefs of leaders in Michigan. Excerpts from the federal and state bulletins, re— ports of research and demonstration programs from whiCh be- liefs of leaders in homemaking education in Michigan were drawn are included in Appendix A, page 2&1. Agggg g: beliefs 2§_leaders. The following four areas of beliefs of leaders were identified in federal and state bulletins and reports of research, evaluation studies and demonstration programs and were selected as being practical Ilublr Winn-III [Amalia 3%.}... I} . . t t. it. tell. , . v i it'll, gillllv 12 for use in this study: (1) Homemaking education is a co- operative program in which the school and home work together (2) Homemaking education is an integral part of the total school program (3) The needs of local pupils are determined and the homemaking program is based on the recognized needs, interests and problems of adolescents and their families in relation to homemaking, personal and family living (4) In the homemaking program, the teaching-learning methods are those which contribute to the achievement of the goals of homemaking. Techniques for determining_practices 33 local programs. The four areas of beliefs of leaders in homemaking education were used as a basis for instrument development. For each of the areas of belief, a descriptive list was made of some of the practices and/or conditions (criteria) which would indi- cate that the beliefs were being implemented in local home— making programs. Statements of beliefs and practices were submitted at various times to leaders in homemaking education for their acceptance and/or revision. The instruments were used in a pilot study in which five schools used by Michigan State College for student teaching centers, participated. The results of the pilot study were used in the revision of the instruments and the procedures. Thirty schools were drawn at random from the official list of reimbursed vocational homemaking programs in the IfIIIIIlI-I’ 13 spring, 1950., School administrators in twenty-three schools accepted the invitation to participate in the study. In general, the group of schools in the sample shared many of the characteristics of reimbursed vocational homemaking pro— grams in Michigan, especially in relation to size, equalized valuation per school census child and geographical distri- bution for the lower peninsula. Collection 2: Egg dgtg. Data relating to local prac- tices were collected in the late spring, 1950, through field visits by the investigator to each of the participating schools. Three objective instruments were used. (See Appendix B, pages 302 to 34h.) One instrument, Check List A, was used to secure data from school administrators and home- making teachers about homemaking and the total school pro- gram. Another instrument, Check List p, was used with home- making teachers and pupils in homemaking classes to secure data about the experiences of pupils in homemaking classes. A third instrument, Check List Q, was used with parents of pupils in homemaking classes to secure data about their participation in the homemaking program. Homemaking teachers were asked for supplementary data about (1) the needs of pupils and their families which they had used in planning the various homemaking courses (2) the goals of the various homemaking classes and (3) the units of instruction including the distribution of time spent on the . I! fi‘.¥ 12+ various units in homemaking classes. School administrators were asked for supplementary data about the (l) strengths and weaknesses of homemaking teachers and (2) suggestions and recommendations for improving the homemaking program in Michigan. Description 2; the sample. Data from one thousand nine hundred and twelve individuals were tabulated from the twenty-three reimbursed vocational homemaking programs. The total sample included one thousand, one hundred and sixty- nine pupils in sixty-four homemaking classes. Five hundred and three of these were in Homemaking I, three hundred and sixty-six were in Homemaking II, two hundred and forty-four in Homemaking III and fifty-six in Personal-Family Living classes. Responses were secured from six hundred and seventy- nine parents of pupils in homemaking classes in twenty—one communities. Data were secured from both school administrators and homemaking teachers in twenty-one of the participating schools. Tabulation pf the data. The responses of school ad— ministrators and homemaking teachers on Check List g were hand tabulated. Replies from pupils in homemaking classes on Check List B were punched on IBM cards. Replies included "Yes", "No” and "Uncertain" responses. The replies from homemaking teachers on Check List §_were hand tabulated. Re- . I‘ll-I!!! - ,, .. . «1..., V .fllni. g» . I. #a . I A y n .1 . _ ‘I flu-'3‘! 15 plies from parents of pupils in homemaking classes on ghggk ig§§_g were punched on IBM cards. These included "Yes”, "No" and "Uncertain" responses. The goals of homemaking classes and units of instruc— tion were organized according to homemaking areas and by homemaking classes. The data from school administrators were summarized by individual questions. Treatment 9§_§p§,g§§§. The per cent of "Yes", "No" and “Uncertain" responses were determined for individual items, for major and for minor categories. In Check List A, significant differences between the percentages of “Yes" re- sponses of school administrators and homemaking teachers were determined by the Fattu nomograph chart, for individual items and for major categories in the instrument.1 In Check List B significant differences between percentages of "Yes'I re- sponses of homemaking teachers and pupils in homemaking classes were determined by the Fattu chart, for individual items and for major categories within the instrument. In lThe Fattu nomograph chart was developed by Nicholas Fattu and was reproduced by the Committee on Educational Re— search of the University of Minnesota. It enables one to determine the significance of differences between proportions. 16 Check List g, the data from parents were analyzed as a whole and no breakdowns were made for individual homemaking classes. The percentage of replies from parents was studied for indi- vidual schools and homemaking classes. Validity and reliability g§_the instruments and the .Qatg. The instruments used in the study were developed in relation to the four selected beliefs of homemaking leaders in Michigan. The beliefs which were used in the study and the criteria for studying local practices were submitted to Michigan homemaking education leaders for discussion, approval and/or suggestions for improvement. During the early analysis of the data from the local schools it became apparent that leaders were not in agreement regarding the relative emphasis (time) which should be placed on the various areas of homemaking. As a result, the investigator developed an instrument for the purpose of providing opportunities for leaders to make value- judgments about the number of weeks in the year (36 weeks), which they believed would be desirable to spend on each of the various areas of homemaking in homemaking classes. These data were then used as a basis for interpreting or studying local practices. In general there were no significant differences be- tween the responses of the school administrators and home— making teachers on sixty-eight out of seventy-two items in Check List A. However, when the items were grouped into categories, some significant differences were found and when SSEII... ii that _ J —v. u 1 it]! r’fl‘ul.‘ 17 the total instrument containing the seventy-two items was analyzed, the differences between the responses of school ad- ministrators and homemaking teachers were significant at both the 5% and 1% levels. In general homemaking teachers and pupils in homemaking classes tended to agree about the practices in local home- making programs. Check List §_contained a relatively large number of items which discriminated between the responses of pupils in the various homemaking classes. ABBREVIATED SUMMARY OF THE FINDINGS Findings in_relatigg 39 5h; hypgthesis. The data which were secured from school administrators and homemaking teachers, and from pupils and their parents generally supported the hypothesis of the study. Discrepancies between the four major areas of stated beliefs of leaders and practices in local homemaking programs were found for the total sample and for individual schools. The extent of the discrepancies varied for the four areas of beliefs. While the relationship between each of the four beliefs of leaders and the practices in local programs ranged from "great discrepancies" to "some discrepancies", there was evidence to indicate that certain discrepancies be- tween beliefs and practices were of greater significance than others. Extent 9: the discrepancies between beliefs and_prac- pipes. The extent of discrepancies between the major beliefs of leaders and practices in local homemaking programs were 18 briefly as follows: 1. There was "great discrepancy" between bee liefs of leaders and the practices in local ,rograms in the area of home and school co- operation. There was "considerable discrepancy" between beliefs and practices in the area of determi— nation of local needs and of program planning based on local needs of adolescents and their families. The findings were less conclusive with refer- ence to the belief that homemaking education is an integral part of the total school pro— gram. There appeared to be "considerable discrepancy” between beliefs of leaders and practices in local programs, especially in the area of planning and developing family life education. There was "great discrepancy" between the be— liefs of leaders and practices in the use of certain teaching-learning methods and "con- siderable discrepancy" in the beliefs and practices in the use of other methods. The nature of the discrepancies for each of the major areas of beliefs used in the study are briefly described for 19 each of the areas of beliefs. Discrepancies ;p the area 3; home and school_g9— Operation. Data relating to home and school cooperation were secured from parents of pupils in homemaking classes through Qpppkllgp§_g, Six—hundred and seventy-nine parents of pupils in fifty-eight homemaking classes in twenty-one reimbursed vocational homemaking programs responded to the check list. The median per cent of returns of the check list from the parents was sixty-nine per cent. (See Appendix D, page 359. The following were some of the findings: 1. A high percentage of parents mighty-five percent) believed in the importance of home and school cooperation and reported that they were willing to spend time in helping with the homemaking program. 2. Less than ten per cent of the parents had had opportunities to discuss needs, interests and problems of girls and boys and how these might be met through the homemaking program and through home and school cooperation. 3. Homemaking teachers had had relatively few contacts with parents by inviting them to meetings, visiting them in their homes, sending them materials describing homemaking and inviting them to see or help with the 1.).11! if )5. 20 regular homemaking classes. Parents had had relatively few contacts with the homemaking program through seeing the homemaking department, attending style shows, being guests at homemaking class meals and visiting regular homemaking classes. Discrepancies $3 the area.gf homemaking education and the total school program. Data relating to homemaking and the total school program were secured from school administrators and homemaking teachers in twenty-one of the participating schools through Check List A. The findings were briefly as follows: The faculty in the schools had had oppor- tunities and time to work together on general curriculum problems. In two-thirds of the schools, family life education had been discussed at one or more faculty meetings. Approximately one-fourth of the schools reported that goals relating to family life education had been accepted by the faculty as a basis for planning and working. School administrators and home- making teachers did not agree regarding the participation of parents and community groups. \ fi‘b’lir 21 In approximately one-fifth of the schools family life education had been more definitely planned and developed. In the remainder of the schools family life edu— cation had been included on an informal and/or incidental basis. Responsibility for instruction in family life education had been assumed by various members of the faculty. Ninety per cent of the school administrators reported that homemaking teachers assumed major responsibility in family life education. Sixty per cent of the administrators also reported that social studies teachers assumed such responsibilities. There was less agree- ment among the school administrators and homemaking teachers about the responsi— bilities assumed by others in the school. Over three-fourths of the school adminis- trators reported that the homemaking teachers had helped to plan and/or super— vise social activities within the school so these activities had been of greater educational worth to young people. In approximately one—half of the schools, 22 the homemaking teachers had served as consultants in the management of noon lunches so the meals were more nutritious, attractive and economical. However, the homemaking teachers had less frequently served in making the noon lunch period an educational experience for young people, in developing good food habits, socially accepted ways of behaving, good table manners, and/or good human relation- ships. A few homemaking teachers had done cooperative teaching with other teachers in the school. One-third had assisted other teachers in planning units and/or in providing resource materials pertaining to family life education. A little less than one-half of the home- making teachers had had experiences in teaching homemaking for both boys and girls. Ninety per cent of the adminis- trators and fifty-seven per cent of the homemaking teachers believed that in their schools, girls who go to college had elected homemaking or had had oppor- tunities in their schedules to take home- .0] £111!) making. This difference between the re- sponses of school administrators and home- making teachers was significant at both the five per cent and one per cent levels. A little over one-half of the schools re- ported that the state supervisors of home— making had worked with them in developing their homemaking programs and/or family life education. School administrators reported that college faculty and general educators from the Department of Public Instruction had also helped in program development. The school administrators and homemaking teachers did not agree regarding the consultants who had worked with them. Neither did they agree regarding the types of services which consultants had rendered in their schools. The one item on which school administrators and homemaking teachers differed most greatly pertained to the home experience program. Less than twenty per cent of the homemaking teachers but more than sixty per cent of the school administrators reported that consultants had given help in planning ways of improving -m- mm “a 2b the home experience program, including home visits and/or contacts with families. This difference was significant at both the five per cent and one per cent levels. Discrepancies 2p the area 9; determination p§_local needs and ppogram planning based 0 local needs 2: adolescents and their families. Practices in local programs are briefly summarized under the three major headings: (l) the avail- ability and use of data about local needs and the extent of cooperative planning with pupils and parents, (2) the goals of homemaking classes, units of instruction and the overall distribution or use of time in the homemaking classes, and (3) the breadth and emphases in learning experiences. 1. Availability and use 9: data about local needs and the extent 2; cooperative planning with_pupils and parents. The majority of homemaking teachers were not articulate about the local needs of pupils which they had considered in development of local homemaking courses. School administrators and homemaking teachers did not agree regarding the data about pupils and their families, which were available in the local schools. In general, three-fourths of the school administrators .I I! ‘01?’ tilt}. 25 reported the availability of records showing general ability of pupils, responsibilities and/or activities of girls and boys outside of school, follow-up of drop—outs, and problems of girls and boys which were re- vealed through standardized check lists and through counseling. Fewer school adminis- trators reported the availability of data regarding families, or about the employment of girls after marriage on either a full-time or part-time basis. Homemaking teachers tended to be aware of available data in the local schools relative to individual pupils, but there was not agreement in the responses of administrators and homemaking teachers re- garding the types of data which were available. There was little evidence to believe that the local homemaking programs were generally planned cooperatively with pupils and their parents. There was “strong" evidence of some cooperative planning with pupils in approximately one-fifth to one-fourth of the schools and “some“ evidence of cooperative planning in approximately one half of the ‘_schools. 26 There was less cooperative planning with parents than with pupils. Less than ten per cent of the six-hundred and seventy-nine parents of homemaking pupils reported that they had had opportunities to discuss needs, in— terests or problems of adolescent girls and boys and how these might be used in planning and in developing homemaking education in the local program. Home visiting had been highly recom- mended by leaders for helping homemaking teachers to understand.pupils and their fam- ilies. Approximately twelve per cent of the parents of the pupils in the study reported that they had been visited by one or more home- making teachers during "the past two years“. In view of this, questions may be raised as to the amount of practical and actual information homemaking teachers had, either about home conditions and practices of the families of the pupils or about the effectiveness of the school learning for home living. In some cases, however, homemaking teachers had been teaching in their communities for a number of years and so may have had considerable infor— 27 mation about the pupils and their homes although there was little evidence of it in interviews. Nineteen of the twenty-three home— making teachers in the study submitted over- all plans for the various homemaking courses for the year of the study. Fifty per cent of these teachers reported units which had titles that could be interpreted as including co- operative planning in at least one homemaking class. When cooperative planning was reported, the amount of time devoted to it was approxi- mately one week. Check List B contained thirty-six items relating to opportunities which pupils had had for expressing and/or finding or understanding their own needs, in— terests and problems. Less than twenty-five per cent of the pupils in homemaking classes reported that they had had these various opportunities for expressing or understanding their own needs and interests. Goals pf_homemaking classes, units p: 2p: struction and length 3: time devoted pp_various units. Goals for homemaking classes were made available by eleven homemaking teachers or 28 approximately forty-eight per cent of the twenty—three teachers. Five hundred and fifty—three goals were submitted by these teachers. The statements of goals varied in depth, breadth and significance. Many goals were characterized by traditional home eco— nomics content. They did not particularly reveal sensitivity to adolescents, to families or to the local situation. Nineteen homemaking teachers or eighty- two per cent of the twenty—three homemaking teachers submitted over—all plans indicating units of instruction which were included in the various homemaking courses and the approxi- mate length of time spent on each unit. All of the schools included instructional units in "clothing" and in ”foods". Other areas of instruction which.were most likely to be in— cluded were "housing and home furnishings”, "family relationships and family living", "child development” and "home nursing". The areas of instruction which.were included less frequently were "management and consumer problems”, "personal improvement“, ”grooming" and "boy-girl relationships". Units of instruction in "family relationships" or "family living'I were not offered in any of the schools in Homemaking I but were offered in thirty-two per cent of the schools in Homemaking II and sixty-seven per cent of the schools in Homemaking III. Units of instruction in ”child development" were offered in forty-two per cent of the schools in Homemaking I, fifty-three per cent of the schools in Homemaking II and twenty-three per cent of the schools in Homemaking III. Units of instruction in "home furnishings" were offered in ninety—five per cent of the schools with thirty-seven per cent of the schools offering such units in Homemaking I, fifty-eight per cent in Homemaking II and fifty—three per cent in Homemaking III. The greatest amount of pgpp (weeks) was spent in beginning and advanced homemaking courses on units in clothing and foods. The least amount of time was spent on units re- lated to helping adolescents understand them- selves, their own development and their re- lationships with other girls and boys. Con- siderably less time was spent on family 30 relationships and child development than was A spent on either foods or clothing. Somewhat less time was spent on housing and home furnishings than on family relationships and child development. Little time was spent on consumer problems and on management of time and money. The breadth and emphases gp learning experi- ences. Learning experiences which were pro- vided pupils in homemaking classes have been discussed below in relation to those areas of homemaking which were referred to by leaders in the “objectives' and/or "content" of homemaking education at the secondary level. 3a. Personal and family relationships. Approximately seventy per cent of the pupils in the total sample reported that they had had opportunities for help in understanding themselves and how to improve their personalities. Forty-seven per cent of the pupils re- ported that they had had help in under- standing their "relationships with boys“ and their "relationships with girls". Approximately forty per cent of 31 the pupils reported that they had re- ceived help in understanding their own physical development and their "feelings or emotions”. A higher percentage of pupils in Family Living classes than in other homemaking classes reported that they had received help in understanding themselves and in their relationships with other girls and boys. A lower per- centage of pupils in Homemaking II, than in Homemaking I and III reported that they had received help in understanding themselves and in their relationships with other girls and boys. A higher percentage of pupils in homemaking classes reported that they had received help with “table manners” (80.5 per cent) than had received help with other types of manners, courtesies or social skills (59.2 per cent). Some pupils reported that they had made plans for improving manners and social behavior as a part of their daily living in the homemaking class, and in the school. Less than one—half of the pupils in the 32 sample reported that they had developed guides or standards for social behavior, which they believed to be important in the homemaking class, school, home or other places in the community. In general, the experiences which pupils had in acting as hostesses or hosts and/or in having guests at class meals or other occasions appeared to be limited. A higher percentage of pupils in Family Living classes (eighty-three per cent) than in other homemaking classes (forty to fifty-three per cent for Home- making I, II or III) reported that they had received help in understanding their personal relationships with their own families. Approximately forty to fifty per cent or less of pupils in the sample reported that they personally had worked out certain problems with their own families such as "sharing the housework, meals and shopping, entertainment of friends at home, dating, and social life away from home". Fewer pupils reported 33 that they had worked out personal budget or money matters with their families. A higher percentage of pupils in Family Living classes than in other homemaking classes reported that they (1) had tried to find out some facts about Michigan families and (2) had tried to understand different methods families use in managing their activities such as planning, preparing, serving of family meals, doing the shopping, entertainment of friends, getting the housework done, earning, spending and saving of money. A high per- centage of pupils in Family Living classes reported that they had tried to under- stand families with different kinds of problems and had tried to understand families whose values, interests, re- sources, and nationality or racial back- grounds differed. Less than fifteen per cent of pupils in Homemaking I and II and only one-third of the pupils in Home— making III reported that they had had these types of opportunities. Discussions of ”what makes for stable and happy 34 marriages" were not reported generally by pupils in Homemaking I and II (nineteen per cent) but were reported by pupils in advanced homemaking courses. Fifty- seven per cent of the pupils in Home- making III and one hundred per cent of the pupils in Family Living classes re— ported that they had had discussions on "what makes for stable and happy marriages". Few parents and/or others in the community had participated in these discussions. Few pupils in homemaking classes reported that they had discussed reliable sources for help on marriage and family problems. Over forty per cent of pupils in Home— making I reported that they had discussed "going steady" but few in Homemaking I or II reported that they had discussed other phases of preparation for marriage and family life. A higher percentage of pupils in Family Living classes than in other home- making classes had had opportunities to discuss needs of young children and what happens if these needs are not met, and 3b. 35 how to help children with certain aspects of their development. While approxi- mately one-half of the pupils in home- making classes reported that they had had opportunities to understand young children, less than one-fourth had had opportunities to have guided experiences with children in the school and/or home- making classes. The most common method used for understanding children which the pupils indicated was "reading and having discussions." Planning, preparin~ and servigg family i L. a meals, refreshments and snacks. A high percentage of pupils in homemaking classes (seventy-three per cent) reported the use of films, reading and discussion in understanding nutritional needs of individuals and families. Pupils in Family Living classes did not report that they had discussed food needs of families or the food customs or family resources in relation to planning suitable family meals. Less than one-half of the pupils in homemaking classes reported that they had attempted to understand the available resources of families such as time, money or equipment for pre- paring and serving family meals. Approxi- mately one—third had attempted to find out food habits or food customs of fam— ilies in the community as an important consideration in meal planning. Pupils in beginning and in ad- vanced homemaking classes reported that they had prepared luncheons, dinners, refreshments or snacks for parties and breakfasts. The number of meals varied considerably. The highest percentage of pupils in Homemaking I reported that they had prepared breakfasts and luncheons. The highest percentage of pupils in Home- making II reported that they had pre- pared dinners, luncheons, and refresh— ments or snacks for parties. The highest percentage of pupils in Homemaking III reported that they had prepared dinners, refreshments or snacks for parties or luncheons. There had been little meal preparation in Family Living classes, 37 but twenty-nine per cent reported that they had prepared refreshments or snacks for parties. Approximately six to four— teen per cent of pupils in Homemaking I, II and III reported that they had not had opportunities to prepare any meals in homemaking classes, the highest per cent being in Homemaking II. Eighty per cent of the pupils in all homemaking classes reported that they had received help with table manners. Ninety-one per cent of the pupils in Homemaking I, seventy—two per cent of the pupils in Homemaking II and seventy-nine per cent of pupils in Homemaking III reported that they had received help with table manners. While meal service had not been used in Family Living classes, fifty—four per cent reported receiving help with table manners. The setting of an attrac- tive table for meal service, the using of different kinds of food service in homemaking classes and having guests at class meals provide opportunities for the development of social skills. A 38 high percentage (eighty-four per cent) of pupils in the sample reported that they had used different methods to improve the attractiveness of the table. There also had been discussions, demon— strations or exhibits to show different ways families might set their tables and why. In general, the type of meal service which pupils reported that they had used, varied. The simplest service of "passing food" was reported by two- thirds of the pupils in the sample and the method of serving food by a host or hostess was reported by approximately one-half of the pupils in Homemaking I and II and by one—third of the pupils in Homemaking III. The use of the buffet service was reported by less than one- fourth of the pupils, the highest per- centage of pupils which reported its use being in Homemaking II. Over one-third of the pupils in the sample reported that they had invited teachers and others in the school to be guests at their class meals. Few parents of class members or 30. 39 others in the community had been guests at these meals. Few girls and boys who were not in homemaking classes had been guests. Personal appearance and_grooming: planning, selecting, making and taking ppgp_p§ clothing. Ninety—one per cent of pupils in Homemaking I, forty-five per cent of the pupils in Homemaking II and thirty—five per cent of the pupils in Homemaking III reported that they had had opportunities for help with I'hair styles, care of hands, skin and make-up". Few pupils reported that consideration was given to (1) what is important in being well-groomed, (2) working out problems of management in grooming activities to save time, money and get things done when needed, or (3) comparing costs of grooming when done at home or by paid services. A high percentage of pupils in the sample reported that they had had opportunities for understanding the characteristics of different kinds of textiles. However, a relatively small percentage of pupils re- #0 ported that they had had opportunities for applying this knowledge about tex- tiles to problems or methods of laundering, pressing, or ironing of clothing. Approxi— mately one-third to one—half of the pupils in homemaking classes in the sample reported that they had had oppor- tunities for discussing clothing needs of high school girls, but few reported that they had had opportunities to under- stand the clothing needs of other members of the family. Some consideration had been given to clothing needs of young hildren. Less than one-half of the pupils in the homemaking classes re- ported that they had received help in reducing the cost of clothing, and less than one-third had planned and made decisions with their families about the clothing they planned to buy, alter, make or do without. Few reported that they had talked with their families about money for clothing. The garments which were made most frequently in beginning and in advanced homemaking courses were 3d. 41 simple cotton blouses, skirts, and dresses. In Homemaking II and III, approximately one-fourth of the pupils reported that they had made dresses or blouses of other material than cotton, and had made jackets, suits or coats. Few clothes were made or little sewing was done for others, either for family members or for others in the school or community. There was little evidence that pupils in homemaking classes attempted to find out about community sewing practices and/ or about the problems girls have in making clothes. Selecting, arrangipg, use and care pf housing, home furnishingp and household equipment. In Family Living classes more consideration was given to housing needs of family members than in other home- making classes. Considering the total sample, less than one-fourth of the pupils reported that they had attempted to understand the needs of families in housing and in furnishing homes. More consideration was given in Homemaking II 42 and III to "styles of houses" than to the housing needs of family members. In Homemaking III and Family Living classes, approximately forty to fifty per cent of the pupils reported that they had tried to find out costs of housing. Few pupils had had oppor- tunities to see new and/or made-over home furnishings at different cost levels. Approximately fifty per cent of the pupils in Homemaking II and III and Family Living classes had discussed (1) important points in the selection of various kinds of home furnishings, and (2) had studied selection and arrange- ment of furnishings for the various rooms in the home. Approximately two- thirds of the pupils reported that they had helped in the selection of home furnishings in their own homes and had helped in the arrangement of furnishings in their homes. Only a small percentage of pupils in homemaking classes reported that they had had opportunities for im- proving the appearance of the homemaking 43 room. A relatively small percentage of pupils reported that they had had oppor- tunities to see demonstrations and/ or to make at school various home fur- nishings. Approximately twenty to twenty-five per cent of the pupils re- ported that they had had opportunities for helping with making furnishings and refinishing furniture in their own homes. Little consideration had been given to beginning and advanced home- making classes in household equipment. More consideration appeared to have been given to kitchen equipment than to other household equipment. A higher percentage of pupils reported opportunities for understanding the important points in the care and cleaning of equipment than in the cost, selection or arrangement of equipment. Few reported that they had found out kinds of labor saving equipment families have and/or had a chance to see in the stores or homes various models of common household equipment, including vacuum cleaners and attachments, laundry 3e. #4 equipment, or ironers. Lees than one-third of the pupils in Homemaking I, II and III reported that they had developed and/or used guides or standards in the arrangement of storage space for food, dishes, cleaning equip- ment, table linens in the homemaking room. Few pupils in homemaking classes reported that they (1) had tried out different methods of cleaning woodwork, windows, floors, stoves, refrigerators, or (2) had seen new techniques for cleaning silver, brass, copper, furniture, or lamp shades. When pupils were asked about their home activities or responsi- bilities, seventy-five to eighty-five per cent of pupils in homemaking classes reported that they helped with household tasks such as cleaning and laundering. Management and consumer education. Prac- tices in local homemaking programs in the area of management and consumer edu- cation tend to be integrated in many types of learning experiences. The instrument, Check List B, which was used ’45 in this study, included some items re- lating to personal management, home management and consumer education but did not include a comprehensive coverage. It was assumed that in order to understand management practices that it was important for pupils to understand some minimums about personal and family needs and values. Over fifty per cent of the pupils reported that they had had opportunities for understanding nutritional needs of family members and for under— standing the various personal, social and emotional needs of younger children. But considerably less than fifty per cent of pupils reported that they had had opportunities (1) to understand their own personal needs and interests, (2) to understand what makes for a stable happy marriage and family life, and (3) to understand the clothing and housing needs of family members. Approximately fifty per cent of the pupils reported that they had had opportunities for understanding how 46 families manage the planning, preparing and serving of family meals but fewer reported experiences in understanding family or home management practices in (1) getting the housework done, (2) in doing the shopping, (3) in entertainment of friends and (b) in dealing with money problems of earning, spending and saving of family income. Approximately fifty per cent of the pupils in homemaking classes reported that they had attempted to find out some facts about available resources of fam- ilies, for example (1) the amount of time homemakers in the community believe that they have for "getting family meals", (2) the kinds or types of labor saving equipment families in the community have and (3) the typical incomes of Michigan families. Very few reported that they had studied costs and compared costs of goods and services in an effort to understand wise decisions about the use of available resources a 1+7 Approximately one-half of the pupils reported that they (1) had worked out ways of sharing the housework, meals and shopping in their own homes and (2) had worked out ways to reduce time and energy in various household activities. Few reported that they had worked out plans about their own clothing, grooming or money problems with their families. A higher percentage of pupils in homemaking classes had had opportunities for understanding important points in the selection and buying of food than in the buying of clothing. Only a few reported that they had had opportunities for under- standing the selection and purchase of household equipment and home furnishings. Approximately forty per cent of the pupils reported that they had had oppor- tunities to understand general principles of selection, buying clothing and ward— robe planning and only one-third of the pupils reported that they had had oppor- tunities to understand the buying of common articles of clothing such as shoes, 48 sweaters, skirts, suits or coats. Approximately three-fourths of the pupils in homemaking classes reported that they had learned important points in the economical buying of fresh fruits and vegetables and approximately sixty per cent of them reported that they had learned important points about the buying of meats, poultry, and fish. Fewer re- ported that they had had help with buying canned and frozen foods. Some pupils re- ported (1) using commercial mixes and frozen foods in the preparation of their meals, (2) canning foods for use in class meals, and (3) learning to freeze foods. It was assumed that some understandings of the economic values were developed in these situations, although no data were secured from the pupils or teachers. Discpppancies $3 the area 9: teaching-learning methods which are related nghomemaking goals. Data relating to teaching-learning methods were secured through Check List B, which was checked by homemaking teachers and pupils in the homemaking classes. When the responses of pupils were analyzed “9 there seemed to be indications that certain teaching-learning methods were reported more frequently by pupils than were others. The categories for six of the teaching—learning methods, which were used in the study are listed below in rank order, according to the percentage of pupils who reported practices related to the various types of teaching—learning methods. The method reported receiving the highest percentage of "yes" responses of pupils is listed first and the method receiving the lowest percentage of ”yes" responses of pupils is listed last: (1) had opportunities for working out problems with own families and sharing work in own homes (2) had oppor— tunities for personal and/ or individual help, (3) had oppor- tunities for developing own guides, standards for behavior and work and to evaluate results, (4) had opportunities for taking field trips, seeing or participating in demonstrations, observations, films, socio-dramas, (5) had opportunities for relating class experiences to the customs, practices, conditions and resources of families and the community and (6) had opportunities for understanding own needs, interests and problems and for eXpressing concerns and interests. CHAPTER III DETAILED DESCRIPTION OF PROCEDURES AND TREATMENT OF THE DATA The procedures, which were used in this study and the treatment of the data are discussed in greater detail in this chapter than they were in the preceding chapter. DETERMINATION OF BELIEFS OF LEADERS IN HOMEMAKING EDUCATION IN MICHIGAN MWWQWMW. In determining the beliefs of leaders in homemaking education in Michigan, certain assumptions were made. These briefly were as follows: 1. Since state supervisors and teacher trainers assume leadership responsibilities in vo— cational homemaking in the State, and since over a period of years they have partici- pated in cooperatively developing the basic philosophy of vocational homemaking, the vieWpoint or philosophy, as expressed in their publications is generally accepted by these leaders. Since in Michigan, state supervisors and teacher trainers have cooperatively partici- pated in the preparation of publications, releases or bulletins for use by local 51 schools in the development of vocational homemaking programs and since these leaders have participated in research, evaluation studies and demonstration programs, an analysis of the basic philosophy as expressed in the publications, research or demonstration programs would constitute an actual state- ment of beliefs of leaders in the vocational homemaking program in Michigan. 3. There is a generally accepted philosophy of homemaking education which leaders have used in Michigan as a basis for the development of local reimbursed vocational homemaking pro- grams at the secondary level. Determination 23 the beliefs pf_leaders. In order to specifically identify the beliefs of leaders in homemaking education in Michigan, major publications in homemaking education, which had been issued and/or used by the Office of Vocational Education in the past decade in the develop- ment of vocational homemaking programs, were read and analyzed. Research, informal studies and demonstration pro- grams, which also had involved leaders in homemaking education in Michigan during the decade, and which had served as guides to action in program development, were also analyzed in an effort to identify the areas of beliefs of leaders in Michigan. Excerpts from the above bulletins and reports were then organized in such a manner as to indicate major cate— gories or areas of beliefs of leaders. Excerpts from federal and state bulletins were organized separately. The organized or classified statements or excerpts from both federal and state bulletins are included in Appendix A. These organized and classified statements were used as a basis for determining the areas of beliefs of leaders. It was also necessary to select from the total group of classified statements, those beliefs which seemed feasible for use in this study considering the amount of time and money which were available and considering the possibilities or opportunities for securing objective data about local practices. gpggg g: beliefs 2: leaders. A number of areas of beliefs of leaders were apparent in the analysis of the re- leases and publications. Four areas of beliefs of leaders were regarded as reasonably feasible or practical and as important for use in this study. They were: (I) Homemaking education is a cooperative program in which the school and home work together, (2) Homemaking education is an in- tegral part of the total school program, (3) The needs of local pupils and their families are determined and the home- making program is based on the recognized needs, interests 53 and problems of adolescents and their families in relation to homemaking, personal and family living, (4) In the home- making education program, the teaching—learning methods are those which contribute to the achievement of the goals of homemaking. Other areas of beliefs which were regarded as impractical for use in this study centered around the be- liefs about the goals of homemaking education, the beliefs about the individuals for whom the homemaking program is planned and beliefs about the homemaking department and its facilities. In official releases, belief was expressed that home- making education prepares for effective home living or the homemaking program is concerned with the improvement of home and family life, with efficient and satisfying participation in homemaking, family and community living, and with personal development of the individual. Beliefs about the individuals for whom the homemaking program is planned, was expressed in such ways as, "the individuals reached through the program are sufficiently mature to develop a realization of the importance of homemaking and increasingly assume managerial responsibilities in the home." In reference to the home- making department and its facilities, belief was expressed that the furnishings and equipment in the homemaking depart— ment should be comparable to those of the homes of families in the community, and that the department should have 5b, facilities which provide experiences in all areas of home* making. DETERNINATICN OF PRACTICES IN LOCAL HOMEMAKING PROGP MS §ppp assumptigns pplating pp loaal pragtic . In determining the practices in local homemaking programs certain assumptions were made: 1. 2. The nature and the extent of the dis— crepancies between beliefs of leaders and practices could be described from analyses of actual practices within a group of repre- sentative homemaking programs. Reimbursed vocational homemaking programs should be selected because, (a) considerable professional consultant services have been available in developing local reimbursed vocational homemaking programs in Michigan, and (b) there has been a fairly consistent and fundamental philosophy underlying the development of vocational homemaking programs, including recommended practices. This basic philosophy has been expressed in State Plans for Vocational Education and through official bulletins and releases. 3. 55 A description of homemaking would tend to be more reliable and more valid if a random sample of local reimbursed vocational pro- grams were used and that having selected these schools at random, if one would attempt - to get from all of these schools those various slants or aspects of local homemaking programs which represent the basic vieWpoints or beliefs, and which constitutes the generally aCcepted philosophy of leaders. One would have a basis for judging local prac- tices if one would secure responses from school administrators, homemaking teachers, pupils in homemaking classes and from parents of pupils in homemaking classes. In an effort to study homemaking in local programs, it would be necessary to get some indications of practices within other areas than homemaking in the school program, especially in those areas involved in the development of family life education. Objective, reliable and valid instruments could be developed which would measure local practices in relation to the areas of belief selected. 56 7. Personal collection of the data by the investigator through field visits to the cooperating schools would tend to control the conditions under which participants re- sponded and provided data. Criteria for studying local practices. Early in the study, descriptive lists were made of some of the practices and/or conditions, which would indicate that the beliefs were being implemented in local programs. Statements of beliefs and the criteria for studying local practices in re- lation to each belief, were submitted at various intervals to a panel of leaders in homemaking education for their acceptance and/or revision. The criteria, which were accepted by the leaders and used for studying local practices are in— cluded in Appendix B. Development 9; the instruments for studying local practices. The four areas of beliefs of leaders in homemaking education and the criteria for studying local programs were used as bases for (l) instrument development and for (2) de- cisions about the kind of supplementary data which were needed from the schools. In the initial stages, five instruments were tenta- tively developed. These instruments were used in a pilot study in which five schools used by Michigan State College for student teaching centers in homemaking education, par- 57 ticipated. Data from the pilot study were secured in the spring of 1949, from a total of four hundred and eighteen individuals; two hundred and sixty—nine pupils in homemaking classes; one hundred and thirty-nine parents of pupils in homemaking classes; six homemaking teachers and five school administrators. The results of the pilot study were used in revising the instruments and the procedures used for collecting the data. The five original instruments were reduced in number to three; some of the items were deleted, and free-response questions were replaced by objective items. In the final revision, each instrument contained more homogeneous material than the original instruments, and the type of question was made more uniform. In the development of the instruments, special effort was made to secure as wide a sampling as possible of the local practices and at the same time not be too long to have a poor psychological effect on the various respondents. The total number of the items in the final instruments was increased. The instruments were developed so the data could be punched on IBM cards. The instruments were submitted to a group of leaders in homemaking education, vocational education and general education for their sug- gestions for improvement. The three instruments, Check Lists A, B_gpd g which were used to determine local practices, are included in Appendix C. 58 Participating schools. In 1949-50, there were two hundred and seventy—four reimbursed vocational homemaking programs in Michigan.1 Before drawing the sample to be used in the study, the schools used for student teaching by the various institutions in the State, the School for the Deaf and the School for the Blind, were deleted from the list, since it was believed that these schools were not represent- ative. In the spring of 1950, thirty schools were selected at random from the official list of reimbursed vocational homemaking programs. The research worker, Office of Voca- tional Education, Department of Public Instruction, assisted in drawing the random sample of thirty schools using 2gplg XXXIII, Randgm Numbers p: gpppp I? Invitations to participate in the study were extended in April, 1950, by the Director of the Division of Education to the school superintendents of the thirty schools. School administrators in twenty—three schools accepted the invi— tation to participate in the study. The group of schools, in lDirectory__g_f_ Vocational Homemaking Programs for l2£2;59, Lansing: Office of Vocational Education, Department of Public Instruction. Circular No. 20. p. 8. 2R.A. Fisher and F. Yates. Statistical Tables for Biologgpal Agpicultural and Mechanical Research. London: Oliver and Boyd. 1938. p. 82. 59 many ways, shared some of the characteristics of vocational homemaking programs in Michigan. A study of Table 1 suggests that the size of the schools of the sample was fairly repre- sentative. TABLE 1 SIZE OF SCHOOLS IN THE VOCATIONAL HOMEMAKING PROGRAM AND IN THE SAMPLE Class Number of Vocational Number in Percent in School Homemaking Programs the Sample the Sample N - 264 N - 23 A 13 l 7.7 B 7h 9 12.2 C 133 10 7.5 D A3 3 7.0 E 1 o o A study was also made of the sample in terms of equalized assessed valuation per school census child. II'able 2 suggests that the sample may have been skewed slightly toward representing communities with greater economic re- sources. In studying the geographical location of the partici- pating schools, the sample appeared to be fairly repre- sentative of the various sections of the State with the ex- ception of the upper peninsula. No school administrator from the upper peninsula accepted the invitation to par- ticipate in the study. 60 TABLE 2 EQUALIZED ASSESSED VALUATION PER SCHOOL CENSUS CHILD IN 264 VOCATIONAL HOMEMAKING PROGRAMS AND IN THE SAMPLE3 Equalized Assessed Valuation Total Schools Per School Census Child in the Sample N-264 N—23, Highest 20% 3 Second 20% 7 Third 2075 5 Fourth 20% 4 Lowest 20% 4 In 1949-50, there were one hundred and fifteen rural- agricultural schools in the reimbursed vocational homemaking program. There were eight rural agricultural schools in the sample, or seven per cent. These were distributed by size schools as follows: one was a class B school; five were class C schools and two were class D schools. Field visits pp the participatipg schools. After each of the school administrators accepted the invitation to participate in the study, the most convenient date for the visit to the school was determined. The first field visit was made on April twenty-sixth and the last on June sixth. 3Data regarding equalized assessed valuation per school census child were secured from Dr. John F. Thaden, Department of Sociology and Anthropology, Michigan State College. On the agreed upon date of the field visit, the in- vestigator arrived in the school fifteen to thirty minutes before school started in the morning, in order to clarify further with the school superintendent the purpose of the study and to secure his reactions and approval for the use of each of the check lists. It was regarded as especially important that the school superintendent see the check list for parents and that approval be secured to distribute the check list to the parents of pupils in the participating homemaking classes. The superintendent usually introduced the investigator to the homemaking teacher and both eXpressed interest in cooperating with the study. A schedule for the day was worked out with the superintendent, the principal and with the homemaking teacher, so the data could be collected ac- cording to plans. Data were collected from one section of classes in Homemaking I, II, III or Family Living, at the regularly scheduled class period. Individual conferences were held with the school administrator and with the homemaking teacher at the time during the day, which.was most convenient for each. Check lists for parents were distributed to pupils in the homemaking classes participating in the study. Specific procedures used.gp the collection 9: the data. The procedures used in the collection of the data are 1‘ ~——-.-.- 3:? 62' described below for each of the instruments which were used in studying the local practices. Check List g was used to secure information from school administrators and homemaking teachers about homemaking in the total school program. When Check List A was shown to the school superintendent, it was explained that an effort was being made to find out some things about the relation of homemaking education to the total school program, and that he or someone who understood the total school program, as well as the homemaking program, would be in best position to answer the questions in the check list. The superintendent usually looked at the check list and then made his decision as to who would be in best position to respond to it. In three-fourths of the schools, the data were secured from one or two school administrators in the school, sometimes from both the superintendent and the principal, through a con- ference lasting approximately one class period. During the conference, the school administrator checked the responses on the check list, asked questions and/or made comments re- lating to the various items. The investigator helped to clarify the items, if necessary. In three schools, or approximately thirteen per cent, the school administrator responded to the check list when the investigator was in the school but not in a conference. In one school, the school administrator sent the check list 63 to the investigator after the field visit. In two schools, a class A and a class B school, the school administrators (principals) failed to return their check lists to the in- vestigator. Data in Check List A were also secured from home- making teachers in a conference at a time when classes were not scheduled. The conference usually lasted approximately one class period. In one school, a class B school, the school administrator requested that the conference be held jointly with the homemaking teacher. Check List §_was used to secure information about the learning experiences pupils had had in homemaking classes. It was checked by pupils in homemaking classes and by their homemaking teachers. The homemaking teacher and the in- vestigator looked over the schedule of classes and selected one of each of the homemaking classes to be included in the study. The decision was based on the best use of time during the total day's activities. The homemaking teacher introduced the investigator to each of the participating homemaking classes. She eXplained that the investigator was from Michigan State College and that she was interested in securing their help. The in- vestigator then used the following approach with each of the participating classes: She said, "There are many peOple who come to Michigan State College who do not know what girls 64 and boys do in homemaking classes in Michigan. Rather than guessing about what they do, we thought it would be a better idea to go right into the schools and find out what the girls and boys have done in homemaking classes this year. gppp school has been selected as one of the schools to represent Michigan.I (This seemed to please the young people). The investigator then held up Check List §_and said that she had a check list which listed many kinds of things, which might be done in homemaking classes. At this point, part of Check List B was distributed to the pupils. Then she said, “There are many more things in this check list than any ppp class would do in any one year. But we had to think of all of the kinds of things which girls and boys in home- making classes might do." She further said, "You do not have to worry about whether or not you check the statements in the same way that the persons sitting next to you have. Not all pupils do the same things in homemaking classes. Sometimes too, pupils are absent from school and so have not done some of the same things that others have done.‘I For directions she said, "Place a check in the 'Yes' column if you did the particular thing described, this year in this homemaking class. Place a check in the 'No' column if you did 393 do the particular thing described. If you are uncertain as to whether or not you did the particular thingfidescribed, place a check in the 'Not Sure' column. Be 0|)!“ I‘ll 55 sure to answer all items. When you have finished, will you raise your hand, for I have another part of this check list which is almost as long as the one which you have." As each pupil completed the first part of the check list and raised his or her hand, the investigator collected it, hanked each one, and then gave him the remainder of the check list. If pupils failed to complete Check List B, an oppor- tunity was provided during the day for them to return to the homemaking room and complete the check list. Check List B_was used to secure information from parents about their participation in the homemaking program. Near the end of the homemaking class period when the majority of pupils had completed most of Check List B, the investi- gator explained that she had an announcement. She explained the importance of including parents in the study and told them that she had a short check list for their parents. An envelope containing Check List Q_was distributed to each pupil. The investigator and pupils took a few minutes to look over the check list and the investigator asked if they would be willing to take them home to their parents and re— turn them to the homemaking teacher after they had been checked by their parents. It was explained that the home- making teacher would send all of the check lists from the parents to the investigator. A date was agreed upon for 66 returning them to the homemaking teacher. Supplementary data. Supplementary data were also secured from the local schools. Homemaking teachers were asked for statements of goals of homemaking classes and the units of instruction including the distribution of time spent on the various units in homemaking classes. If it were not convenient for the teacher to provide copies of these on the day of the visit, the homemaking teachers were asked to send them to the investigator. Homemaking teachers were asked during the conference in filling out Check List 5 the following question: ”Which of the needs, interests and problems of students have you considered of greatest significance in planning homemaking courses in this school (Homemaking I, II, III or Family Living classes)?" During the conference with the school administrator two questions were asked: "Considering all of the homemaking teachers you have had, what do you believe to be their strengths and weaknesses? What three or more suggestions would you make to improve homemaking education in Michigan?“ Participating homemaking classes, In 1949-50, local vocational homemaking programs were organized to include a two year basic homemaking program, with the third year being devoted to selected enrichments. Four choices for the third ‘h—a 67 year were available: (1) Homemaking III and IV, (2) Family Living, (3) Related Subjects and (4) Extended Experiences. Approximately one-half of the schools in 1949-50 selected only Homemaking III or IV for their third year of work in homemaking. Approximately fifteen per cent selected only Family Living classes for their third year of work. A few selected related subjects and a larger number of schools selected extended experiences and/or combined extended ex— periences with Homemaking III, with Personal-Family Living classes, or with related subjects. This study included data from only two of the en— richments: (l) Homemaking III and IV and (2) Family Living classes. The sample included data from fifteen Homemaking III and IV classes and three Family Living classes. Participating_parents. Check List C was distributed to parents of pupils in the homemaking classes which partici- pated in the study, with the exception of one school. In this school, a class B school, the school administrators believed that since there had been little contact with the parents it would not be well to distribute the check list at the time of the study. In another school, a class D school, the check lists for parents were not returned to the investi- 68 gator and it was not possible to determine the reason. Six hundred and seventy—nine parents of pupils in twenty-one vocational homemaking programs responded to Check List C. The per cent of the returns for the twenty-one schools varied. In general the percentage of returns from the sample was regarded as good. The range of per cent of returns from parents of pupils in fifty-eight homemaking classes in the twenty—one schools was from twelve to one- hundred per cent with the median of sixty-nine per cent. A study of the differences in the percentage of re- turns in the different communities did not reveal any definite trends or differences in the schools which were associated with such factors as: (1) size of school, (2) rural~agri~ cultural or non-rural agricultural schools or (3) the amount of assessed valuation per school census child, If any dif— ferences appeared, there seemed to be slight differences in favor of the larger schools and in favor of non-rural agri- cultural schools, but these differences were not tested for significance. TABULATION AND TREATMENT OF THE DATA Method B; tabulation p; the data. The responses of school administrators and homemaking teachers on Check Li§£.é were hand tabulated. Data from each school were kept sep- arate. Replies from pupils in homemaking classes on Check 69 List B were punched on IBM cards. The replies from home— making teachers on Check List B were hand tabulated. Replies from parents of pupils in homemaking classes on Check List 9 were punched on IBM cards. Supplementary data or descriptive data which were collected were organized and classified for the sample as a whole and/or for homemaking classes in the sample. Treatment pf EBB.QB£§. The following procedures were used in the treatment of data from Check List g: (1) the per cent of “Yes", "No”, and "Uncertain" responses were determined for individual items, for major and minor cate— gories and for the instrument as a whole, (2) significant differences between the percentages of "Yes" responses of school administrators and homemaking teachers were determined by the Fattu Nomograph Chart for individual items, for major categories and for the instrument as a whole and (3) comments from school administrators were classified and summarized for the total group. The following procedures were used in the treatment of the data from Check List B; (l) the per cent of ”Yes", "No'I and "Not sure" responses were determined for homemaking classes on each of the four hundred and ninety-five items 70 and on major categories, (2) the significance of the dif- ferences between percentages of "Yes" responses of pupils in various homemaking classes and the "Yes" responses of the homemaking teachers were determined by the Fattu Nomograph Chart and (3) the significance of the differences between the percentages of the "Yes" responses of pupils in Home- making I, II and III on individual items were determined by the same method. In the treatment of the data from parents, which.were secured through Check List 9, the percentage of "Yes", "No" and "Uncertain'I responses were determined for individual items in the total sample. Validity and reliability 9: the instruments and the .data. Certain precautions were taken throughout the study which would tend to increase the validity, objectivity and reliability of the data. The instruments were developed in relation to specific beliefs of homemaking leaders in Michigan. These beliefs and the criteria for studying local practices in relation to each belief were based on analyses of the publications which had been used in Michigan in the develop- ment and approval of reimbursed vocational homemaking pro- grams and on evaluation or demonstration programs. Beliefs of leaders were checked at various intervals to determine the acceptance of the beliefs used in the study and the criteria for studying local practices. In general three types of methods were used: (I) group discussions of the selected be- liefs and criteria (2) a questionnaire, which provided leaders 71 an opportunity to make value Judgments about the amount of time (weeks) which they recommended to be spent on various areas of homemaking in Homemaking I, II, III and Family Living classes and (3) individual conferences with the head teacher trainers and state supervisor. The instruments which were first developed were used in a pilot study involving five schools and four hundred and eighteen individuals. The data from the pilot study were used in later revision of the instruments and in revision of the procedures for the collection of the data. The final instruments included a wide representation of objective items which were organized as sub-items under larger categories. This, it was believed would tend to increase the reliability of the items. Each respondent was asked to answer questions, only in relation to his own experiences with the local home- making program, and "time" was always defined. The data were collected under favorable conditions in the local communities. It was believed that the following conditions would tend to increase the reliability and validity of the data: (1) a random sample of reimbursed vocational homemaking programs was used in which the beliefs of leaders had been theoretically used in program development, (2) the purpose of the study was eXplained to all respondents before they supplied the information requested, (3) data were col- 72 lected by the investigator through field visits to each school and the date of visit was selected and approved by the school as a convenient time for the visit, and (n) time was allowed the respondents to check the items in the instruments, (5) there was a wide coverage of items in relation to each be- lief, (6) the check lists were objective and (7) data from local schools were in general checked by more than one source. Three types of analyses of the data were made to determine: (1) the extent to which there was agreement in the responses of school administrators and homemaking teachers on Check List A and extent to which there was agreement in the responses of homemaking teachers and pupils in the various homemaking classes on Check List E, (2) the extent to which the items in Check List 2 discriminated between the various homemaking classes and (3) the extent to which the thgk ig§§§_g, g and g discriminated between schools. No significant differences were found between the re- sponses of the twenty—one school administrators and twenty- one homemaking teachers in sixty-eight out of seventy—two items in Check List g. However, when the items were grouped into categories, some significant differences were found, and when the total instrument containing the seventy-two items was analyzed, there was a significant difference be— tween the responses of school administrators and homemaking teachers at both the five per cent and one per cent levels. 73 There was general agreement in the responses of home— making teachers and of pupils in homemaking classes on ghggk .Ligt p, However, in approximately twenty-five per cent of the items there were differences in the responses of home- making teachers and pupils in Homemaking I, II and III, which were significant at the five per cent level, and in approxi- mately seven per cent of the items there were differences be- tween the responses of homemaking teachers and pupils in homemaking classes, which were significant at the one per cent level. (Table 3, page 7#). The area of greatest agree- ment between the responses of homemaking teachers and pupils in homemaking classes was in the general area of human relation— ships, including personal development, girl-boy relationships, family relationships or marriage and family life and child development. The area of least agreement was in the general area of clothing and more particularly in the area of clothing construction. ghggk Ligt E contained a relatively large number of items which discriminated between the responses of pupils in different homemaking classes. In Check List g, there were 292 items (59.0 per cent), in which the differences between the responses of pupils in Homemaking I and II were signifi- cant at the five per cent level and 227 items (45.9 per cent) in which the differences were significant at the one per cent level. In reference to Homemaking I and III, there were ’ 74 TABLE 3 NUMBER.AND PER CENT OF ITEMS IN CHECK LIST §_WHICH SEONED SIGNIFICANT DIFFERENCES BETWEEN THE RESPONSES OP HOMEMAKING TEACHERS AND PUPILS IN VARIOUS HONENAKINC CLASSES1 Number and Per Cent of Items Which Showed Significant Differences Between GROUPS COMPARED the Responses of Various Groups Sign ficant Sign ficant at 50 level at level Number Per Number Per N-495 Cent N-Q95_ Gent Homemaking Teachers and Pupils in Homemaking I 107 21.7 34 6.9 Homemaking Teachers and Pupils in Homemaking II 131 26.5 41 8.3 Homemaking Teachers and Pupils in Homemaking III 115 23.2 35 7.1 Pupils in Homemaking I and Pupils in Homemaking II 292 59.0 227 45.9 Pupils in Homemaking I and Pupils in Homemaking III 291 58.8 227 #5.9 Pupils in Homemaking II and Pupils in Homemaking III 237 47-9 137 27-7 The significant differences between the responses of homemaking teachers and pupils in homemaking classes were determined by the Fattu Nomograph Chart. !’ If, l}.|‘, It ,11' 75 291 items (58.8 per cent) in which the differences were significant at the five per cent level and 227 items (45.9 per cent) in which the differences were significant at the one per cent level. The instrument did not discriminate as effectively between Homemaking II and III as it did for Homemaking I and II and Homemaking I and III. In reference to Homemaking II and III, there were 237 items (47.9 per cent) in which the differences were significant at the five per cent level and 137 items (27.? per cent) in which the differences were significant at the one per cent level. An analysis was made of the informal comments and recommendations of the school administrators. These were too limited to be regarded as significant but they are included in Appendix F and Appendix G. Individual schools were studied with reference to their responses on Check List g, to determine if the instru- ment discriminated between the twenty-three schools. A comparison was made of the number and per cent of the items in Check List g in the various areas of homemaking, in which each school had a higher percentage of "Yes'I responses than the mean of the sample. The criterion which was used to determine Ihigher percentage" was fifteen per cent or more above the mean of the sample. This procedure obviously had some weaknesses. No attempt was made to pull out each school's data from the total sample when comparisons were made and so in reality each school is compared with the total sample of which it is also a part. However, it did not seem practical to do the more accurate calculations, for this particular study. Considering the summary by individual schools, of the number and per cent of items in major categories in home- making, which were checked above the mean of the total sample, the "best school" and the "poorest school" were selected. School C was tentatively selected as the "best school" and School V was tentatively selected as the "poorest school". Then comparisons were made of these two schools using all of the data from the other check lists and from other supplementary sources such as the goals of homemaking classes, the units of instruction and the time spent on the various units. An analysis of all of the data from the two schools indicated that the over—all practices in School C were ob- viously more in harmony with the beliefs of leaders than the practices in School V. Summaries of the practices in the two schools are included in Appendix E . School C was characterized by an (1) intensive and extensive program in human relationships in all homemaking classes, (2) a generally broad homemaking program and (3) a high percentage of parents reporting various opportunities for home and school co- operation and (4) some specific attempts to develop home and 77 family life education and to integrate homemaking in the total school program. School V was characterized by (1) intensive and extensive emphasis on clothing in beginning and advanc- ed homemaking classes , (2) a relatively limited prog— ram in terms of breadth , (3) limited home and school cooperation except in Homemaking III and (4) no recog- nized planning in development of family life education in the total school program. CHAPTER IV LOCAL PRACTICES IN RELATION TO THE BELIEF CONCERNING HOMEMAKING AND THE TOTAL SCHOOL PROGRAM Five criteria were used in the study of local practices relating to the belief that homemaking is an integral part of the total school program. The descriptions of local practices with reference to this belief are based on data secured from twenty-one of the twenty—three schools participating in the study. The two schools, in which data were not made available included a class A and a class B school. Criterion 1. The local school faculty, parents 'ggdpupils hggg 222g working_together 2n general 22;;— iculum problems and have been_studying and develgpipg family gig; education. Practices in the twenty-one schools with respect to working on curriculum problems and on home and family life education are summarized in Tables 4 and 5. Administrators and homemaking teachers tended to agree that faculty had had oppor— tunities and time to work together on general curri- culum problems. In two-thirds of the schools, family life education had been discussed in one or more faculty meetings. Approximately one-fourth of the adminis- trators and homemaking teachers reported that one or more lists of tentative goals of family life education had been accepted by the faculty as a basis for planning R '7“ .JU ‘ “r." *" : ‘q s a“ .1.-ng ',"‘TI"I"'H ,rxr 31\J1\I; .er 1:u) -_v i 1.:1D I J." I! T'A 7’ n, TJ'fi ":1 LL: 1'!"er 141.1. I-. v~nw .L‘DUU ‘ v k.’ AV GATE“ U LIP; , f i A ‘ \ '— T" u D . -i--...'..ia_ T .1. AC. '7‘ ‘\JU.&J ’17 77" T"fi \xJ—JUUJ..L~U‘ J AfiT 7‘30 Tu v'bugai L): .Ll PR ‘fi . ‘- -es 0 c. b, RCSQDH IAG . 0 Ag“-.. . . . E '\ .l“\/:LL - b F97 v- I-‘.’ q 4.;LZD IT ’7‘? '9'." A ‘JL'I L4 () L. 0 3'2 ‘,.-" 1'. o 4 ~ ('1 (25' 'l (J: a: £3 .;-‘ \, :3 if; 43 <1: is -:‘=- (7 C) (:1 t: (7; 1—3 L1 05' (L:- : U. '3 >: I,- -\ . .g - .. r. ('14 ('1: , l .14 O) 3-; (I; C) “ L r)—i ' : OJ [[4 rd E? 0/ 0+3 ('3 S4 {-2 o ,9“: D- 1‘ m C{ 's" ,u I“: f‘ m1 ( >2 . ._J.-JU Kan - fifiv 'v Ir" 7‘ '7‘": bid: L1 ,‘ v 'W'<- wry [1-3.1. l..J_'_ ". :4 .L h I r .L/ L) Li P1«n £13 £ , J C) 51. I34 -. . A)! \ALLA" +0 .—0 O (1’ CI) 3 C) r40 C’) (1“) o o 4-2} r4r—i () r4 C‘ \O (t\ [\- (P\\f) r4 r4 )4 o (I; .4 O ’4 r'4 -H t) E?! cc;- U 0 (I; E4 O C] 4*" '3. ‘1) r’Dr'i 4-) ,1) «i c) x: .14 .3 (T. 43 3-: 53 C) (# .--¢ 0.) a. .L‘) O H (113'. $4 Cu O 511 3 I l C) .‘r ("i r40 C0 (0 ) \ O O (W (”W $4 . Cb ‘41 {.1 or! O ‘3 cs r') C; <1: [-4 .4.) c3 :3 O or“! 4.) cc 0 :3 '{J C.) O (H .H r4 03 :3 3‘5 C H ---l orl +3 i; O c: (I) ‘H E ".1 h ('u 4..) U; H (I! :5 :3 O f‘) (1; J: (H ed Q -_ (T H(J 75(3) C\ “I (\3 r4 r"! \'.) C0 \0 ("\VJ (I) -:I \0 \0 5x0 CT‘ \O L. . C) -4 ——l >4 f‘.‘ or‘l U k': 5;. rQ (-_) <1; [:1 l I" U} C“\ (.4 \ (\l C‘x.‘ ON (A - 17 .1, Mri (1) r1 0: C~ :1 I“ ("no 0 o (“W (0 (fl (1 (\\Q Li. 9.63.1" N J ‘A A6411 Tea 11W (3'\‘ 3 (\1‘ (I j (‘W (“.7 r4 ON (1) \C' 01' O O (\‘. ) .I) L“~ (D \0 r4 r-l \0 CO CI.) (“\ (\i (‘2 \om O t -l -4 L y i or! O Si 0O r- '1 ‘ [v A l U: r4 '11] (I, If C.) or‘l :‘lJf‘ 54 9—4 7) (N. g: ._ ,.,. .L.) Q; L; r: or“ CO r—l . u.) (1) CI >~s "-1 $3 +9 {I 03 LL .3 r4 C. C. Q) 4—3 C) Q—q CC 01') r4 h” r'- a, y. F) 4’ r4 r«a ! ".1 Q Li .‘j (44 LC) 31: 0} (f) :> «1 -r‘( H 0) C5 0 (H (D :4 51) if. 14 «’4 O ,1") \q—i '13 3-4 ‘3 U L: ['3 'D we; C) $4 U} L r4 #163 0) er! 3-: r" r") (00 C‘! r4 N r4 “l\ H “N r—1 r4 0 (O o . O\-‘.1 PT "I r4 3—: 0 (LI ,— C , 4 24 , .4 «i 'J 71: (‘C r{_)' (L- (.1; [—1 '4 H "J C') 0H L; +3 ,5: L; O +3 :‘5 cc rd ,‘CJ C- ,s; ‘ CT; c.4 (H O or! r-J. (J t" :“) (l: r", C: v"! Q) (L: 'p c: oe-i 94 4..) C) C.‘ (U at“! (H (+4 C: ’32 52' Ii'\ rt: U Q‘. a 4—3 51) C; if: :1 "’4 r“! (1) C3 .111 ,5 [:1 79 \‘.' fi‘T La un a. .z-uJ.‘ 5 "»'\V ‘r ,"1 A .'...LJ 4 IP" l‘fiv" 4.44 {7. 1.; v I? ‘ T1 L4 ‘5' “.l-LI 1 {W1 4 0“ ., ,1“ « Iv . y-- M {D U: J. C; S" H x? ,. : L .l‘th \ 3r. ‘I\ Y‘ ILV m 1 a” 5;; A“'.“ >41 7". -.A—q~—J~4 '0 IPA'II 4-. I.“ U I). r ‘ new ‘7 L —s‘-‘-V H . ‘4‘ No I .H. 5. I l - v-v-m-v-n- .L" DC. 1.1.1 VILJ. u -‘. ’1‘? w - 4-- a '1‘. .1.) ~‘..4 :1 - A 1 \ I‘~\-\ \1‘\ U‘) C. '\ C, '\ G10; . . (:\(V\ r‘i r4 gr:[ V\C) \0 ON [~CN :(OW le~ r4 9 f) -c 1‘4 'S 4 "*0. (:0) «I; [:1 fix 11x- v ’\ .1 4 ‘1’! “4 TA Fir-l mm 4 m riCQ "\U\ (Q r—i (\ C - (“\"W V)('\ O O (\ ~ ‘ _ .; .3” PI! (‘O\ I I (i I‘ . 4 r 4 ‘Ofi :- ‘1 2:. rd ’1; <1; [-4 LT _‘ k ‘ r’) U? C) rt 4.) p (A 1 a L '1‘! U} (H ~' /‘ "’ . ‘ ti ,3 Q4 [‘74 'A) )3 ' r rl h me C) (.2 Q4 5") CC +J Q o. .4 ,4 . , 7;: c, d :5 5‘3; ? U ‘I ’) O C) a 0 Q rjfj or"! Q) )1: b-t’ O U H L4 4-3 f‘\ , m u g G) : 5:.UIJ m H 5?, R! C} (T, $1 0 (l) 3 .1: 54 :~ I) (3 r4 CR. \0 UN 0 o CD-Q 03r4 m)0\ 03\O O O (’\\L) C3\D w-r u>() O I 020\ ~11”! o O) I”. 4 r\—4 tr‘i C.) id Q I”: {1) on [-4 0"] - #4: 0r"! 4-) C“ “4 3 71 D. :3 +9 F4 ’) 0.) G) (1.4 J») U) m 3 U) ('1 r4, ' H C!) «4 +3 :> 01“ CD "4 :3 l“ '7" 4.) 1’) .L.) \$*\\‘3 t") ”j G. A {'7 >4=f £0 CL} :4 a) O * . 4 'c' c.- '.) r-‘I 0: '(3 )3! cri :'> ("I $4 “"1 0 r4 3 H QJCD m Clrl": V\C7 G) 0 AI() H(') C) 'l} r—l +?CU ‘Hl I ('. Dr 4,3! Jla UK J- 81 and working. A somewhat higher percentage of schools reported that the faculty had been working on Joint projects and that the faculty had been critically studying together their own courses and/or those of their co-workers to see how each might make a better contribution to family life education. Table 5 reveals some apparent differences in the responses of school administrators and homemaking teachers about the participation of parents, community groups, school—advisory committees and high school girls and boys, in development of family life educa- tion. These differences are not significant when the items are considered separately, however, when the eleven items in the category were considered as a whole, differences between the responses of school administrators and homemaking teachers were significant at the 5% level. 82 Criterigp 2. Various members 9: the faculty, including the homemaking teacher have assumed respon— sibilities i3 education for home and family living. Data in Table 6 indicate that the schools participa— ting in the study appeared to be divided roughly into two groups with reference to the status of family life education. In the first group of schools or about one—fifth of the schools, family life education had been more definitely planned and developed. In this group administrators and homemaking teachers agreed that, (a) the faculty had developed a series of planned units and/or courses which constituted the basic instruction in family life education, (b) family life education was a planned part of the re- quired work for pupils and (c) family life education had been clearly labeled so students, parents and teachers could identify it and did refer to it as such. Q- it: ~ ,‘ C.: a :5 111" "'\n .L\\ L rk'( .— .n' V A "UIIC: iJ’ ‘i A‘ ‘A,I." ...9 ..-. H . o. .4-.. \ H' Of 21 Wort-Fri J! u E . _', 5": f‘ x r n fifib \u 8 '4' [J fi 1 S :3 L.) _ E PAH N7 7% 1.». FT"? IN A TIT \JLI . , ,"‘~ bl a. a- ‘—J “.1 ““v F‘TI I ' I ‘34 V-‘ ." H «L h— .s; H :1 LI 0 "T'Y'T‘A‘R I . V--**~J’.“ \ V *~.‘. [\er- A . -\ ‘- -0-.. ,. Frye A—‘le' H q v—q 9-1 ’ . .——' H .1 L T77 ..L- 1.4 v STATUS O 1‘11. “Ll—Y or Irr'rr m U own r'rur. V‘ubéeév (j) 5.! ’ () L. (J 114 l‘e um— Cent 71" ‘ 4.. ML:- b A u v 1 ant Pm vi 3" U u ..' 1‘ 1.". 13.1““ ”A ’4‘ .' Is included in (\l C) C.) (m V \_- - -« ‘ H (W MC) H r-i ('\:J‘ J \1) r4 \f) L\~\Q -J...l;.i1. '7‘ «L l" \ . (I. ‘r‘ U. mem pt .‘ q {ilk}. Ville 7- 3V C. I‘ 8 YN -1 . 1" ,‘V \ \l ’J \- A; “erevv 71' Wk; ities U‘\ C ”\ C7.- 01 (7 03 Cl .‘ 3‘ O) (D ("\(‘A C4 r-i Up") \0 N \O \O \0 D- r’\ $.. 1 1i OILBI‘ '7!" 4‘ ,N nkg-; W (D ,1, O 114 O 0) >13 7} '\‘. 50 :73 U] C) $1 02 ,Q' 34 4») 73 f.) (b 0 rd ..0 C) c; .5- r-J H or} 4) o: O ‘,> 0) C; H (L (0 H CI) 40 rd (.7 U\ ('7\ C . (‘_,.‘\ ... 1 r4 (sew P! ‘0 I O (\-\o m\ r“! t’i \O C‘ CO C‘» .3 F4 TI: 2 F1 a; (Q '(1 «.1 0 e3 (.1) t) « \ c. a) m +4 43 «'3 H '1. H .2", +4 H H g n. m i: !] E7: O «N (U C} r. , .5 31—1 . ) r i «I. C U) '1'. (1) :3 <0) (2' C) W . U C) r .12 3511 «d :4 If) (I. :‘I +1 or! (-3 C CL) C) <1: {—4 'L) (H CH or! 1“, L. A; ‘1 (7;) ,‘S 7 \)r—' :r; o r) l 1 L: 43 .2 I C; 0 4-) , *4 H H LI L; U) C) H +3 m “‘1: 4 I ,‘s.’ H .74 or? CD (‘2 I: H .5 1 H F4 Lb H ‘1' (7.) (3 $4 a U) 0) , b 5 p 1 E; (L; .... r ’ 1) (0 A .r-I r.: r): H .2 .4 r) m U ti f-c U) H U ', i (1“: ;»1 {j C) c- u ; C, LL, :1 $4 ‘ .. ;.' F-i . "I ‘. f) L) Q «1) r 4.) r3) :1 Q; U) H .x: 5 a J C‘ w) W H r) ,k: H +3 (f) :q t , |.I () 0 $4 11"“: a) Q) (...—n c.\-\ ()r; O a) r) ('1' {M £1 :1 C-1 C) ;I K} )4 :3 :4 H If}: m o o " In :3 1:1 (3 ~ 7" 9—. £7, [4 ES ‘3 E. 17: LL ?7: var-4 74: H I : C4 .94 .,J Le C) Q. :4 $4 3"! F :1! C :7»! $4 «1 H (A) O 0 Q ... n _ 0 (J. o 0 gr. 9—) or? r! C‘ (J G) G) G) C C) 43 G.) O U) ‘3) k: (1 C L3. ‘1 ‘51 O ( > ( > rt) 0 k ) (j) ’ . 86 of the administrators that the homemaking teachers had assumed considerable responsibility for instruc— tion in family life education. Approximately sixty per cent of the administrators and homemaking teachers reported that considerable responsibility had also been assumed by social studies teachers. There was less agreement in the responses of administrators and homemaking teachers about the responsibility assumed by teachers of biology, health and physical education. This difference was not significant. In approximately forty per cent of the schools, administrators and homemaking teachers reported the use of community leaders in providing some of the instruction in education for family life. Criterion 3. figmemaking teachers have and use opportunities for integgating homemaking in the school life and proggam. A study of Table 8 suggests that over three-fourths of the school administrators 4-) 4—1 F. f'T' ‘.T'TT ....J... J. 4-) (A) C.) ( .‘ C l (1) 5:4 ‘ . o o o o ..., (U 0 O O (A < C) :r -.‘r O W —».' 0 JJ (:1 r. (g; ‘4 C) ‘ “i SJ '9 I J3 L;- 3 3—0 C? (.3 (7 (J (7 r“; (J K“) r4 r’i (:3 \ \" r‘l (1’ . F.1- 13 <" 5c 111 f ..fil‘ +J 0.1 U] F4 : 01“ L‘ :2 m - +3 (mm c0 0 \n (m U‘\ \Q ('3 OJ) C.) M \H (.1 ,’. vi '7}; H Lq o o o o o o o o o o o o o -r—1 0 0: tr ’ii __,- <‘.'-\ (“\L‘\ C.\-: ( .«3 (a) -.1 :i’ --1 ( > (‘N - L 4—") ": (A. U H m r—i H (x: m 'g‘ M 31 " (v [-1 :1) ’5 I 0 C3 '53 5+ m m ma m m N 0 \0 H H r 4 o.) (\l r“! 3.1 :3 (,. "3 1" O \.‘:,):'.' h". \) «“i :; 7'4 r - 0 a u .4... O) in Xma) (.13 o c) C) \o r": C\ C\ r—J -3 -() 3". (V :4 1.; o o o o o o o o o o o o o o C-" (w J “v :1 C\ (’.\C\.‘ ('3 C"\ N (“\l (D U- H ‘ ) (73 C" (b H := z: s: -. t.) --.“ c; .-—z a; u m .3 < ., m n 2:; N 2“ :3 :1 H M f 1 f“ I t-i 9-4 : '4 31‘ H N N C\ 1H4." C,\C'\ \D (‘L PW (‘- 0) H ‘1: O r-J C; ‘5 "* r4 H r“! '-‘ m L‘. i z 4; H m 3 -1 3 ‘1 CD ‘15 :3 11‘ w H U. ,. +~> (3\ O‘\ \o H \o (‘\ \0 r4 H m m m O H ,7. [d C CL h) r-1 3' o o o o o o o o o o o o 0 0 if) '1) : c, o c; C i (“s \1) (*7) \D ..-; [‘- C» (y) r «x- 3 0\ (.‘) [:4 f) .0. C1 “1 .1. U (i) (I? \g.) (W \O \O :3 UN (“WW (N H r" CW 0 ..C‘. (n m (N m :7! “ I r: _ Ln: : c. 23 .1. {\L‘» :1 (r) .3 m 0 N a) I:— :- m -.2- CU () {—3 ‘ , .‘5 ‘V' H r4 r". r4 r4 r-i r"! H : '2 LG I;.-. ,1) E4 «I: (3:! (:1 '0‘ g r. :4 a. .1. .4 :4 r. I") {'q ‘53 0.. o q) o C) o g.) o ,3) o 2 0 (U o p) m H M 4—7 C1 a: ..-: C. :‘J 13 1? .‘ 7 ‘1 11 .1 EH . -1 ,"1 :14 or“! r) «4 r) -r-1 0 "-4 1) «a a) «4 "J H O is ;. fl {3 c: a; c; t; a c 4- q, o. H cl I'd v "5 “J '0' U) k, ‘ “J 4.x) "3' " ‘7) (I C) ,5», 0). <1; {—0 ~ " l 4 <1: Z_---4 (I: x i q‘ t" 4 :1: F—i «'13 F4 (:1 L ) {:1 Ir" ( ) I '1 [Ta C) (I) (f) - r": (3 :4 H I 0:! M 1“] c: H O 'J t) (o a) 1-4 '.-) H '_. :1 H \ a) ’) r-«I a.) ,v: ‘. f4 H i': v; o m nzj $4 , : cc 0,; a ...4 «4 H () {:4 o :4 :3 m u r: :J o t: tr: i: H (‘J U) ~, cc :4 . ') (I: <1 0. 50 4;: - i if) H U (i) ,r! c; :3. H '«j :4 g‘, 1, .2 [7* no; rr‘. c) H o m ..-4 «4 a; +2 or‘i ..a ‘ 3 J 0 (I1 (I. n. U. L“ r, +2 L. ,L', f o m ,x; +3 (D '1: :"4 (1) ('3 H C‘ CD '1'“ C) (K, +3 '1': ,1; s. u, r4 "“1 r4 P. pl ‘15-] t) .71 4) :1 4») E4 :1 ..‘_.) EL: (V‘) CW. I~: ‘\ 134 E“ (A) k) C: “'4 (H '3 l') ') :94 O 2': f ' (2 r4 3 at H - C? 'L; "J LL . ‘ O ir-l {'1 (‘4 0 a) n—I -‘-) «i -.—~| U 0, <1) L) \K‘ (p) :5 ‘1 L) ’2 Q.) U) " 4-3 v3 ' [1 U) c. ,ui: . j H r.) 4.) f; n 4») u +3 a: "3 ‘. F) N U ;; F-« C O l a: .1 :3 a; L1 (D .3 s. 1» ft: $4 Cu .2 :‘5 c. O ”2.1 L: ’5 > 4 (T: ’1 c' i" —J $4 $4 4-3 q) 4—3 ":5 > «I M. W r4 (3 \«4 '1‘ ,4 3') r4 f) r—-'. t: r4 " .‘3 43 4» 4-9 c 2' 1' (‘3 rd 3 3 <1) :5 £4\\ 3 t5 :‘5 .... 03 a. M ..4 F1 35‘. f: 4-) -.--l .14 Go ’1" n')‘ (I. r-J (I) H H L-i 11' $3 ' HH (Lu—i ,‘ :1 {3,3 :3 ‘3 £1 .) v “ .3' f4 {Y1 :3.- H Id) (3 4.1 a; ) 5.: (\ {IT—1 04 "J -' Hm". g: F4 {2 C) '3 r) '3 o L r‘" *0 t') i J C; (3 (L) H «4 O a ,7. (T) 2) n i: E} u] M r—q 0» a: O to c. to‘ 1> c; s: .. r» 0 r) «i m ;-; gin-r4 .4 .3 H g‘: H g: a: ,5: "3 U ("- +3 O {3 ;> m co 43 (0 5-4 a: :3 .) o) 43 ’1 CH U: 0 q-{ r () cc, <2) L, "‘3 c: r' or! {5 -(—1 1, p, 4.3 i) o" a: $4 m . 5'4 t) ; H g) tr. «4 M C. m {1 :24 r') ...J 0) <4 ‘4 (a . () o) 4-3 ('J (U Q; (1) ..3 f‘) '1 01 a) C‘. U; .. o rt”. C. > -::> *3 > 9 > ‘ H '0 .53 ‘1 r—4 (J m +3 ~~i $4 is m :‘4 ’3 $4 ..1 CD ‘1‘) F: H 0) Cl .2) Ti) ( (J F) W :3: <1: 03 m U) m , : i t! Cl‘l. 88 and homemaking teachers agreed that the homemaking teachers had helped to plan and/or supervise social activities within the school, so these activities would be of greater educational worth to young people. Approximately two—thirds of the administrators and homemaking teachers reported that the homemaking teach— ers had served as consultants in making rest rooms and other rooms in the school, attractive and/or func- tional. In a_proximately one-half of the schools, the homemaking teachers had served as consultants in the management of the noon lunches so the meals were more nutritious, attractive and economical. However, home— making teachers had less frequently served in making the noon—lunch period an educational experience for young people, in developing good food habits, socially acceptable ways of behaving, good table manners and/or good human relationships. Only a few homemaking teachers reported that they did any "cooperative teaching" with teachers in other departments of the school. However, one- third or more of the homemaking teachers had assisted other teachers in planning units and/or in providing resource materials pertaining to family life education and/or homemaking. School administrators also agreed that the homemaking teachers had been helpful in pro— viding resource materials, especially to fellow high school teachers. 89 Criterion 4. Homemaking education Ag available 'ggg Ell giglg ESQ pgy_. Table 9 summarizes the data relating to the availability of homemaking education to all girls and boys in the participating schools. A little less than one-half of the homemaking teachers in the participating schools had.had experience in teaching homemaking for both boys and girls. In app- roximately one—half of the schools, administrators and homemaking teachers were uncertain about the attitudes of parents, teachers and pupils regarding homemaking instruction for both boys and girls. A higher percentage of administrators than homemaking teachers appeared to believe that the idea of mixed groups of both girls and boys in homemaking classes was accepted locally. This difference was not sign— ificant. 9O CO CO \OH Gym NM '0' .. -7717“. 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I7. ark Drllll t..r K7147 r OF L! 74rfl( I: K 91 17747.7717, 7 [74.77 777"." 7174. . ‘7 ‘4 7:. 74' 74.7. madam o o m.m N 0.0m NH m.: H accomme IoaC maoo C0\mcm moHGSum @meHcs mm C O m.MN m 4.Hm mH 0.; H .tHFd« £03m mmmhdoo ©¢pc&.mmp 3H CH pflmzmp mmfl Co\©:u m¢:.mmp a.:o.mp mcHqumon mfle dezwmflom mp mm m.: H m.MN m m.N: m w.mN w hoflomme crap momm :H mcHMuamEofi :H HHoLCm o o m.a H :.Hb mH m.MN m .sstq 0p zmH; NH 0 mcwmaw CH mpchSpm 0Com doHHoCcm soon m>m£ o o m.m N w.N: m m.m: OH abdommw mHaHu cam mmcfl Span floHns CH momp33o 0 o m.© N w.mz 0H w.Nn m .CHEou mcHMmEmBoz whoa Co mco pgmswp mag ho\©:m miflommp hmzommp mcmeamEo; mze 7.1: .7 7:74 arxu aqnw pzow. .H p vmarau aqaw c..o awnH .1 11 Cam 1:3. Com I?3.n a.m I853 amm 125m lowdoCmmm mmwcch ma mdmcoCumm mmmcoCmom dmuuo Cm.m A.Bzoov 1 mm ..HHHWHmwOLQ... :0...w = ._mmH= a 0.. ... Kum 2”. HH.:.._..,.._.3.Q.1 . 0.. HM.3.H.HH._;3 . rm NBHde¢JH<>< u:.:-Jca .qa “Masha . on .HN Hxad mm nucAJwazaz.H Hoo.om N wo mmmcocmmm 7‘ 747”!" ”H7 .7. Lulullufl'l ".H..§.filfl.lflflflnrfl '7" r .4” n .n. It - 7.44 at“ AmmmzHazaov mu-,:o m w Ha.nH 0H.m m mma 2H m:om ma: n4 UHw has mom anHa:§.. . c.QH .-;,m so >aHaHm <.4H« >¢ 92 There was a significant difference in the re- sponses of school administrators and homemaking teach- ers about the opportunities which girls who go to college have for electing homemaking in the high school. Ninety per cent of the administrators and fifty-seven per cent of the homemaking teachers, believed that in their particular schools, girls who go to college had elected and had had opportunities in their sche— dules to take homemaking. This difference between the responses of school administrators and homemak- ing teachers was significant at both the 5% and 1% levels. Criterion 5. Consultants_have helped ig over— all planning 9; familz life education, homemaking ‘39; giglg gag ngg andZor integrated courses. A study of Table 10 suggests that a little over one-half of the schools reported that state supervisors of home- making education had worked with them in developing their homemaking and/or family life education programs. School administrators also reported that college fac- ulty and general educators from the Department of Public Instruction had also helped in program devel- opment. 93 CQHH 0.3 H o.mH a m.Hm MH n.3H m HmflocmH IoSCHmCH oHHpsm Ho HCQEHMmC¢Q mpapm 0.3 H m.m N m.N: m m.N: o .cHaum omp ECCH manpmospm HowCms mace Co oco w.a H m.m N H.am NH m.mm m quo,sH Hampm mmmHHoo a H0 0.3 H m.aH m m.mm m 0.5: OH .mHaJm mCmCEmE Co mCmCommp mumHHoo mCoE Co mqo m.$ H m. m N m.N3 m w.N3 m Hm10u.mH COHpmoStm mcHHma 0.3 H w. d H m.mm m H.5m NH Hsum Iofiog Ho maowaamsz opmum msoa so one owv Amp Adam mmm Haeo on HCmQ Map Hum 1533 Com nasu Com lam: Com 1&3: mwco.w.w mmCoCmom mmmqummm mom coo mum doHCoCmm on ._cHspasoa3a .oa__ ..msH: aoaa Hm meaaqcm H30 3 HQHH<3on mHtngL-__..nHuH;.¢womw.HN Ha.m maopos_ ngHéva How .03 HN Ho momcoowm m mq3.a3m 32HH0HCEH Hoosom H¢30H mflp CH mHhomQ MHSOH m.m N w.: H 0.33 OH H.mm w Hmcomme Ho msmHQOHQ Hum mumahmch memmc 0.0H : m.HH m m.m N H.3m NH .HHE@< mHHmHEHcHNU HOH mmazwmoomc mcHCCNHm m.3 N 3 3 H.Nm N 3.Nm HH smhoqu . mmHHHHHomH mHH N.MN m m.s H o o n.Hw mH .CHE©¢ was EooH mmeaEmEcfl asp Ho pcmsm>opceH mmHHH 3H QHH: mp choo 0 o m.m N :.Hm mH o.mH : Hmzommu Ho\3§ :pH H> mEos mcHHSHocH Estopc 0.0H : m.dH m m.: H m.Hw MH .HHE©¢ mocmHHa C.Hm mEou mHH Ho ucmsmboHCHH 3.: H o o 3.33 3H 3.3N 3 HQHO mH . 3 o.mH H o o m.m N H.H3 mH .HHF mfi amhmopc ucHHmanom map Ho 20Hpquw>m 3.3 H 3.3 H 3.Nm HH H.3m 3 ammommH ‘ m.mN m o o o O :.-m mH .cHad< ficHJOHc WHHHmaoaofl HmcoHpmoob @mmHSQHHmm wzmu H 9 when Hwn pgmo H39 pcmo WNW 111th ,I Hem 5.x Hmm 1533 Has :6 - Hmm 1:3; m.h gmpm ammcoCmmm mmeGCmms mos seems an wmpHOCmm mHmmHJ3mnoo chmuHmom.3= =32: =33H: sous Hm 331m Qn>Huomm mqmm mu manH mHmaoNQH :HHcH3:,: HN .43 l‘l‘ mp:p Iii." 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HOOHHO0I HN MO mm mzoomom ....Hf kr< .UOMm qumfifimflom me @mHmOdfl>gm 2H JE HH HAQoQ LO% bCHdm 3.: H w.H H 3.30 3H m.mN m Hmnommb muomwpdw Hmspo mcm m.3H m. m.m N 3.3: 0H w.wN o .HHEHH mHH33§3Eoz No 3333333 33p3233pHH 3.3H m 3 3 3.H3 3H 3.33 m anommH mHHHC 333 m.MN m o o w.N: m 0.3N m .HH:3< 3339 93 395333 33VHE pom ervmemgom 3.3H m 3.3 N 3.33 3H 3.33 3333333 4 30Hpqos33 3.3H H 3.33 m 3.3 N 3.33 .3H333 33HH HHH333 Ho 33H333Hc HH333>3 3.3H 3 3 3 3.33 3H H.3m 33H33w3 , 3.mN m N.H H 3.3 H m.Hw .HHHUH 3HHH3 Hem MHH33E3E3m pcau .m3o ucmu Loo p.3m 934 - Hmm H_m1fiw.gmm : 3333;33m 3co:3r33.m 333Hc Cmmm 333H3333m dmppocwm flHmzoo 33mm :QHmphLombz :01: =33M= 80:: >m (bu ndmm b0 mHOH. 3.H3HHo 3H3 3.33 333, .HN .3..3 whopuppuHHHficq H33 33 HN! «3 333 H3cm3m J‘I‘ll 3M3m mam deHw 0H 23H-:)JQH 3 H «11:33 33H3-1HH3 2H 33333333333 NH Mdnm ‘JIJH D. ..Ortl’ r CHAPTER V LOCAL PRACTICES IN RELATION TO THE BELIEF CONCERNING HOME AND SCHOOL COOPERATION Seven criteria were used to study local practices relating to the belief that - homemaking education is a coOperative program in which the school and the home work together. The descriptions of local practices relating to this area or belief were based primarily on data secured from six hundred and seventy-nine parents in twenty—one schools. Some additional data were secured from the school administrators, homemak— ing teachers and pupils in homemaking classes. Criterion 1. Parents participate $p curriculum planning and iplphg development 2; family llgp‘gdppé- pipp‘ip the total school_program. A study of Table 13 shows that a little less than one-half of the adminis- trators from the twenty—one schools reported that parents and representative community groups had had opportunities to participate in curriculum development and in the deve10pment of family life education. While a greater number of administrators than homemaking teachers reported the participation of parent and commun— ity groups, this difference was not statistically sign— ificant. ' Criterion 2. Parents believe ip ppg impprtance .pp value p; home and school cooperation ip developing the local homemaking educatiog program and are willing 98 I'll, 11" m H Cr“. r-’. {I 3 3 H O 0\ «mm i4 “NH mum ii Ncn vvn (hC\ 0\N cwo r4H r. O‘ C“. 0003 .344“ H r44? D—O U‘\O\ NCO (”\N (“\LT H.mm .mm (I) Mr! MC\ mm ma NH L\-O\ “(0 (UK) (“if N GDH ($03 .3cm m.qH Uuq O\CC) .Hc...6 .mmB . Gun “RE. 9.:oam e cvsca amgoame .cfluc¢ .ngummB awpmopc mafipuoswm mmaa mafimmp po\wum wads wamsod wQHCoambmu ma 6m>pmz mag moppau:oo mpoma>6w xpfiqd..oo Henzom « QOHumoswm mmHH zaafiu6 mifidokmp Ca mpHHHQfimcoCmop manmpmw ammo .mmc..;.m m>.cu mpmxpos Hwfioom womgzc whatsca .mpouoov .mmpmao .wqflwsaocH mpmnc.ca 0608 he may soapmodwm mafia maaamw 90\ccm Enamopc meame¢Eo£ map mnHCoam>m© CH mp:upH5mcoo ma ©m>hom m>m£ mpmcmma mpficdmsoo mpofi yo man soapmosvm mafia EHHEmm mo wmmmmc @908 go mco co mpHdomw Spas Mp0; on mCSOLm ’ t‘ m .). ;4..r :l.._. ... p r | h I -A>rm J 41. 1_..I_. F 2H 2 .) MH ZJHBdubQH MMHJ flwd 11. ( ...«u WHOM—”BMW ,... Am H2 .7. mH mqmflpqpcmmm99mg no mpCm ILuC p09 mhqs mm©dbopc mmfl Hooflow mSB Mdmu map pcmo pap psou pmo pzoo Lap 1 pm& IKSM ham Iasz gem :35: ham 133m . ZDHB¢QDQM MMHJ >AH:.<£ vHH MdlaHonmm acgoCLoJ mmeonmm wmucoh. m mmmconmm coppocmm Bzmzmoqd>dm JDASOHmmDQ m on =cfimpamomn= =<4= :m.m= gags hm HQHB:.H)HBa<- as:mqo mam mhmfloqm_w mafiMafianm AN in QMQH>QHQ mMHBHrmeQroo m; u ppyflufiruq Hooflom am 60 . macrc A mqoomom meHdnHJHB Maw :zm ‘39 help. Parents of pupils in homemaking classes 99 were asked their reaction to the importance or value of parents and homemaking teachers working together in developing the local homemaking education program. A study of Table 14 shows that a high percentage of parents believed in the importance or value of home and school cooperation. Over eighty per cent of the parents believed that certain values would be gained from home and school cooperation. They believed that: (a) the homemaking teacher would understand better the homes, (b) the homemaking teacher would under- stand better each pupil, and (c) the parents would understand better the homemaking program in the school. While two-thirds of the parents believed that with home and sdhool cooperation the homemaking program would be better and the girls and boys would be better satisfied, approximately one—fifth to one-fourth of the parents were uncertain about this. 100 (3 (q .j' N \O {\- .:r N O C) N O.m Na mém _ pmHH mflpmm amupmp on capo; msop wan maaam Hoosom cwdu mxa pmupmp m9 page» mag 09? ECHMmFmraz mam HooMOw mg“ ca mmawmfim§o£ pompmamwc: ampump daze: magmpmc mQB HHCSC 30mm am+umn pneumamwcd oamna amxommp waaflmamficfl axe mafiCfie Mo moaefifiaw mam was; map ccmpmamcms amppmp Gaze: amflommp msfimemeon one .H v... O. 13.13% peso oHDQM puma pmm wdeO a:p momma mo mu ....all'lllll’ II I - .l'. hszeom a :m pmm -m\-o We m. . .I‘l'l. |I|||\ IV. Illlln‘t. A I: I ' CLOCU. .m. memflc..- U} or! moat AOOmOm Q3 mm3d¢> Q.m mo E¢BMOmuH mHi: COMO $3 Mlflmfimm JQQOA wzH001m>HQ Whom no. “5.15:2 9%. .10.: «BEGDTH 3H Mdmme 101 The parents were asked if they would be willing to attend meetings and/or to spend time helping to plan the homemaking program. A study of Table 15 indicates that high percentage of parents said that they would be willing to: (a) help their sons or daughters plan and carry out suitable home experiences, (b) attend a few meetings during the year in working with the homemaking teacher, (c) help with homemaking class activities when pupils request their help and (d) spend some time helping to plan the homemaking course with the teacher and pupils. A relatively small percentage of parents expressed interest in being members of a homemaking advisory committee. Criteriongj. Parents and the homemaking teacher have individually and/23'5g ggoups discussed: (a) the needs, interests, problems 2; concerns gg'bgyg and girls and how 3393; might be 2.5.29. _i_r_1_ planning homemaking education, (1;) the 5.211.943 9_1’_ h9g2 mgr- iences that are especially valuable £9; adolescents, and (9.) £913.29. school and _h_o_g_1_§_ mighty}; together. Parents were asked if they had had opportunities to discuss with the homemaking teacher or groups of par— ents, the needs of girls and boys and the kinds of experiences that would be especially valuable for them. The replies from parents are summarized in Table 16. Over eighty—five percent of the parents reported that they had not had opportunities to discuss any of the 102 N.m Nm m.mm mma m.®m How H.0m mom mmupaafio :aowa>©m mcfimmsmfios a mo panama m mm maflcsm map aO\Uum w.m ma m.ma HNH m.mH :HH ©.Nw wmi accommp mgHMchSQQ mfiu £333 mmLSOO mm Mmamfiou. may cmac op Mcflcam: amen m mofizp mazes exp UQoCm Damfl pmmswma madame ®.N om n.wa Boa 3.:H mm 3.00 3m: cmaz mmfiufibfipow mmmao mCHEA cocoa dads Camm mm ¢40cmp m.H3csmEo£ one m.H NH 0.0H mm w.HH om m.wm mam memAQQ pow ammh m mwcapmme 03p 90 one @cmpp¢ @803 pm wmocmaamoxm m.H m m.N ma H.m mm 5.00 mam manmpfiSm p50 3aauo 6cm snap op mmazoo :3H3mfi loans CH pmaaoacm ma on; ampSmSmU ac com czo Qamm pannilump pump any palm amp pad: act mam 1353 mam 1:3. ap4 use; awm as“ mmuocwmm mmeopmmm mom wzoc mu mmmcccmmm om zaamoamoemz =02: =mma= EQHBamHoHBmaa a0 mosz mommmao uCHMmameQm 3H maflosm mo mpzman aim mo mmmqaommd Samoom- :,Ha¢obmm WHaazmuon mmw mBH3 w qumm 2H HbmnHngmfio OB mezmm.n mo mamz 3quH3 ma Mdm¢e 103 Ill 1"-” . ||fl 2250: 22232 22 20\2:2 22220 mc22252802 CH mafi w.m m2 3.: on N.mw man :.m mm I039 20 22222023 mzaxom o 20 222 s HmOHQOch mEom L 233 @Cm 39502 200302 3229 pom man2322> 2HHmHOmCmm 222 2.2 22 2.2 on 2.22 mom an 20423 m¢222>2222 22222 2222222202 20 22222 222 \o .3 222253500 2302 :2 22322302 2203 pflmafi 222 :.N 02 0.: mm m.mm mom o.w a: Izommp 2cm mummpma £02m3 ca m223 220220229 280m 22 202 macadam> 22222 32502 200420 2 quc.xm azofl Mo mUCHA mme 2 G 102922 222 3022; mm or m \0 Ln 2.2 22 2.m mm 2.22 222 2.2 2222220 mqflxmfimEofl mcagdmac :2 @225 waamp 022 20\©cm @225 mp panda when 622 m.a NH 0.: mm 0.00 mam m.m 4N 2222m mo .022 22229029 .mpmmpmeH 422222 232 303 2200 tam . mapflm Hoogom Swag mo mmapaafipamcoeL 22 20\©Qo m.H m m.m ON m.mm mom m.© my m2222>2uow .u 2322202? mpomgaHCH mmqmr o4e 2220 222w1wrmo 22@ p220 229 2200 :22 22m mafia «cm 1:22 22m 1333 22a I15 meccru m 222202.22m mmucoC2¢m ummcoruum OH zaawugmoCD= =01: :mm>= ZOHmmbomHQ wow mmHBHF,B Dmo maccqao LCHH aFrr :2 222c5m 20 2222223 one 20 mmuconmsm III. III-¢IIII. . I'll L , 22222 2 224 2 2 22222 2 222mm 02 22 222 2 2222; 2,2242p 2 2.222 222 2222 222 22222 202222 2222 20 22 22222 22. ueau2ng2 29 HD 22,22 232 222 222 2222 22222222 221222 2222; 2222222222200 ,4 104 following: (a) needs, interests, problems, activities or responsibilities of high school girls and boys, (b) how the needs, interests, and problems might be used and/or are being used in planning homemaking courses, (c) the kinds of home experiences which are especially valuable for young people, (d) some practi— cal ways in which parents and teachers might work to- gether, and (e) the kinds of homemaking class activi— ties that are especially valuable. Criterion 4. Parents have had opportunities £_,undeggtand the homemaking program and fig partici— pate in, he program in various ways. The parents were also asked about the opportunities which they had had for informally participating in the homemak- ing program. In Table 17 the replies 0! parents are summarized. Approximately twenty to thirty per cent of the parents had stopped in to see the homemaking department, had talked with.the homemaking teacher, had attended a style show or had been a guest at a party given by a homemaking class. Less than ten per cent had been guests at class meals and only two per cent had ever visited a regular homemaking class. 105 106 v.0 \0 «.m5 3.8 was mm: H.n mm c.0H mm H.NN OMH s.mm Hmfl m.am mam 1T. mmvulfio Mum“ ME .2 Imzoc 2H mm mmao amaz.moa @205 so was dopama> mac 2 c. A. (1, mmHHmEmaofi d %p Cascha: Hams m pd pmmzwm m C: MHmm 0p pumaopcfi Huanm mc to xnflwp Imfiom adopm aofiocmp mad mam :0 mnu c.9a3 mxamb mmmao QQHMm Imacfl m :9 amp“. may no .mpamc m pm pmmzm m max mmmHo mqfixcfimfion CH mums can ammp paws Umxomm mHHcsc flown? CH mmmao mcaxdumfiod a an Cmpfim 303m manpm m Ucwcmpp< Hoax m ca ao\dcm . :a as Iw5c£ CH macaw w.. “Hupm mm mums mcom no :mp m5 5mm 230 Sex pzoflm am_ up m.:cH mEan: opp flufis wmxame mmocpzc amflpocw pow Hoocom map CH cogs mcaap macs so one unqrumc :oo mcfimmsa:.om may mmm op Cd @mQCOPm page )4 CG. 1" 0‘1 ®U._C.., pcmo pmfi pCcc ale L0. «4. 153.4. of... m .L .3 .. mnVECOhwdimm mmUQCm; mom _ :mmw... m1)1 um ommcoomom EH memdma- Eddfiora 9 Hvewfl: Om HIE m9 ZOHBwnHOHBmQ.m AfingmZH mo aaga);- Hm.uw:mm mus 2H ma .man an z.HH«anHH: m mammomaH ma mamas 107 Qriterign 5. ghe homemaking teacher has con— tacted parents g; pupils in homemaking classes ig‘a variety 2; flags. The parents were asked if they had been contacted by the homemaking teacher in specific ways. Table 18 summarizes the responses of the par- ents. Over twenty-five per cent of the parents re- ported that the homemaking teacher had invited them to something special in the homemaking department to see the work of pupils. Eighteen per cent of the parents said that they had been invited to one or more meetings for parents alone and/or for parents and homemaking pupils. Approximately twelve per cent reported that a homemaking teacher had visited them in their homes in the past two years. 108 mmmao mGHMma m.H OH m.a o 4.Hw wa w.m mm 1mCoM psadmms m Mud: CHQM so mom on Umpa>ca mm: peso mop mcaMmemHoMm p mosh N.H m 0.0 w u.mm cam H.@ mm mpog Cmppaas o so\o:d Hams oQQMCmHmp m ©m> Hm oom m.H m o.m 2m in H m r—l Q\ u§ o _\‘7 _:r .0 (\- aim \‘ \m A“... (\ mam H.m m.HH m.nm mzaMmHmEoM Umnapommd Moacz Bony mamaampme Umbfimomm Hooflow MQHM mgo ma AmMommp wcfimemEoM mmw pmMoamp mzaMoamEOM mug Soap mpfimfi> msoM mpoa so who own maom mom wqaxma p mHmM m =pmaa MomMo: m web mcHMmimeoM mflu Sash mMHQSC mcfidemE.M wzd mpcmhcc- MOM L0\@:m mmoad mpc¢9mc Mop mucrpmmfi 0:08 no one Op mmpd>cH mm: mmm op paceppqcmw msfi caipmfiom on @mpa>mfi mms maaosc mo Mao? Mp m ImdfimfioM mMp Ca HmfiomCm mo spa” can we o a p pghc s,o page snp Mom 1.5, Mom its, Lem Issh- Mme ledb mmmcftqm mmmLOCmmd mmw Cofimmm mmaCOCmdm MHmm IBHH mm MUMMB wk 4.91 .x. ..I a «1.: 4. £3. .14! .. .. .I -.. 0. :zqugqoca= ._07: ..mmW: 9 HMM .50 b: mHO(E7OD IL/ mmammmo .u vamEm.m CH mMand. we mummpam auw Mo mmmcoommfl Hmw Mu Hm mmdw quo szMq . . HD4m mimofile w. H3tflflflum Ewe MIN-1‘ (.‘3 M...‘ _d ,M as .(rl'; . .L .r V r M meofiezoo ‘12' {fl '0 HHDm # i 109 griterion 6. Pupils relate their homemaking glass experiences tglthgg§.ggg homes and families. A group of items in the check list B which was checked by the pupils in homemaking classes, related to work— ing out problems with their own families and sharing work in their homes. Approximately fifty per cent of the pupils in each of the homemaking classes in Homemaking I, II, III and Family Living, reported that they had worked out with their families, pro— blems of sharing the housework, meals and shopping. Approximately forty per cent reported that they had worked out problems of entertainment of friends at home, dating and social life away from home. Pupils in homemaking classes reported less participation in working out problems of money man— agement with their families than they did other types of problems. Approximately twenty to twenty-five per cent of the pupils in homemaking classes reported that they had worked out personal budget or money problems with their families. A smaller percentage of parents reported that their sons or daughters had participated in money management in their own homes than had participated in other home activities such as housework, personal grooming, selecting and making clothes, helping with family meals, taking care of children, entertaining friends, room improve- ment, or improvement of family relationships. Criterion 7. Pupils inhomemaking classeg assume a variety g; home responsibilities 2; have g variety of planned home experiences. Table 19 summarizes the replies from parents relating to the planned home experiences of their own sons and daugh- ters, who were in homemaking classes. Considering the replies from the parents a high percentage of pupils in homemaking classes had opportunities for home experiences in many of the areas regarded as important in an effective homemaking program. TABLE 19 PLANNED HOME EXPERIENCES OF PUPILS IN HOMEMAKING CLASSES AS REPORTED BY PARENTS PLANNED HOME EXPERIENCES OF PUPILS IN HOMEMAKING CLASSES 110 Number and Per Cent of "YES” Responses r M622 Selecting clothes. . . . Washing and ironing clothes. Personal grooming. . . . . . Preparing family meals . Making clothes . . . . . Household cleaning . . . Serving family meals . . Taking care of children. . Planning family meals. . . Improving manners. . . . . . Room improvement . . . . . . . Entertaining friends . . . . . . Canning, preserving and freezing. . Improving relationships with own family. Managing money . . . . . . . . . . . . . Home decorations and home furnishings. . . Planning recreation and leisure activities Housing planning . . . . . . . . . . . . . O O O O O C O 0 O C O O O O O O O 0 O O O O O O O 0 NUMBER PER CENT 569 83.6 568 83.5 568 83.5 561 82.5 555 81.6 551 81.0 532 78.2 530 77.9 #86 71.n 472 69.4 a 6 67.0 4 7 65.7 #11 60.4 3A1 50.1 321 u?.2 286 82.0 282 41.5 18a 27.0 .III E‘s-O. It. 111 Table 20 summarizes the responses of parents relat- ing to their contacts with the homemaking program and their attitudes and interests in cooperating with the program. The data dramatically indicate that parents are willing and in- terested in helping with the homemaking program but that they had had limited opportunities in the local schools which participated in this study. 112 'll' 'I I1 I‘ll-Ii. ‘ I. 0‘11 nl 1|!!"Iilll‘ltl' I. 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IQS. 3 .H m m 1552. .H m DI [33.2 .H m. W 1:32. moHJIa mama esmIa msmIH momma med» sad HHH mea HH med H mea mJJHsm amHoom 2H H am mona Hmpoa aJH em IuIsszau Iamsaasm Immamsom m cpIHmzmaI moa mHHaHH.amono pmwaoomm 9mmHo nuazmroeom CH mlflmcocmmsna ..me: maacsm an we pang ham II", II.\ quHMm AfiHoom ho Bzuimoqm ->mm mom mm adage mmHeHw Demommo {59.2 per ce: plats for 1:; W C "GI‘H Hr “mm- wily sczool. Leg: Evie: tna‘c II ‘ ' 1 n we I “3.0T, WI: “r 1 .UC‘ ball 1T1 4.; IL. 5C“; atn i? , v, yeTCem- 123 pupils in homemaking classes reported that they had received help with "table manners" (80.5 per cent) than had received help with other types of manners, courtesies or social skills (59.2 per cent). Some pupils reported that they had made plans for improving manners and social behavior as a part of their daily living in the homemaking class, and in the school. Less than one-half of the pupils in the sample re— Ported that they had developed guides or standards for social behavior, which they believed to be important in the home- making class, school, home or other places in the community. Opportunities pupils had for the development of social skills in relation to food service are further shown in Table 37, page 143. In general, the experiences which pupils had in acting as hostesses or hosts and/or in having guests at class meals or other occasions appeared to be limited. Some pupils had had opportunities to use different kinds of food service, but this opportunity was not reported by many pupils. Indication 2. Pupils have opportunities Eg.ggdg§- £fl£fl§=£§m;l;§§, home and family life and.§g_work out problems with their own families. The opportunities which pupils had 'in homemaking classes to understand families and family life are summarized in Tables 24 to 27, pages 125 to 129. A higher percentage of pupils in Family Living classes (83.1 per cent) personal I b fcrty U0 1 §'-»‘ ‘F. ~50 b4 :7 t'; 12‘ on 8:“. ““ez\eh O “5'7: H~¢68 I. 0" n I ‘Kn. Qy‘al 124 than in other homemaking classes (#O.l - 52.9 per cent) re- ported that they had received help in understanding their personal relationships with their own families. Approximately forty to fifty per cent of the pupils in the sample reported that they personally had worked out certain problems with their own families such as — ''sharing the housework, meals and shopping, entertainment of friends at home, dating, and social life away from home“. Fewer pupils reported that they had worked out personal budget or money matters with their families. (Table 24, page 125). A higher percentage of pupils in Family Living classes than in other homemaking classes reported that they (1) had tried to find out some facts about Michigan families and (2) had tried to understand different methods families use in managing their activities such as planning, preparing, serving of family meals, doing the shopping, entertaining friends, getting the housework done, earning, spending and saving of money. (Table 25, page 126). A high percentage of pupils in Family Living classes reported that they had tried to understand families with different kinds of problems and had tried to understand families whose values, interests, resources and nationality or racial backgrounds differed. (Table 26, page 127). Less than fifteen per cent of pupils in Homemaking I and II and 125 m.mm mam a.oa o m.ma ma m.um moa m.JN NNH Hmma Ho commas wasp meHHpoao no“ o>m£ @HJoo oco Hmcoe £058 30m o.mm Jam H.0H m m.mm no o.wm mma J.mm moa psoapHH oe Ho mxme .pmpam .HJQ 0p wcfigpoao pmfiz. 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(Tables 30 and 31, pages 132 and 133). The most common method used for understanding children which the pupils indicated was Ireading and having discussions“. Practices Relating to Learning Experiences in Planning, Preparing and Serving Family Meals, Refreshments and Snacks Indication.§, Pupils have opportunities-tgiugdgg- .stagd personal and family food needs, local food customs and available resources as“; basis for meal plannin ,.p;§- paration and service. A high percentage of pupils in home- making classes (72.5 per cent) reported the use of films in understanding nutritional needs of individuals and families. About the same percentage reported that they had read and had discussions about nutritional needs. Pupils in Family Living classes did not report that they had discussed food needs of families or the food customs or family resources in relation to planning suitable family meals. (Table 33, page 136). Less than one-half of the pupils in homemaking classes reported that they had attempted to understand the available /O a) l .opm .mammfi pop maap mo pcdoaw .pmmosn 600% Log Hmoapowpc ma o>¢HHmQ mamM¢EmEo£ memos £056 303 “pcmEQHSWc concuax we mean“ I hpficsesoo any 2H 5.03 wdm m.m m m.m: QHH m.m: mma m.w: mam wmaaafiwp we mmoadomma pdo USSob mpgmefimmcxm .mCQHmmSOme .mmacwoa .mmep .mEHfim I mHCOmC go momma HmCOfipaApdc mcaocmpm 0.3: mam m.a a m.mm mm H.53 maa o.m: mam names: we meonpma pcmameeae some Apac58500 may cfi mmaaaawe mo maopmSO N.:m oo: m.m m m.mm mm n.5m mma m.wm :ma each 90 mpanms coop use canoe wcmo pan pace on pcmo amp psao pep pCmo Len mm 18d: 9mm 1833 hem 1853 pmm 1533 pom Ifida Medanm owuz aamum mowrz 1womvH mefi>aa HHH and HH and H msa mmompommm nae mommz Hence aaaasa namaeaom newsmaom nauamaom .mmoemao moom mamumao mcdxmamfiom Ca mafipsmvwn @mpaoemM mmmCOCmmb :mmw: @o Mama pom mmommnmmm Q24 mZQBmDo Dosh A4004 wZHQZ m.mm Ham e.oa m 0.0m NmH m.wm mom H.mm mam menses dmdw womcmo wo whamsu MMopm upaflor pampaoraa @QCAmmd N.mm mmm o.m N m.mm am m.m: mma N.am and aspazop .gmae .mpmma cmwoea e.mm no: m.m N m.ma .0H :.m: wma m.nm Non mmapqumame no .mpasee emmopa m.mm Ham m.m m m.mm maa o.am New o.mm Ham swam .appasoc .mpmoa emcee m.aa mmm m.m m m.ao mma 0.:u Ham m.ma mam mmanmpmm®> mmmpa m.Ha :mm 5.0H m m.:o mma m.aa mmm H.Hm we: manage among 600% Mo mcfimfln HmodEocoom CH muuaoc pamupocsa CmCmeA mmmwiipop pumu mug pmoo,lwwnl1ucmmw pep pcmo pmm 9mm Ifism pmm IEsa 9mm 1:33 pmm Ifisz ppm ISfim mmaanm mwrm eamnm ommrz mowr: moapa HHH and HH med H med moon moumoo mo mszpm qaonmz»om Hmpoe zaaamm Imedaom InmEmEom Imemfiom mmmumao MCH memE UmPeHOQmwm mmeOQmmm 3...... C U SH maaczm an =mmM: mo pcmo pom moom ho wZHHDm AHmomm mqmm am mam= maacsmxan mo pamo 9mm mfido wnHM¢HHHpE Qflmamm doom doom pmmmmm whom Hop Hams Han ammo H33 Hamo Hun pcmo Hon Hmm I35; Ham tad- Hmm 1:54 Hmm 1553 Hem IE3; mma In mwwm 33c1x mmwrn (fidwlm mgH>Hq HHH mcH HH maH H mcH Hence mHHfimm uxmameom Ixugoeom IMafimeom mammmao mg Mmficfiom :H mHHosm Hm. deHooxm mmmsoemmw :mmmz Ho p:mo Hum QMmD MUH>MJm dddfl ] QLD [rlx MQH>mmH ddflfi b0 mm mamflB Umbamm pooh 142 sample reported that they had used different methods to im- prove the attractiveness of the table. (Table 37, page 1&3). There also had been discussions, demonstrations or exhibits to show different ways families might set their tables and why. (Tables 37 and 38, pages 1&3 and 144). Over one—third of the pupils in the sample reported that they had invited teachers and others in the school to be guests at their class meals. Few parents of class members or others in the community had been guests at these meals. Few girls and boys, who were not in homemaking classes had been guests. (Table 37, page 1&3). Referring back to Table 23, page 122, it is seen that about eighty per cent of pupils in all homemaking classes reported that they had received help with table manners. Ninety-one per cent of the pupils in Homemaking I, seventy- two per cent of pupils in Homemaking II and seventy-nine per cent of pupils in Homemaking III reported that they had received help with table manners. While meal service had not been used in Family Living classes, fifty-four per cent reported receiving help with table manners. Indication.§. Pupils have opportunities for exper- iences.ip the economical buying 9: common.£gods and i3 Egg preggrvation p§_foods pp reduce costs. Approximately three— fourths of the pupils in homemaking classes reported that 1u3 mm m.m m w.@ wH n.0H mm 0.5 mm mmmHo UCHzm€.Em£ CH uoc who: om; whom mm w.H H a.m m 5.; mm o.m mH aoHcsaaoo map cH meomm omH m.m m H.HH am H.wH oo m.mH no - mmmHo mcH mmaqud CH poc mac; :3 mHLHw MHH o o m.u mH w.HH m: H.¢H Hm mampEoE mmmHo do mpgoscn NHH m.H H m.oH mHH H.5m amH o.mm HOH Hoomom amp cH apogee so magmomma wands mocao pm mpmcdm Gum mom H.a a o.mm om m.om HHH m.mH mm mHHpa access smegma sooa Ham m.H H H.om mm H.Hm awH m.am mom seed e¢>amm mwmpmoh so pmom Haa H.a H n.0o aHH w.as mam o.Ha Nam aHmm smegma sowaac Some I mHQmp pm commoc doom mHan womHo Q opopom ooow mo mouHM pmopmMMH o Goo m.om mHm o o N.Hm on N.am omH H.oN HQH m0H>me do mHHpm smooch meHmp m.mo one m.H H m.am oHH m.mo mmm m.ma mom am: can mmemH pom meHHvaL who; pcmamMch mmHmD H.ie mom o.m m o.oo HmH o.ma mom m.mm eHH mmochpepcmo oprpHSw aeromHmm 2.:m mwm o.m N m.mm mmH N.mw on m.:m an: m>HpoopHpo oHpop may mcHHmm mumepmu mec p opgapmdofiac GaoHoM no 3mm LdH ugoc Lefi pgau pcfl pzmo pap undo hep a; IHSH a“ IESH pom :55; had I334 me Ifidm meHIJ DOVE izmHm mm I; MOWVR msH>HH HHH acH HH mcH H meH mHHHHm HmHoam .H HHHELH :Hmamaom :Haamaom nHmsmaom HHooou>mo mom mmHeHwoemommo '1 mom ummHo mcHx mamaou CH mHHcom Mn oopaoCmL mom coomom zuo:= Lo Homo mom mummqqo oHHM :iiH.m 2H mHHHMm Hmo mob mmHeHanemommo mm momma 11m onppoo oHnop o.oo mom m.H H o.mo HOH m.oo ooH m.om mom oH Hmoooo ooo oaHo oosooo op oHoH mxomCm mcho>m .mpoCCdm pohosn .mHooE pomaoLLHo pom moanup LHoflp m.om no: m.H H o.om mo o.om NmH o.om mOH poo onoHa ooHHHsoo oaos oHcon ago wow mHmoE pom moHQmp m.mo ooo w.H H m.om ooH a.mo mmm m.mo own oHooo poo ooHHHaoo oaos pooooooHo 3mm no vowmoomHo I maHHHoo oH‘oo oatmo.opos pooooooHo mHmmE AHHFQL H.35 mmm ©.m N o.mw HmH 0.05 mmm m.mm 3H: no“ moomHanpcoo oHprHdm womb oHQmp oSH mo momco>Huomappw oflp H.Hm moo o.m N o.mo moH N.am mHm N.Hm Ha: oooocaH op mama pooHoLoHo oooo moHoooo oHnop ooHHooMHoa wmmo pop zwdww amp Ham. 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Pupils have opportunities 39 under- stand_personal and family clothing needs and costs and prin- ciples g; clothing selection and buying. Approximately forty per cent of the pupils reported that they had had oppor— tunities to understand general principles of selecting and buying clothing, and wardrobe planning. Approximately one- third of the pupils reported that they had had opportunities to understand the buying of common articles of clothing, such as shoes, sweaters, skirts, suits, coats. (Table 42, page 150). Less than one-half of the pupils in the homemaking classes reported that they had received help in reducing the cost of clothing, and less than one~third had planned and made decisions with their families about the clothing they planned to buy, alter, make or do without. (Table #3, page 151). One-third to one-half of the pupils in home- making classes in the sample reported that they had had opportunities for discussing clothing needs of high school girls, but few reported that they had had opportunities to understand the clothing needs of other members of the family. Some consideration had been given to clothing needs of young children in all homemaking classes. 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H)t.n H3. n so Bamflflwz¢mm4 2H munH;m so mo\m3< azasaaqm>3a mm mamme .l‘l‘l Ammmm pxmz so dads2uqoov m.3 m5 2.5 3 m.5 52 5.02 mm N.m 22 assume ca32 5.22 mm2 o o m.m2 3m 5.02 m5 o.m mm 22030003 20 mec22 pamsma22m m.22 mm2 5.@ m m.32 mm 3.52 25 m.m 3N :mm2u saw at: u wasp2essa m.m 95 3.3 N 2.22 5N 2.5 mm m.3 3m .opa .2wbpoo .mmqsm m.52 3cm 5.2 m 2.5m 25 5.m2 mm 5.m2 05 pq>22m "we came mm2c2pam @2chmm302 am¢20 02 302 so m¢5m2cxcmu 33c mm2zcrm mm02pmsmeOwa 3mm p.3m 303 5.02 m 5.mm Q5 m.mm mm2 3.3m mm2 whopss¢m2scmm o.mm 503 n.32 m 5.55 m 3.5m m22 3.5m mw2 mm>Opm ©.a 202 2.5 3 m.5 3m m.5 3a 3.5 5\ whoo2a m.3m 05m 5.m m 5.32 33 m.om N22 m.mm 5N2 mposs2s .msoec2s N.N2 m32 5.m m 3.5 m m.m2 5m m.5 w3 asozsooa 4222223320 no mmompma pumamwwfim 2:0 ©m2ae mwaqo 322w3mmuom 222 22 wmap amp 22mg amp uses 202 pcac amp mm pap III 2mm I552 new 1832 2mm 18:2 him 1332 Law I552 mw2212 omwg 33mnm momwm momr2 wa2>23 222 3:2 22 ac2 2 2:2 2230 2n.om 22 m20222212w2 Hmpoe 2223mm I2m§waom Ixmsoaom IMmEmEon mmmmm2o 11). ;.d. C 4 2 42.x ..C ..L 5. rw amaam m2 w2295m 29 umpLOCmm mmmcocmmx =mm2= 20 pcmo 23m fl 2% [hr Om de AUOMUm B< momm m.am oc; H.m q m.ma NHH 0.3m Ham n.0m mwm myopmpgmflagau :m «Ho cmldul‘caau MHHmcomnmm m.qm :03 n.0H m 5.3m on 0.0m mma :.mm mma agapqac.u mpgmm o.mm ac: m.:H m m.mm mo m.mr mja :.mm mwa m >oum Mflwmmmao pom m.mou!wm1wumammMfiw wmaam m.ma mmm H.m : n.0H mm $.mm med m.mH mm memcfia manmp @mcopH 0.0m qqm 5.0H m m.oa mm m.om woa n.0m 20H mcmcfia magma Umgmms memcfia maflmp Wmmoafi mam Umxmms wwww::mmeumuwmz,mwp pugo p m21wwmQ ‘nmm pcmo -mmp 1 XI,I h,m I351 ham Isrh Lam IESH Lam :83; new ISSH omHHIL mwum :mem m tn wow”. mcfi>fiq HHH ucfi HH mm“ H acfi mhuqu mma Bamnm4bk mmmoeHm prob ayfiaxm -gmamaom 1.x anm -xgameOm he wuao mme mom mu HBHJHmHmam.m mmwmmau mwfixqcmfiom mfi mafirso >9 Umppofimm wmmConm. zmnws yo ammo me mZmHAHA Q: d. 9% 'I 1 JI'IIIIDII'." .‘ .I III I'll,” mm «do UHHMmm was mcawcma .mchamM mcoc Mgozmmsofl map mcfippmw mommaAp go pamecamppmpcm o .. . m acaocoxm map acHoQ mawmfi mcapucmgo .mcfiurwam 1 l I I- I‘lilnl..:'ol,o. Lama LvL pcmu .wGL pzmu nqL pcmo LmL +Com 92L Lam . 3‘ gum ngj. pmm -.5fi gmm use gum -23: ‘meLni mqu \4\uu owwwm mowna mcfi>aq HHH MQH HH mcfi H wad prow a High Ivaqum IHmE¢€om {Mwfimfiom mmumcao MmrvmagL\m a“ wadfldm ML dawmon Gr waCOquH'meH= ho pawn figm. I? ~_J-4fl BZ£.F_ ‘ _ .....Ju 1‘.) a. l.‘ ."n/ [mp/14:]. - , .M.’ .; I»! :Irr f ”,1411 ®:HQ -«Bmfiflanb 1:. OEFHLLr mZHB¢DA¢>H V 6%; .;a a kc»! 50er 'V 1‘- H m: an q ‘n'{ ‘I‘r 1'! ...I I!!! '1 'IZ'I'I‘I dHi¢L maomem D Mom mHHBHVFJ Emommo 176 A higher percentage of pupils in Family Living classes than in other homemaking classes reported that they had had oppor— tunities for understanding methods which families use in the management of their activities. Indication l2. Pupils have opportunities for under— standing various needs 2; family members. It was assumed that in order to understand management practices that pupils needed opportunities to understand some of the needs of family members. Fifty per cent or more of the pupils reported that they had had opportunities for understanding nutritional needs of family members and the various personal, social and emotional needs of younger children. But few reported that they had had opportunities to understand clothing and housing needs of family members. (Table 59, page 177). A higher percentage of pupils in Family Living classes than in other homemaking classes reported that they had had opportunities for understanding the needs of children and the housing needs of family members. Some pupils reported that they had had opportunities for understanding some of their own needs and interests, but many pupils reported that they had not had these experiences. (Table 63, page 183). Indication.gg. Pupils have opportunities tg_gndgg— stand available personal and/or familyresources. Approxi— mately three-fourths of the pupils in Family Living classes 177 o.om m.om m.am «.35 g u.mm m.m H.Nm H.m m.om m.om s.mm m.mo m.mH m.ma ©.m: m.mm g o.ma o.mm s.om n.mm i!!! mnoLaoe haaswu no momma msanmacpsuloaon cam madmsom mpoLEma hHHEmM no momma madspoao Conoaaso no momma no woman mooanw> maonaoa haaaoh no momma Honoapanpsz "é pcoo hop ammo pop psoo hop psoo sop psoo non .Hmm I832 .Hmnm [85.2 Rom I852 9mm IESZ .Hmm ladz moaauz ownz ssmiz oomnz mowvz measaq HHH mad HH wad H was mmmmzmz waHs GZHQZ¢BmmMQZD Mom mMHBHZDHmommO mm mqm¢ :.H5 H4 H.mm mm n.0H 0H m o.mm n.0H :H m.am m.ma m.mm m.Hm m.mm mm NOH Boa mm C mma on ma moHH Esp me o macs VLHCSEEoo CH moHHHEmL pcoE ICaSflm moa>wm momma Lo mwcda ass: Loom no common man» moLpoHo VOL o>m£ moo oco VocoE Lo pQSoE< me SQ doom oz» Low aheapomac ma VocoE LodE 30V mLinHHmwQ. WeHmULPLUEmw OH»... mamoa moappom o>maHoL maoMoEchL mEHp AOL oHLmHHm>o ma LoSE 30V ”...- rill” I'. (I1 whom pup peso Lon Limo 90L pc,m Lap Lme pan aim IESV amvaIEsx .6- LL -.....mwmmx canon lag Lam IE3,“ mmza-n «HIV namum oomua moon: H} h} 0d... . «I .4 usa>aq HH ucfi HH a: H mca m>¢u mMHJH~.1V Lemma aLasmml I wasmsm -.sa-wqm z¢m1,1:m :nupwmm, gamma Loo omoma oramnam bcwxrgmacm mfl uwflrfim hfl ....) .3...Hw:..o..m m- sbw -..4 :mmH: mo pawn new. m Hanmm V0 nmombommt m1 muJH:>« mm Hana mMIme rot mHHEHVDBmommO 00 m 111‘4 L..(.I( E 180 Approximately one-half of the pupils reported that they had worked out (1) ways of sharing in the housework, meals and shopping in their own homes, (2) ways to reduce time and energy in setting the table and (3) problems of enter— tainment of friends at home and problems of dating. Few reported that they had worked out plans in clothing, grooming or in money management with their families or in their homes. (Table 61, page 181). Fifty per cent or less of the pupils in homemaking classes reported that they had had opportunities to develop guides and standards for making certain common decisions which affected them personally in the homemaking class or its activities. (Table 64, page 184). lndication.§g. Pupils have opportunities for.ig- creasing their consumer understandings, especially in rela- tion 39 the_purchase 23 food, clothing, housingL home furnishings-and household eguipmegt. Approximately fifty per cent of the pupils in homemaking classes reported that they had had opportunities for understanding important points in the selection and the purchase of clothing and food. Fewer reported that they had had opportunities to understand the selection and purchase of housing, household equipment and home furnishings. (Table 62, page 182). Only a few reported that they had studied costs and/or 181 If I.” weapoo Lo mEmHLoam ado omxnoz madam“ :30 spas mac: no mocoaah no pcoacaopaoLCo pdo ooxnoa Vadaoy 230 and: mEoHQoam VocoE no pmmcdp Honomnoa ado oomuoz pdonpaz oo Lo oxme .aopao .mdp on mpcmenmm awn: pdonw haasou :30 Lad: mcoamaomo coma oco oochHm cocoon one Venn dog: ocoo mwcanp now 09 pLoLLo Lo hwaoco obmm ca Vocoa obom oe mad» o>om o9 “modpabapoo mcaaooam omwcma op mcde pdo ooxpoa canon map wcdppom dd mmamdm was mafia modooa on who: pdo ooxaoz esod aw monpoao yo mama woaxwp Lou oHdooLom pdo coauoz .wcadmonm .maooa .xaosomdod odp moanmdm Lo who; pdo omgdoz L.mm :m: :.o: om n.:: mos o.mm mma N.Ha Lou N.Ha mm: :.mm Hm o.m: moa o.mm mma m.m: mam a.om Nam :.om ad m.mm Ho n.2N mo m.:m mma o.mm nan H.oa m w.mm no o.mm mma :.mm moa m.mm Nam «.mm ma o.:~ oo o.:m mm o.om Hma N.Nm mm H.oa m m.om an m.oa No N.LN ama o.mm :H m.mm mo N.om om o.Lm oma L.am :Nm o.ma Ha o.mm on 0.0m ma o.mm sod :.a: sum m.a a o.ma :oa m.aa sad N.mm mom m.ma omm o.mm :H H.Nm an m.oa No H.ma om o.Hm mam m.mo mm o.ma HNH m.a: and m.mm mom .oso wmmo awop pamo amp pcoo LoL pmmo Lon pamowupon pom IEdz pom IEdz pom IEdz Lem IEdz pom IEdz moaanz mwuz samuz ommuz wowuz measaq HHH and HH and H mad Hopoa VHdEmV IMoanom IMmEmEom Imeoaom mommmflo wdastoaom ca maaddm an ompaomom mmmcodmmm gamma Lo ammo pom .‘ -IIIII'IIII I‘l'l't'inll‘l" I... ("g maom B4 mzaq HHH wad HH mod H mad Amnadz 20H9<0Dmm Howey Vadaoh Ixoaoaom Immaoaom Imcaoaom mmzbmzoo 2H mmHBHZDHmommo mommoau «moamaom :« mHa dm n 62an<9mmmazb mmzbmzoo ¢2HmOmm mmHaHZDBmommo 183 0.3a m.sm :.ma m.aa o.:a m m.ma :. w.sa L.ma m.oa m a.ma o. m.oa o.am N.ma m N.LH :.m m.:a o.ma n.ma n :.ma m.mm m.am H.ma m.mm m a.mw L.mm m.om o.ma a.am n H.mm m.ma L.om o.ma m.am m 0.0m o.m m.om o.mm H.L: a peso peso peso peso peso new mom mom hem pom mEopH moaauz wmuz aam-z oomwz odwnZ Lo mcapaq HHH med HH mad H was pmnssz Hopes Vaaamh IMoEmEom Ixmamsom IMmEoEom mommmao mwamemEom ca maamdm ND oopnommm momcodmcmiamowkuuo pcoo pom 1’ ‘( mo mdmm£on HmeOm one maoccoe pdoLo mcodmdomo wcaxsd :.mm L.om o.mm a.mm L.mm m mmapa>apos measoosm Lo mcawmcsz n.0n w.HH m.m: w.mm H.3n m mmmao wcaxmaoaon ca pcoeamw w mxoe on non ho Lennon: mcoamaooo wcaxoz a.ma o.m N.oa a.ma 0.0m m mmsao 2a mess pcmassw onp pdono woodmaooo wcaxoz peso peso pcmo peso peso 1 I pom mom pom pom pom mampH moaanz wwwz dnmuz mmmuz Mowrz no mcapaa HHH and HH wad H med posses momma ca mMHastemommo mommoao mmwmmaoaom ca maafldm Hm oomaomom momcodmom =mmH= Lo pcoo pom 1| 1 mmHBH>HBo4 mzm MOH>«mmm 230 mom mam¢QZmm OB mmHBHZDBmOmmo 3w mqmde 185 had compared costs of goods or services when secured by the individual and/or family through their own efforts or when these goods and services were secured through commercial or paid channels. Indication 22. Pupils have gpportunities for undep— standing and applying_principlesup§.gpp in everyday pgrsonal and family living. A study of data throughout the report suggests that a higher percentage of pupils in homemaking classes had opportunities for understanding and applying prin- ciples of art in relation to foods and clothing than they had in understanding and applying principles of art to housing and home furnishings. Few opportunities were reported for improving the appearance of the homemaking room and/or making application of art principles to the homemaking room. Only about five per cent of the pupils in homemaking classes reported that they had had opportunities for under- standing children's art activities or art expressions. CHAPTER VII LOCAL PRACT CES IN RELATION TO THE RELIEF CONCERNING TEACHING—LEARNING METHODS Eight criteria were used to study local practices relating to the area of belief that in the homemaking ed— ucation program the teaching—learning methods are those which contribute to the achievement of the goals of home- making. When the responses of pupils were analyzed there seemed to be indications that certain teaching—learning methods were reported more frequently by pupils than were other methods. Table 65 shows the per cent of pupils in varying homemaking classes reporting opportunities for ex- periencing the various teaching—learning methods; Table 66 shows the rank order of the use of the various methods. Critgpgon l. Pupils work out probleng with theig own families and share work in pnggg hppgg. Data from parents indicated that a relatively high percentage of pupils in homemaking classes assumed many responsibilities in their homes, such as those involved (a) in housework, laundering and ironing, (b) in meal planning, preparation and service, (c) in selecting and making clothes, (d) in care of children, (e) in entertainment of friends, (f) in room improvement, and (g) in improving relationships within the family. (Table 19, page 110) I‘I.III I ‘ .I'Illl'llin..‘ll'l'l -IIIIIIII‘IIII '(lll 'I'.'I‘|III {I II I IIIIIIIIIIII' IIII' III"! ¥(.'. 1:! 187 .II'. 1'I' 0' ‘l 0,.) 0 0m NN mdamomoo Lo mEmHLOLC .mpaodmpda .m:nmc £30 LHmLp ocmpmaoocd ao\o:o mmmac>o op mmauficdpLoLLo 6mg mHfirdm HpfideEoo omp CH mmHHHEmL Lo mmoddommh .wmofipaocoo .mmOHpomLQ 0p mmogofidmnxo oopmHoa mHHCdm mcoapw >amm oo ommE cu: macaw Imapweogmo 3cm .mcflpp oHaHL vdoop mHHCdV mmoumahmmxm muHEmE logos mumpocco Lo HumHama m @mL mHHedm mmEoLEIOHoom ca ompoCHoHpao mmflaopm toamHuca .mEHHL 3am wHHCdV mpHdmma Cmpqum>o pew moauoxmpm .mocfldm ooCOHn>mo mHHrdm QHmL Hmdoab IHUEH Lc\@mm quomhmc mm>amomL mHHcdm moEoL LHmL_ CH MLos omLmLo new we HHHEmL mac :aorw ELL: IIoHooar pdo coupe; mHHrdm Illul... I III! II mommaH> oopLoQou mmmco:mmp 'l. .‘I III I 11-..! I..... JD... '. Emmi .W EH mHHcdm mdmmmfio -BMH GHHmmwmqleHflQEMH EL. 3 P IQ®>QH mJHP HLH mfime MO .H I... Q 9454- luv III"!!! no gamma QHPMHAmm mQOmBI .UZHMHJ 2- HuigDfi :H «1:1 m Hm mimow Mme V0 BHHVWV HMO a Hmw CE mHDmHmH: O OH .4.. H.HHHH ImILJIHIUVHIO MB H440 I II.-. IIII‘IIII ll.I.l.l'll'la"l'Iol I'II'IIII' - I .III." It'll 4444.40m 2 H LIFE! erB.m 0 V0 IoD 4J8 188 OD (*‘\ 0; m ¢qL cs0 Laozp cu. m mEmHQOLC dam mug mL H n u mawuacszoCCo 6cm maacsm H ILumcs L0\@Cm uqu”. mQOAua>L ,mo 0 a. flaw mcoau.pr4o:mo 3am .mQLLu @HmHL “.60 p mHaCdm O \ \LHS . Loo amp 2L mmHHch L #0 mcoLdna mL .mLOLp m tammoo .mmofiuomLc mp mmoszLqLHa .wopaHmL maacsm mmocmHLmowm mLHMmEmEofl mumLoqoo Lo mumHLm> a 6mg maacsm Lr\ mqa L.c IoHoow CH A dmuwffioaphqc .mmHLOpm memamcm .m r.HHH 30w mHHQSm wpazmmL m Umpmsam>w dam mmLamumum maqflsm cu Pcampoo maafdm L Cams Hm5-©H>4mcL Lo\©Lc HmcomLoC wm>aaomL maflcdm mchc LHmCL Ca KLoz CH mewflm dam m mmaeflacw £30 Lfimxu upaa mawHDoLp pzc CmNLos maarsm (Li 0 mrflbI a; L) I m'mlw 4| \ .. fl). umanm a LLA mama Lu mqqow mmL L. coacmm L mur>meoq mmL 9L ManLa 2.0 3L rrk ll 4L mzL Lm omaL.L.pmm maLH -mm mH«L nu chwmqmngmLmommL a:-m .- 0 LE am 6 P .' ”I'gl‘llll. ‘II'I‘I I'I III I' ‘II‘I‘I‘I‘I 'l‘..- . wHH...:>_m mAm Lo w”....H4..L.44A...A...4.wH.4. 74H Hh¢a£ mac mco hm an m.mm 2.0m m.mm m.:m 0.:N macapopc hmcnfi ac u;ad:@ Hm somAmm p30 .mm H.0H m.mm o.mm a.mm unpaa ow ac .mama ao pecan .asa op meagpoao was; m 0.03 maox Scam hmsw mcapfi>flpou ac mafia Hmaoom 0\ (fl --.2 \5 :y m ..Z’I \0 (fl (1 N H :1 mcfipc d 90 mamapopp Ni\O\O a) rm . , P_ (4 \c \o O J H ex mEog um mccmfiaw mo pcmecfimuaapcm H .3 :1“ U\ U\ 0 ("\ .3. C) m m on CW £1 .Opo Hm m.mm m.&n m.m: m.mm .wmaccoflm .mamme .xaoaoa503 can mafiaazm we mmmfi ova. m um samuu wmwua noun; maaaaq HHH 22a HH maa H m2a aaaow aaa.cm uata as: nauawaom :gmamasm memaa E.o mEH 9.0 anymsg m tam mm mmoonam g: cs(.ru ca mafirdm an nepmocmmm mmm Locumm :moM= go wmmo mom mHHAHjfib mHHmH 39H: DDHfitp 93w sznmva Q EB ;HM. 0m? . . fl mammdfio w...H «175A .4 ell. 3- ... .3) flap. ). ...-..rr.» pp 0 ..Luntyn... .lrfn r}; C r no mama 191 Criterion 2. Pupils receive personal and/or individual help. Each homemaking teacher in a reimbursed vocational homemaking program has a scheduled conference period for the purpose of providing individual and/or personal help to her pupils. The general philosophy of homemaking education is to provide personal and/or individual help and many of the methods used are directed toward this objective. Thirty items in the inventory for pupils related to receiving personal and/or individual help. As shown in Table 68 a high percentage of pupils in Family Living classes reported that they had received personal and/or individual help in their relationships with their own families, in their relationships with girls and boys and in an understanding of themselves — their own physical development and their own feelings or emotions. ‘II, III ’I‘l 192 i) C“ H ..;‘ UN C") O\ 6 m m 4} O.m a? In m.mm m.mm m.wH H.wm a.mm m. m wfim m.mm m.mm o.em o.mm 5.0: C“ as: l‘ . 4 Hit... HH tCH I u—Innw....-mflw1....HOcIH \‘ .‘l' I‘ u . r“ o » I'LL . .L WWC : HH mmHSPOHo He came Mo panammacdfl encapaca mcHonHo mchemHm puma 0p pass mCHBOCM mCCHuoim can wLCHHoag cso mchmcpa ecu: mQSHOHo Ho pmoo mcHoswmm uJQHCOHc>mp HdOHmHflo use mszmqpa Ea m C. :3 mmop QWHB mpHflmQOHpmHmm mHaHm QHHB mcHzmcoprHa m mzHQHOHo mo COHpomHmw HHHamw 230 HHH; mQHmmCOHpmHmm mmHuwszpm HaHoom 0am mayhem; mcH>oaoaH .LCH ... t hm. ._...ON. I On I... 04“) .a ‘1- . Cr)q . ..Au\ 0...... mHaram + $0 aaH ¢:w ya so mama gabmH>HanH mo\min gag, m_m m:qo aLH «:1 om meHm<> mBHa man QI>H40 mm Mime Qfl Hmonnm Om? mJHflDm b0 Bzmo mum 193 Considering the responses of pupils in Homemaking I, II and III, a smaller percentage reported that they had received personal and individual help in their relationships with their own families, friends and in understanding themselves. A higher percentage of pupils in Homemaking I, II and III, than in Family Living classes reported having received personal and/or individual help in manners and social etiquette. Qriterion 3. Pupils develop guides and stand— ards and evaluate progress. Forty—two items in the inventory were related to opportunities which pupils had had for participating in developing guides, or standards for making their own decisions and for guiding their own behavior or work in the homemaking class and outside the class. Considering the results shown in Table 69, less than one-half of the pupils in homemaking classes had had these types of oppor- tunities in connection with making and evaluating garments, manners and social behavior, grooming and the arrangement and care of the homemaking room. 194 Ammum Ham: co wmchHsoov .oum .Eoop Socsa .manme mamao .uaHuaac mmmao l mamamoap Homno was ma c:ca coo- psoom dc.-ucH Comp m.mm H.1m 0.0m m.mm m.um ©.H pct; coHHouaC HHHcHfimmm 0H cha p50 cmwao: H.mm m.mm o.ms (1’ ('W O l ('"\ m.a m.mm H.Hs HmQHo mac WCHHM .vaO....H m) n. .Hmapmpd: mpHfiziHmm u: mxup on p0: Immoomc mFHH Ho HamHHs Q C .50 Pjpmr Coo ch mcawHHdc .mHoms a mm Hooxom .Lmaog :H HOH>mC¢Q HmHoow .oum .mmEod w.mH¢oqC .2mmHo doom dam mHmCCmE :H Ho mm mH3.m p30 .0m: 0? .cpm .mmschHH .msmmm .mxme 0H Udeocw Home 9: mQOHoco .maLQHo 50mm @mpmzam>m .099 gm 0: mpcmaam d was :m:.a .pH mpmacaoo op mad padoam .mxufi 0p mpc.:H ) 30H»: .Hooflom pd pcmsadm m 3mm ow pom Ho dHugpmfls H.Hn m. N.o¢ m.m3 O.mm pacpw mgmHcheo doom mxc: Dam: on mcsHfiu c: pom yawn.-. i- .x.-4.t....1n-wi.i! _\ . .. 3i - 1.1.: 111111 ooHHu- )wwus limua mwmz. mwu:. a HsHH HHH L:H HH aeH H ueH HIHOH HHHHQH IH0515HL Imufim:od Ixcaaaom WH-nnd; HHADJ<>M qu mam Lao c H minunm SH wHHLDH pp mrmuH_HHm .m_uHHH w hm _M 1H OH mIHHHzpemommo - 3 LEE 2.... ...? ,3 #1-”.me ‘ mHJDm m; MH ai<>m QH< .nJQHDU m mammflafiew nOQHHHdH OH H (,1 0 d «B maHHH Mbemommo 195 III Ilill .l..]x’.l.l.|.lll|..‘|ll||ll.ltlll|lll|v I H.m :.mm 3.0m m.mm w.HH d.mm 0min mewm bad HHH an ::u m m4 mmeamem .rm. Fl. \. \ N‘ HH m: .-LHVHQHHQHuHFH 'H... od‘J \ I1.\.I.J H. IkLrCL.FH ..r Om», H mcfi IMmEmEom qubwmm HHHDJ¢>H HRH .opm .mcoHpomeHpmw .mcmfiumwcop -pHB pcqupmu Ho CcmHLQCEoo m.wm .pmoo UmNHpmfifizm .pcmqum m mcfiancHH nmpw< 1 coapomhmapwm «#08 pay 0p .HmHLCQ dam HmmLu .mEHp mbmw Op mmeH>HHom amafioopm Hamflp u.mm mumccg mpcmcdpm CHmn Op mcoflpumtuSw p50 waxyog .mpm .mCQCHH .GOOH Ho ammLOpm I 800p mm Mag mm Imfiox Ho pcaaamacppu ca mmmflsm ©mm5 Uum owDOHmbmH H.Hzmov mgmqgmqem .mmmew monm>mm OH .HHHstemommo DEMO Ham Atwmm HB¢DJ¢>M 92¢ sQHHw a0 H>fim OB mHHBHZDBJOQAO mo m4mQOQ m.cmawHHflo maficmapmamwcb m.mm m.:a 0. mm :.mm ©.¢m msasooam doom you made H.mm N.mq m. an m.mm m.md mamomm wcadsmumamGCD manomc mCSQH m.o: m.mm m.wm 3.3m m.w: Ho pgmdmOHm>mw dam QpSOaw wcfidcmpmamwc2 s.mm m.H m.ma o.mm m.mm mcappmm mania m.mm m.H m.do :.Hm m.mm mHCoac Ho manna HmsoapHap q mzacac pa a,wcb omHHuz qmwun gamma mama inmowma Lza>am HHH sad HH and H and a :0 H.HascL 1:: som :mQamsam namsms («wamuumwmmm 9-4 W Hm-H) man: L; an: .o. - «Ho : -...Lfiéxm r1... micsfl nor mfi1’4HIOH0rc Hm< mMHmo Hm .mfide Ho Hmb HmH HHH moo mm 0mg Mmmaqp 5;qudswom 2H mJHmDm ho BZHQ mm -m 198 Criterion 5. Pupils have g variety 2: concrete homemaking exneriences, Concrete homemaking exper— iences were limited in definition to such activities as: working with and/or taking care of children; pre- paring and serving meals, refreshments or snacks using different methods of service; canning foods for class use; improving the school lunch hour; altering and making clothes; using different kinds of household equipment; trying out different methods of cleaning; being responsible for the laundering of table linens; care of large equipment; and improving the attractiveness of the homemaking room. In general, leaders believe that pupils in homemaking classes need a wide range of concrete learning experiences if the goals of homemaking will be attained. A relatively small percentage of pupils in the sample actually reported that they had had these many types of concrete learning experiences in homemaking classes. Some of this was due to the lack of breadth or sc0pe of concrete learning experiences in the total prOgram. Criterion é. Pupils take field trips, see iamansizaiians.aad.maka.abaaaxatidns. Closely related to concrete learning experiences are field trips, de- monstrations and observations. These have been gener— ally regarded as important in stimulation of learning in homemaking, both in the class and outside the 199 class. Table 71 summarizes the opportunities which pupils reported that they had had for field trips, demonstrations or observations. A study of Table 71 indicates that the highest percentage of pupils in Homemaking I, II and III re- ported having had opportunities to see and/or parti— cipate in demonstrations of (1) hair styles, care of hair, skin and hands, (2) steps in clothing construc- tion, (3) table setting for family meals and (4) press- ing clothing made from different textiles. In Homemaking II and III, a higher percentage of pupils than in Homemaking I, reported having had opportunities to see recent models of household equip— ment, different kinds of houses and homes furnished at different cost levels, demonstrations of slip covers and different methods of cleaning woodwork, cleaning and waxing furniture. 200 m.mm M.mm m; m.m N K) '\. C‘) C(\ ( -J 3' ‘1 "ll .3. . Amdmm pxmz oMp co pmscfipcoov orLrUr... Ho para Hmm mnmmfido 61HM< mammdoap .muHHMM .m mMQQq .mmmsoap ”wuaauoao Mo 0.0H o.mH mocHM pco;LMMHn mcacoafl mzm acfizmmac Ho Jam; ummm .opm M.HN N.mN .mnaam .momzoap .mampacsm mcaamwQSQH mo mad; pmmm H.um m.om mmeH>Hpom aHmMp mc.m CmH.©HHMo w.mm :.ma pcmecHSom UHoMmMSoM mo mamcoe pcmomm o.mm m.ma when pea maafim Hoodoo Quad nod mHQMuHSM monoA@am: moaapxmp H.mm m.mN pMmHmm was 5099 moms mmdpoao ozficoaa dam asamwmam 00pm O.wm m.om .mamC:5m pmeSfi ”madme HHHHMH pop mwcfiupmm ma we m.mm H.:m pCmEHmm m m:HMmE CH mCmpm m.m: O.Hm Q: oMmz go mad ”CHMM .mzemM .MHMM mo mama new... mom... ., . 1 H a: M a ... mama}- Lines»..- m2 ”34.51? an and. maHmmem .H,H,,,HB.§.-mmmmo CH. mHHVS? ,mua aya MBHMHMMM 34m MMM .MZOHHM>MM Mmo MQMa oma om 2H maHdbm mo azmo MMm Hm mam<9 201 o.m MCMN HM m.ma m.am mimm m4; ‘0‘! .‘l‘i'lv I'II’ .opm .mazofl maopm .ofimsa .pam ca wmawa>flpow m.:macHHcQ MMMHHEMM Hog w2HmsoM mo mUcHM pcoa(_qqam UN F\ G) manuacasn acH_MHLHMma can H.m umcfiacraaw mcHQPMSO mac>oo CMHM . CHMH Me Ca Mccum dainasrfin ap>o mama MGM 3m: ”mam>ma H.N pwoo w” UH.MMHU Pm mwaCHim HCHj% m: m m>HPomep< .MMMMHii (walla Mm..- ,. M Mn; 1.3mm Mzaeaa HHH MMM HH MaM H MGM lHHWWi! HHMEL Iwui>€wz IMmfimenm IMtamaom A .B:>ov Mmmmvau .4H.m.,£om :H maacsm mm, m,0HB . fem :0Nflm Q.< mHH.HHxH .ZQHBflbmummo Ump. 0 ML :m :ocwm =mm>= mo Ham) Hmm AQW -DJH 823.0V muoHefimuna)fiML a. maHpH_- ..q.m awd .mroHB¢>M-:QD 33% H 033 mummd o AwMHMMHnuOm 2H mJHmDe mo ELM Mo m m an mqmfie ' 202 Approximately twenty per cent of the pupils in all of the homemaking classes reported that they had observed and worked with children and discussed what they saw. Very few had had opportunities to see children under the guidance of a teacher in art act— ivities, music activities, story hour or lunch hour. Qritegigg 2. 232113 relate experien9e§.tg practices, conditions and resources 9; families in the community. Table 72 summarizes the extent to which pupils in homemaking classes reported that they had related their homemaking class eXperiences to the practices, conditions and resources of families in the community. A fairly high percentage of pupils reported that they had related their foods experiences to the practices or conditions in the community. Only a small percentage of pupils had related their "sewing" and their "clothing“ eXperiences to the trends in the community. 203 Am wmm pXmL so doSCHpcoov m>m3 M.Qm Q.mm 0.5m m.HM m.MH MLMHHQLM pa-.sca 33L Meaawsnaoa a can “so Mensa smaUHfi3o MCSQL L>MM 033 Mp1m amp M.:a H.HM m.am :.NM a.mm 0Q SH Mama >9 MLMMHMQQ QQ.QM MeaapmsS Mao scsoa .opm .mCSQaw Lpfiamc Mums Mo maopmso cooM Hafiomcm H.5N m.m m.om m.wm m.wm I ©q>amm mwooh pSQQM mamxmamsox 3pa3 CmMHMB mmmaopm QQQM 63M coapaahnax C Hcm. MOM m>m£ M.Mm M.mm a.mm Q.HM N.Mm MMHHH MM pcmadfiswm QLMOMMM Mo mMQHM pee Mesoa mEopmSo Moog m.mm M.m M.mm m.MM m.aa HMOOH psonw mwaao Mafia MHLM Op Manama MMMH>QH Qm>amM maama Mo moLp pomhmm 30a33 LQCQE 63¢ 3.0: m.m n.53 m.w: m.m: mafia MMHHHEMM Mo mooadomma meQm pdonm p50 QQSQL mamma Laafimw you muapumm m.mw w.a m.mm m.mm m.mu oHQMM 3H was MMHHH1MM mQ03ums pumamMMHU ado QCSQL mmaal; Qur; Mam L momla QWJ. mzfl>aq HHH MQH HH and H mad Hmpofi Laaac m IMmEQEoM IMmaiaow Iamtclafl mMomDOLMM 93¢ mvoHBOMMm .MLOHBHQLQQ ,aMaHJ mnflumsmaom 3H maacsm L9 NHH454330 Hje 2H mu. HJHinL L) omo.mbom am QLM mJOHBofimm mLDHBHQZQO OB waHtfiflmflom QfeMHHMp Mgoa Mo Mao 3oa33 3H mmflpoMHMo 63M MCHLSQ meMaMc pMna poo chom Mgp 3H MMaoML 3a moms Mo chdx Mrp pzo MCSQL campoao Mo Maco Map “CW-HQ?" “RHHM; USO UCSDRH m t m MMaeuz HMpoa 1 l‘ullu. m6 I... Mu >44 Illa. OH.H\.v1.014H m u.<._nl.41. «-UMC U .,..(.>_r.|10. r. UAW par Cayuum ,rw JCHC m :HWCSD. 5.9.. A.BZJUV 1311.)! ..4 \HDII Uh... AH“ MN .0-:CFLLO ....HLL a .d (I; WROHBHQHUO UOUUMCHUJO AQanHMMJQQ MMHasaa>o an 2H MMHMHng Mo MMQMQum MQQHMQ-MM .nc)HHHq_a) oe MMHMMnndsa Nu Mdm¢e 1m 9....< mdBfidflm 20 In Family Living classes a higher percentage 5 of pupils than in Homemaking I, II and III reported contacting parents of young children and had included parents in discussions of marriage and family life. Criterion 8. Pupils hggg‘gpportunitieg.gg ggpress and/or understand theig gag gggdg, interests, problems 2; concerns. Thirty-six items in the inven— tory related to opportunities which pupils had to express and/or to understand their own needs, inter— ests, problems or concerns. A study of Table 73 suggests that twenty-five percent of pupils or less in all homemaking classes had opportunities to eXpress and/or understand their needs in the areas of manners, personal appearance and grooming, or understanding themselves. These are regarded as areas of general concern to adolescents. 206 ..J seawaaflo Spa; acfipaa dud mnfiwcmpmpmmub mmfluoao mcapomamu 62m mcdmzm manpoao do maao madame wmnpoao wading wmbacmEmsp mcflpcmumpccab wZHEooam dam mocmpmmonm Hmnompmm mupmdwfipo Hafioou tun mmmggaa ' .. .4. nun-”’4 ...-A ‘1 MO P.CL.O 1IIIC.|I..III. {".|.nll 1! A 1 ‘ll 4 A uB-Hm U3H mmi. B ‘ I. x I..'( “1. 7hr) Hp Lr (" M.muHZH zao mMHBHZDBMOmmO CHAPTER.VIII IMPLICATIONS OF THE FINDINGS FOR PROGRAM DEVELOPMENT IN HOMEMAKING EDUCATION IN MICHIGAN I. LIMITATIONS OF THE STUDY Limitations with regard 39 the beliefs_g: leaders. In this study, the beliefs of leaders were limited in two ways. First, the beliefs of leaders were limited to stated beliefs, which had been explicitly expressed in bulletins prepared and/or used in Michigan in the past decade in the development and approval of reimbursed vocational home- making programs at the secondary level, and in research, evaluation studies and demonstration programs. No attempt was made to determine the actual beliefs of leaders or to identify or deal with areas of disagreement. Secondly, not all areas of beliefs of leaders, which had been expressed in the bulletins dealing with vocational homemaking education at the secondary level were included in the study. Only those beliefs were included which seemed feasible for use in studying local practices, considering the amount of time, and money which.were available for the study and the opportunities for securing reasonably objective data about local practices. Limitations with regard $2 the determination g£_lggal practices. A random sample of thirty schools was originally drawn. It was assumed that all the schools which were in- vited would participate. However, twenty-three schools or seventy-seven per cent of the thirty schools actually par- ticipated. An analysis of the various types of programs which were represented in the actual sample suggested that not all types of vocational homemaking programs were represented. Only the enrichments of Homemaking III and IV and Family Living classes were included and the Family Living classes from which data were secured seemed too few in number to be regarded as representative. The findings concerning local practices seemed to be fairly reliable for the participating schools but there were certain questions about the repre- sentativeness of the data for vocational homemaking programs in Michigan. The items in Check List B, which focused on oppor- tunities for learning experiences pupils may have had in home- making classes, were based primarily on the major homemaking areas and on certain stated objectives or content which leaders had made explicit. They were not based on the objectives which leaders had stated about personal development of pupils, improvement of home and family life or community living since, in the opinion of the writer, leaders had not made these sufficiently explicit to be useful in this study. In the development of Check List B, not all areas of homemaking were sampled. The area of “health, first aid and home care of the sick" was omitted in order to provide a greater spread and depth of representative items in other major areas of homemaking. Leaders in homemaking had em- phasized the desirability of integration of certain aspects of homemaking such as art for the home, management, and consumer education. Items pertaining to these phases were primarily integrated in the major areas represented in the check list. While a fairly high percentage of replies from parents were received, no follow-up was made of the parents who failed to reply. In reference to the beliefs of leaders, that home- making is a part of the total school program, the data may have been more reliable or meaningful had the investigator remained in the school another day and had had opportunities for interviews with social science, biology or English teachers and had had opportunities for probing certain responses of administrators and homemaking teachers. However, this was not possible, since the investigator contacted all the schools at the close of the school year and time did not permit more than one day in each school. One other important factor which may have limited the total picture of practices in local programs was that the homemaking activities during the last month to six weeks of the school year could not be reported for all of the schools. The visits to the schools were made from April twenty-sixth 210 to June sixth. This probably limited the over-all picture concerning local practices in the total sample. More limited data were obviously secured from the first schools visited than from the last schools visited. Limitations with regard to the determination g: discrepancies between beliefs pf leaders and local practices. An arbitrary standard of seventy-four to one-hundred per cent of “yes" responses on the items on Check Lists g, E, and Q, together with supplementary data from local schools formed the bases for indicating that a belief was implemented in a local homemaking program. This was necessary because no other standard was available which appeared to be more valid. Since the goals of homemaking classes in the partici— pating schools were submitted by approximately one half of the homemaking teachers, one would not be justified to state that the submitted goals were representative of the goals of homemaking in local vocational homemaking programs in Michigan or that they were representative of the participating schools. It was assumed however, that when teachers did not have written goals on the day of the visit and/or did not later submit goals for the various homemaking courses, that the goals were not available. The data regarding "units offered" and the "amount of time spent in the various units" in homemaking classes, would seem to be considerably more representative of practices 211 in the participating schools and in vocational homemaking programs in Michigan than the “statements of goals", since the data regarding "units taught" were secured from eighty— three per cent of the participating schools. Value judgments about the recommended amount of time which would seem suitable for each of the various areas of homemaking in each of the homemaking courses, were also secured from a group of twenty Michigan leaders, including state supervisors, teacher trainers and supervising teachers. These leaders represented five of the six colleges which had been approved for the education of vocational homemaking teachers. An analysis of the data from the homemaking education leaders indicated that (l) individual leaders in Michigan varied in their value judgments about the most effective use of time in homemaking classes (Homemaking I, II, III, and Family Living): (2) that judgments of supervising teachers about the most suitable amount of time to be spent on various aspects of homemaking were quite similar to the actual amount of time which teachers in the study reported, (3) that super- visors and teacher trainers recommended less amount of time be spent on clothing and foods than the amount of time recommended by supervising teachers and (h) that teacher trainers recommended more time to be spent on home furnishings, child development, family relationships, management and 212 consumer aspects than the time recommended by supervising teachers or the actual amount of time which homemaking teachers reported that they had spent. With respect to the study of practices relating to teaching-learning methods, both breadth and depth of items were sacrificed. For example, in Michigan considerable emphasis had been placed on cooperative planning. It did not seem possible within the limits of this study to secure adequate coverage of cooperative planning and cooperative group work. However, Cheekaist B contained thirty-six items which related to one important phase of cooperative planning, namely, providing pupils with opportunities for understanding and expressing their own needs, interests or problems. Considerable emphasis had been given to this phase of coop— erative planning in the Michigan bulletins. The conference hour in vocational homemaking programs had been specifically set aside for teachers to work with pupils on an individual or personal basis. No attempt was made to study the use of the conference time but an attempt was made to find out from pupils in homemaking classes if they had received personal or individual help in various areas of homemaking. There were other limitations with respect to the determination of practices. For example, in the area of home and school cooperation, no data were secured from the 213 homemaking teachers. It had been a practice in Michigan that homemaking teachers in reimbursed vocational homemaking programs submit data relative to home visits and home experiences of pupils to the State Office for Vocational Education at the end of the school year. For this reason it was believed that homemaking teachers should not be asked for this type of information during the study. However, no attempt was made to actually study the data which.were later submitted by the participating schools to the State Depart— ment of Vocational Education with reference to the homemaking teacher's contacts with families during the year of the study. II. SOME POSSIBLE FACTORS WHICH MAY HAVE CONTRIBUTED TO THE DISCREPANCIES BETWEEN BELIEFS OF LEADERS AND PRACTICES IN LOCAL HOMEMAKING PROGRAMS The writer believes that no one or two factors have been chiefly responsible for the existence of discrepancies between beliefs of leaders and practices in local homemaking programs, but that there have been a number of interacting factors, some of which may have had a greater influence than have others. »The following are submitted as factors which Iggy have contributed to the discrepancies between beliefs of leaders and the practices in local reimbursed vocational homemaking programs in Michigan. 214 Beliefs gg Longfiggme Ideals Not Achieved g; Achieved Only After Ag Extended Period 9; Time 1. It may be that all beliefs of leaders are ideals which are never actually achieved but serve only as directions for working. 2. Some believe that it may take fifty years or more for an idea to be accepted and that not enough time may have elapsed for the general implementation of the specific beliefs in the local homemaking programs in Michigan. Beliefs Misunderstood.gg Too Difficult for Averagg Homemaking Teachers tg_Put Into Practice Without Strong Local Support 1. The beliefs of leaders may not have been under- stood and/or accepted by personnel in local communities. 2. The beliefs of leaders may be too difficult for average homemaking teachers and/or typical schools to put into practice under existing conditions. The beliefs of leaders may require competencies which can be achieved only by those teachers who have special personal or professional characteristics. Closely related to this is the possibility that the homemaking prOgram at the secondary level may be too broad in scope, too complex in structure and may require too high a degree of creativity or depth of understanding of 215 pupils, their families, and the educative process, for average or even superior homemaking teachers to manage in practical local situations. 3. For effective implementation at the local level, some of the beliefs of leaders may require strong leadership and support from local school administrators, faculty and community groups. Certain practices or conditions in some schools and/or local communities may operate unfavorably on processes of putting some beliefs into practice. It may be that certain beliefs of leaders may need to be reviewed in the light of actual conditions in local communities in Michigan. Inadequacies g; the State Plan and/or Guide for Homemaking Education 1. The State Plan and/or Guide for Homemaking Edu— cation as it has pertained to outlining the requirements for local homemaking programs at the secondary level may not have been effective instruments with respect to the approval of local reimbursed vocational homemaking programs. Theoreti- cally, all reimbursed vocational homemaking programs in Michigan meet the basic requirements as outlined in the State Plan or Guide unless they are approved as experimental pragrams. However, data from the study with reference to the beliefs of leaders showed wide discrepancies between the 216 beliefs of leaders and local practices in the total sample and in individual schools. This was true for two of the beliefs which had been regarded as pgjg; aspects of reim— bursed vocational homemaking programs, namely (1) home and school cooperation and (2) the determination of local needs and a broad homemaking program based on local needs. 2. The State Plan and/or Guide for Homemaking Edu- cation, as they have pertained to the legal or administrative requirements for vocational homemaking education may not have been effective instruments with respect to outlining teacher education requirements for vocational homemaking teachers. For example, the certification requirements for vocational homemaking teachers may not have provided adequate emphases (credits) on the development of competencies implied in the beliefs which were used in this study. Major teaching competencies for example may have been left to be developed in a few courses in home economics education. It is also possible that some teacher competencies cannot be efficiently developed in the pre-service teacher education program, but must be developed primarily as a significant and planned part of the in—service prOgram. 217 Inadequacies g: the in~service program It is possible that the in—service teacher education program may not have been effective. Local school adminis- trators, state supervisors and college teacher educators have had responsibilities for providing effective in—service education. But the past decade has been characterized by important changes, all of which may have influenced the effectiveness of the in-service education prOgram in Michigan. Thesconcept of state supervision has undergone change. More emphasis now is being placed on local school responsibilities. Adjustments required by this concept may have resulted in ineffectiveness within the program. There has been an increased concern for the extension of home and family life education for all youth; there have also been greater and greater demands for homemaking education. Along with these new requests for an expanded program there has been a shortage in the supply of qualified homemaking teachers. These changes or conditions have made many heavy demands on leadership in home economics education and on local schools. Local school administrators may not have understood the homemaking education program including home and family life education and may not have been in a position to provide the help needed by the homemaking teachers in their schools. 218 This was recognized by teacher educators at the Dearborn Conference in 1946.1 The in-service teacher education program may not have been effective due to such factors as (1) too large a program to enable supervisors to give adequate guidance to individual schools; (2) time and energies may have been placed on other activities which did not directly result in program improve— ment in respect to the major beliefs of leaders which.were used in this study; (3) inadequate follow—up of graduates and/or in—service education through study groups, extension classes, summer school programs, meetings or conferences. Vossbrink in her study of in-service teacher edu- cation not only pointed out some of the most and least effec- tive methods of in-service teacher education but also made some recommendations for the in-service education program for home economics teachers in Michigan.2 Her study indicated that the Michigan in-service education program for home economics teachers had certain weaknesses. 1Based on personal notes and on First Report 2; the Home Economigg Curriculum Committee 33 Michigan p 2-3 (duplicated) unpublished report. ZMeta Vossbrink, “An Analysis of the IneService Education Pregram for Home Economics Teachers with Suggestions for Improving the Michigan Program," Ph.D. dissertation, University of Chicago, June, 1953. pp. 293. ' 219 Inadequacies_gf the Pre-Service Program l. The pre—service teacher education program may not have provided suitable and/or sufficiently effective learning experiences for prospective homemaking teachers. Or, college women in home economics education may be too immature and/or too inexperienced to profit from the learning experiences which are provided, at the time they are provided or included in the prOgram. Or, the responsibility for helping college students develop the competencies implied, may be placed on too few individuals or in too few courses in the total four year teacher education program to have any practical cumula- tive effect. For example, one or two teacher trainers within a college may have the responsibility to help students develop certain complex competencies in a few home economics education courses which may in reality require the coordinated efforts of several departments and many members of the faculty, throughout the total four year program. 2. It is possible that the objectives, content, values and procedures in college home economics courses and related courses in the college program may not support sufficiently and/or may be in conflict with certain of the objectives, values and procedures at the secondary level and thus may have had some unfavorable effects on homemaking at the secondary level. For example, the subject approach has 220 has tended to be the approved and dominant approach in college home economics courses. The functional, individual or family approach has tended to be the approved and dominant approach in homemaking education programs at the secondary level. The conflict between these two approaches or emphases may be a very real and serious source of difficulty for not only the inexperienced, immature prospective homemaking teacher but also for the more experienced homemaking teachers. The need for increased emphasis on family centered teaching at both the college and secondary levels has been pointed out by leaders within the field of home economics and by others outside of the field. Davis has pointed out that home economics teachers tend to emphasize middle class standards and values, while the majority of pupils in the public schools tend to come from lower socio-economic groups.3 McGinnis has urged home economists at both the college and secondary levels to adapt their teaching to the values, resources and cultural backgrounds of the families of the groups being taught. She has outlined some criteria which may serve as guides in making teaching of home economics more 3Allison Davis, "Our Responsibilities for Freedom - Home Economics and the American Social System." Journal 2: Home Economics #3:512, September 1951. “family centered."br College home economics faculty are being challenged to rethink their own courses and certain changes are being made. Satisfactions and Morale In a day when there is such a shortage of home econo- mics teachers and when the supply of prospective teachers is limited, the problem of professional morale and job satis- faction have strategic importance for program development, for recruitment and for continued service of all professional leaders in home economics education, whether they are employed at the secondary level, college level and/or in supervision. While this study was not concerned with teacher morale or teacher job satisfaction, it seemed well to con- sider at least, the possibilities of morals and satisfaction as factors which may have affected or may affect the ultimate implementation of beliefs of leaders used in this study. A study of the factors affecting the satisfactions of home economics teachers was recently conducted by the Home Economics Research Committee, Home Economics Section, 4 Esther McGinnis, ”Family Centered Teaching," Journal 2; Home Economics, 44:9-12, January, 1952. 222 American Vocational Association, Inc? The Michigan data in this study“wereanalyzed by Holmblade.6 When Holmblade analysed the Michigan data, she found that the Michigan teachers had a lower mean job satisfaction score than the national sample but that home economics teachers in the vo- cational programs in Michigan had a higher mean job satis— faction score than the teachers in the non-vocational programs. Holmblade reported that in the national sample the mean job satisfaction score increased as the length of teaching experience increased but this was not true for the Michigan sample. The Michigan teachers in the three to five year group had the highest mean job satisfaction score; those of less than one year the next highest and those having taught ten years or over expressed the least satisfaction with their jobs. It is important to note that Holmblade reported that more than one-half of the teachers in the Michigan program had taught five years or over and more than one-half of these had taught ten years or over. These data seem especially important in (l) considering the factors which may have 5Factors Affecting the Satisfactions pf Home Economics Teachers. Committee on Research and Publications, American Vocational Association, Inc. Washington 5, D. C. May, 1948, pp. 95. 6Amy Jean Holmblade, "Factors Related to the Satisfactions of Michigan Home Economics Teachers" p. 14 (unpublished report) 223 contributed to the discrepancies between beliefs of leaders and practices and in (2) considering some possible areas for action. III. SOME RECOMMENDED AREAS FOR ACTION Some possible areas for action in reducing the gaps between the beliefs of leaders and practices in local home- making programs are only briefly indicated below but they may be suggestive of some important steps which might be taken as a follow—up of the study. Seven recommended areas for action are: (l) the further clarification of the beliefs of leaders and what these beliefs mean in terms of local practices, (2) the clarifi- cation of the relationships between the certification requirements and the competencies expected of vocational home— making teachers, (3) the formulation of more effective plans for helping local schools, (4) the revision of certain aspects of the State Plan and/or Guide so some of the criteria for approval of reimbursed vocational homemaking programs may be more objective or explicit, (5) the provision for more effective in-service education for homemaking teachers, (6) the provision for more effective pre-service education for homemaking teachers and (7) the development of some demonstration and experimental programs in homemaking education in Michigan. Each recommended area for action is briefly 224 discussed below. 1. The further clarification pf the beliefs 2: leaders and what the beliefs mean An terms prlocal practices. The beliefs of leaders as they are stated in federal and state publications at present are integrated in the content of dis— cussions about vocational homemaking programs. They are difficult to find, to untangle and to understand. The writer believes that if statements of beliefs about homemaking education could be brought together, that is, assembled and organized, and if the criteria for studying local practices in relation to the beliefs could be more clearly defined and illustrated, and were used as a basis for discussion when planning local programs, local schools would be in a much better position to implement the beliefs. Furthermore, state- ments of beliefs could be rewritten in the light of discussions in local communities. Statements of beliefs and'what these mean in terms of local practices should be made widely available for use in the State. Conflicts in beliefs and/or in practices, if and when they exist, should be treated as matters of fact and should be dealt with indicating reasons for differences in viewpoints, and how these differences might affect local practices. The writer believes that within the field of vocational education there are many opportunities for differences and for flexibility in terms of both beliefs and 225 practices, especially when neither can be supported by reliable data. 2. The clarification pf the relationships between the certification requirements and the competencies expected .2; vocational homemaking teachers. The writer believes that the teacher education publications including the Guide for Vocational Homemaking Education should make obvious the relation between certification requirements and the compe— tencies expected of vocational homemaking teachers on the job. This is essential for practical use with the staffs of the colleges preparing homemaking teachers and for use with prospective homemaking teachers. For example, if home and school cooperation is an important part of the vocational homemaking pragram, experiences need to be included in a wide variety of courses and related fields, where individuals can reasonably develop such a competency. The experiences could be included in a number of different courses or in parts of courses in the total curriculum. At the present time, the State Plan and/or Guide for Vocational Homemaking Education indicate or imply that the development of this competency is the basic responsibility of the preéservice program. Some leaders tend to believe that this is not realistic in terms of what is known about the maturity and the developmental level of prospective and/or beginning teachers and what is known about the com- plexity of teaching and of local schools, of homes and family life and of modern communities or community life. The following questions may need thoughtful consi- deration on the part of leaders and others in Michigan: Is home and school cooperation an area in which beginning teachers should be expebted to be competent and to assume full responsibility as a beginning teacher? If not, what can be reasonably expected of them in the pre—service pragram and as beginning teachers on the job? Or is this an area in which teacher competencies are developed primarily on the job through the guidance and support of local school administrators, faculty and community groups and through the supplementary helps from supervisors and college staffs? Whatever the decision is, it should be clearly stated in the Guide for Vocational Homemaking Education. If the competency is to be developed through the pre-service program then a block of time (credits and courses) should be indicated which would be appropriate considering the difficulties involved in developing these competencies. A second example may be given. If homemaking teachers are expected to be competent in the determination of local needs, then this competency needs to be analyzed and be given full recognition in the certification requirements of vocational homemaking teachers. At present this competency 227 is given only superficial consideration in the State Plan and/ or Guide for Vocational Homemaking Education. A third example may also be added. Homemaking teachers are also expected to have competencies in planning and developing a broad homemaking program based on the local needs. The writer believes that not all areas of homemaking have been given equal or appropriate consideration in the certification requirements of vocational homemaking teachers. The present State Plan and/ or Guide for Vocational Home- making Education places more emphasis on the areas of foods and nutrition and on clothing and textiles than on other major areas of homemaking. The writer believes that the emphasis on foods and clothing at the secondary level is possibly only a natural result of the continued emphasis on foods and clothing in certification requirements and that the secondary school program in homemaking would become broader and would give more consideration to such areas as personal and family relationships, child development, consumer edu— cation, management and home furnishings if teachers had equal opportunities to develop competencies in these areas. If certification requirements do not give equal support to all areas of homemaking in teacher certification, then local homemaking teachers probably should not be expected to implement broad homemaking programs at the secondary level without considerable help through a planned in-service program. Exceptional teachers might be able to 228 implement broad programs but average homemaking teachers would continue to have difficulties. 3. ‘The formulation 2: more effective_plans for helping _§ assisting local schools. Considerable effort has been spent in Michigan in developing the belief that the needs of the local community should be determined and the home- making program should be based on the needs of local pupils and their families. But, generally speaking, in both theory and practice this area of belief remains vague and mis- understood. Several specific suggestions are offered to deal with this problem. First it would seem imperative that a rationale for curriculum development in homemaking education especially in relation to the determination of local needs, be stated and generally accepted as a basis for work in the state. A rationale seems to be partially implied but it has never been clearly enough stated in the federal and state bulletins so that a professional worker or a teacher would have any sense of security about its interpretation or use in curriculum development in homemaking education. Second, it would seem important that some agreement be reached about the objectives of homemaking education at the secondary level. Lack of consensus among leaders about 229 the objectives of homemaking results in confusion in working with local schools. Third, it would seem important that local schools would be given more specific help with local curriculum development, in studying their own needs and in planning over-all prOgrams based on their needs. Various types of instruments might be developed and distributed which would help homemaking teachers to work cOOperatively with pupils and their families in planning local homemaking pregrams. Evaluation materials might be developed and distributed to help local schools evaluate their progress toward the various objectives of homemaking. The revision 23 certain aspects 9; the State Plan and/or guide for Vocational Homemaking Education §g_some g; the criteria for approval 9; reimbursed vocationa; homemaking pgggrams may pg made more objective and explicit. The data from this research would seem to indicate that certain of the present standards described in official releases were not generally met by the reimbursed vocational homemaking programs in the sample. A question may be raised if some other bases or criteria for approval than certain of the ones now used, might be developed which would be simpler to understand by local communities and would be generally more reliable and valid. For example, if the determination of local needs is 230 actually one of the basic criteria for approval of reim- bursed vocational homemaking programs, then some better methods than now used appear to need development in order to help local schools determine needs. If one of the beliefs of leaders in vocational homemaking education is that local. programs are based on local needs, then the second problem would be to help schools and communities to actually build local homemaking programs based on the local needs which have been determined. Vocational homemaking programs might be grouped into three stages of development, all stages being regarded as exceedingly significant and as worthy of reimbursement. One stage might consist of a one or two year period in which a local school or community, presumably under the guidance of one or more consultants would organize itself for work in studying their own local needs, would summarize their findings, would make some inferences about the objectives and the local homemaking program. This report would be written and would be available for local use and for the use of others interested in similar problems. Another stage‘might involve actual program revision and/or development. This might be a three to four year period - a long enough period of time to make some needed changes in the local program. A third stage might involve primarily processes of evaluation of the local program, or evaluation of pupil growth 231 toward the major objectives of homemaking. Since theoretically, vocational education funds have been provided for the purpose of promotion of effective vocational education, many schools in Michigan might be encouraged to continue to develop their local programs with— out reimbursement, especially after a period of extended financial assistance. Furthermore to stimulate the up— building of the program, schools having received considerable reimbursement or financial help in the determination of needs, program development and evaluation, might be encouraged to do experimental work and/ or may be encouraged to serve as much needed demonstration centers in the state. These schools then might be reimbursed on a different basis. Reimbursed vocational homemaking programs in Michigan might then be classified in the official directory according to the partic- ular phases of curriculum development, which they have selected locally for emphasis. Such a classification might be mutually helpful to local schools and to state supervisors in planning workshops, or conferences, in the preparation and sharing of materials; or in scheduling demonstrations and school visits. The assumption, of course, would be that local vocational homemaking programs would continue to be as good as possible, regardless of the stage of development and 232 would generally measure up to the present requirements of vocational education but it would mean more. It would mean that local communities would have specific opportunities to get more planned systematic guidance in the various steps in building functional homemaking programs based on local needs. Supervisors and other consultants would be in a better position to work with schools and give the help needed, con— sidering the varied demands which are made on them. Many objections might be raised to such a proposal, but the writer has been concerned over the discrepancies between beliefs of leaders and the actual implementation of the beliefs in local programs. She believes that local schools have not received the kind and amount of help which they actually need. In first implementing this idea, a limited number of schools might be selected and then as pro- cedures are developed, to increase the number in the following years. 5. The provision for more effective in—service edu- cation for homemaking teachers. The State Plan and/or Guide for Vocational Homemaking Education might indicate the kinds of teacher competencies which need to be developed as an integral part of the in-service program and the plan for providing opportunities for helping homemaking teachers develop these competencies on the job. Leaders who are 233 responsible for in-service education need to not only scru— tinize or evaluate their own practices to see if they are providing the most effective kinds of learning experiences for experienced homemaking teachers, through local, state and regional conferences, school visits, study groups, summer school programs, graduate work but they need to develop a plan for the in-service program. Vossbrink, in her study of in—service teacher edu- cation not only pointed out some of the most and least promising methods of in—service teacher education, but also made some recommendations for the in-service teacher education pragram for home economics teachers in Michigan.7 6. The provision for more effective preeservice edur cation for homemakigg teachers. The pre-service and the in- service teacher education programs are integrally related. The pro—service prOgram should be continuously adjusted to (l) the competencies expected of homemaking teachers on the job, (2) information about the effectiveness of beginning teachers and others when they are on the job, and (3) the- types of in-service education which are or are not being provided at the local level. Agreement needs to be reached by leaders with reference to (l) the competencies which can be reasonably achieved in the pre—service prOgram and (2) the. 7Vossbrink, _p. cit. 231+ competencies which need to be achieved primarily through a planned in-service program. Special consideration need to be given to the broadening of experiences of prospective homemaking teachers so they have better bases for thinking, generalizing and applying learnings to new and different kinds of local situations. This study indicates that teachers need help in implementing the four beliefs used in this study. 7. The development p;_some demonstration and expeng- pants; proggams in homemaking educatign. The writer believes that leaders need to work out more systematically ways to test beliefs and local practices before they are recommended. Vossbrink found that Michigan homemaking teachers expressed interest in having opportunities to see good practices in action. Demonstration centers and/or experimental pragrams may well become important parts of the in-service programs as well as the pre-service programs in Michigan. BIBLIOGRAPHY BIBLIOGRAPHY - 236 A. BOOKS Brown, Clara M., Evaluation and Investigation lg Home Economics. New York: F. S. Crofts and 00., l9ul. 551 pp. Arny, Clara Brown, Evaluation in Home Economics. New York: Appleton—Century-Crofts Inc. 1953. 378 pp. Fisher, R. A., and F. Yates, Statistical Tables for Biological Agriculpurgl and Mechanical Research. London: Oliver and Boyd. 1938. 90 pp. Johnson, Palmer 0., Statistical Methods ;3 Research. New York: Prentice—Hall, Inc., 1959. 377 pp. Snedecor, George W., Statistical Methods. Ames, Iowa: The Iowa State College Press, 1945. 485 pp. B. PERIODICAL ARTICLES Davis, Allison, "Our Responsibilities for Freedom - Home Economics and the American Social System," Th2 Journal 9; Home Econgmics, b3:512-5l5, September, 1951. McGinnis, Esther, “Family Centered Teaching,“ The Jour— nal 2; Home Economics, 44:9—12, January, 1952. C. PUBLICATIONS OF LEARNED ORGANIZATIONS Adjustinnggmemaki g pg‘Wartime. Homemaking I. The Girl Herself. Official Misc. 2111. Lansing. Michigan: State Board of Control for Vocational Education, 19u3. 19 pp. Adjusting Homemaking £2 Wartime. Homemaking II. The Girl and Her Family. Official Misc. 2112. Lansing, Michigan: State Board of Control for Vocational Education, 1943. 19 pp. Adjusting Homemaking £9 Wartime. Homemaking III. Homemaking Responsibilities $3 the Community. 2'27 Misc. 2113. Lansing, Michigan: State Board of Control for Vocational Education., 1943. 26 pp. Administration 2; Vocationg1 Education. Vocational Education Bulletin No. 1. General Series No. 1. Washington, D.C.: United States Government Print— ing Office, Revised, 19M8. 112 pp. Home Economics Education. Misc. 2581, Preliminary Draft. Washington, D.C.: Federal Security Agency, United States Department of Education, (No date) 15 pp- Boyg gng Girls Study Homemaking and Family Living. Vocational Division Bulletin No. 2E5. Home Economics Education Series No. 27. Washington, D.C.: Federal Security Agency Office of Education, (No date) 58 pp. ngygcteyistic Differences Among Homemaking Teachers g; Varying Proficiency. Bulletin No. 288. Lansing, chigan: Department of Education, Michigan State College and the State Board of Control for Vocational Education. August, 19AM. 90 pp. for Education Ag Home gag Family Living. Misc. 2159. Washington, D.C.: United States Depart— ment of Interior, Office of Education, Vocational Division, 1939. 12 pp. Curriculum Development Ag Education for Home and Family Living. Part II. Series I. Some Procedures Used in Evaluing a Philosophy. Washington D.C.: United States Department of Interior, Office of Education, Vocational Education, March, 1939. 48 pp. Directory g; Vocations; Homemakigg Programs for 194215_. Circular No. 20. Lansing: Office of Vocational Education, Department of Public Instruction. 8 pp. Educatign for Home and Family Living. Bulletin No. 331. Lansing, Michigan: Superintendent of Public Instruc- tion: 19““. 25 pp. Education for Home and Family Living ig Michigan. Bulle— tin 295. Lansing, Michigan: Superintendent of Public Instruction, 1950. 59 pp. Facilities for Homemakin Department . Vocational Educa- ' tion Form 22. Lansing, Michi an: Office of Voca- tional Education. Revised, 19 8. 2 pp. 238 Four Communitien Pioneer. Washington, D.C.: United States Government Printing Office, 1941. 21 pp. Guide 33 Reimbursed Vgcational Education Programs. Homemaking. Bulletin No. 292 H. Revised. Lansing, Michigan: Office of Vocational Education, Depart- ment of Public Instruction, 1948. 55-75 pp. Guide for Homemaking Education. Bulletin No. 2130 M. Lansing, Michigan: Superintendent of Public Instruc- tion, 1951. 61 pp. Guides for Home Projects in Homemaking in Michigan. Bulletin No. 229. Revised. Lansing, Michigan: The State Board of Control for Vocational Education, 1941. 27 PP- Hnm§,§phool and Community Egperiences in the Homemaking Program. Vocational Division Bulletin No. 252. Home Economics Education Series No. 29. United States Department of Health, Education, and Welfare. Office of Education. Washington 25, D.C.: United States Government Printing Office, 1953. 69 pp. figmemaking Education Put 39 Work. Instructional Aids Series: H. E. 100. Lansing, Michigan: State Board of Control for Vocational Education, September, 1944. 25 pp. Homemaking Education in Secondary Schoola ;n the United States. Washington, D. 0.: United States Government Printing Office, 1947. 23 pp. Hcme Economics Research Committee, Factors Affecting the Satisfactions 9: Home Economics Tnachers. AVA Research Bulletin No. 3. Washington 5, D.C.: Committee on Research and Publications, American Vocational Association, Inc., May, 1948. 96 pp. Michigan State Plan for Encational Education and Rehab— ilitation. Bulletin No. 201. Lansing, Michigan: The State Board of Control for Vocational Education, 1938. 162 pp. Program Planning Suggestions :9; Homemaking Education. Circular No. 3. Lansing, Michigan: Office of Vocational Education, Department of Public Instruc— tion, Revised 1948. 9 pp. Ezggram Planning Suggestions for Homemaking Education. Circular No. 3. Lansing, Michigan: Office of Voca- tional Education, Department of Public Instruction, January, 1952. 9 pp. 239 Suggested Scope of a Community Program for Eduoation in Home and Family Living: Personnel and Facilities Involved in a Cooaerative Plan. Misc. 2135. Revi- sed 51207. Washington, D. C. United States Depart- ment of Interior, Office of Education, (No date) 1 p. Teacher Growth in Homemakinngducation. Official Misc. No. 2105. Lansing, Michigan: The State Board of Control for Vocational Education and the Department of Education, Michigan State College 1943. 30 pp. Teacher Growth in Homemaking Education. (For Use of Homemaking Consultantg). Official Misc. 2105 Supplement. Lansing, Michigan: State Board of Control for Vocational Education, 1943. 15 pp. Igggtiong; Hgmemaking Education. Suggested Guides for Teaching Fami_y and Community Living in Home— making Education III. Bulletin No.2 7. Lansing, Michigan: State Board of Control for Vocational Education, 1940. 41 pp. Vocational Homemaking. Bulletin No. 242 Revised. Lansing, Michigan: State Board of Control for Vocational Education, 1942. 24 pp. D. UNPUBLISHED MATERIALS "First Report of the Home Economics Curriculum Committee in Michigan,“ Unpublished report. Office of Voca— tional Education, 1946. Holmblade, Amy Jean. "Factors Related to the Satisfactions of Home Economics Teachers.” Unpublished Report. Lansing, Michigan: State Board of Control for Voca- tional Education and the Department of Education, Michigan State College. 1948. 14 pp. "Third Annual Homemaking Education Conference.“ Unpub- lished report. Lansing, Michigan: State Board of Control for Vocational Education and Michigan State College, 1949. 7 p. Vossbrink, Meta. "An Analysis of the in—Service Education Program for Home Economics Teachers with Suggestions for Improving the Michigan Program“. Unpublished Doctor's dissertation, The University of Chicago, June 1952. 293 pp. APPENDIX A APPENDIX A 22.1 EXCERPTS FROM FEDERAL AND STATE BULLETINS AND REPORTS FROM WHICH BELIEFS OF LEADERS IN HOMEMAKING EDUCATION IN MICHIGAN WERE DRAWN For purposes of this study, the philosophy of voca- tional homemaking education at the secondary level in Mich- igan was limited to beliefs, which were explicitly express- ed in the past decade (1) in state and federal administra- tive or program planning bulletins and (2) in bulletins describing evaluation studies and demonstration programs, which had directly involved leaders in homemaking education in Michigan and had had their support. The basic beliefs of leaders relating to homemaking at the secondary level, which were expressed in the above sources seemed to generally fall in six types of cats- gories: (1) the goals, objectives and/or purposes of homemaking education at the secondary level, (2) the per— sons for whom the homemaking program is planned, (3) the planning of local homemaking programs, (4) the learning experiences which are recommended, (5) the relation of the school to the homes of pupils enrolled in homemaking classes and (6) the relation of homemaking education to the total school program. Separate analyses were made of the beliefs which were expressed (l) in federal bulletins, (2) in state bulle- tins and (3) in bulletins describing research, evaluation studies and demonstration programs. 242 EXCERPTS FROM FEDERAL BULLETINS INDICATING BELIEFS OF LEADERS ABOUT HOMEMAKING EDUCATION Goals, Objectives andZor Purposes g; Homgmaking Egucation gt the Secondary Level An administrative bulletin issued by the Division of Vocational Education reports several purposes of homemaking education at the secondary level. _ The controlling purpose of vocational education is to 'fit for useful employment', hence it follows that the controlling purpose of vocational education in home economics, as provided for by the vocational education acts, is to prepare for responsibilities and activities involved in.homemaking and in achieving family well being. The general objective of vocational education in home economics is to provide instruction which will enable families to improve the quality of their family life through the more efficient development of utiliz- ation of human and material resources. In a more papular bulletin, describing homemaking education in the United States, the goals or purposes of homemaking are stated in a similar way. Homemaking education prepares individuals for effec- tive home living. It includes instruction in financial planning, in management of time and energy, in human relationships and in creating and appreciating beauty, as well as in the mechanics of housekeeping.2 ‘1 Federal Security Agency, Office of Education, Administration 2; Vocations; Egugatiog, Vocational Educa- tion Bulletin No. 1, General Series No. 1, Revised l9h8, p. 50. 2 Federal Security Agency, Office of Education, Vocational Education Division, flomemaking Education in the Sgcondagz Schools 2; the united States, 1957, p. l. 2&3 It is the purpose of homemaking education in the secondary school to accomplish the objectives (listed on page 12) in such a way that the training given will enable the pupil to apply it in three different types of situations: First, to solve the pupil's present prob— lems of (a) personality development, (b) participation in family planning and work, and (c) adjustment to family members and to others in the community; second, to give the pupil a foundation upon which to build in the future as an adult homemaker; and third, to suggest the application of homemaking education outside the pupil's home in wage-earning occupations requiring home— making skills.3 The objectives of homemaking education for all age groups are described specifically as follows: THE BASIC GOAL of homemaking education is to help the individual to live a more useful and satisfying personal, family, and community life. More specifically, the objectives of homemaking education for all age groups are to help individuals to BECOME BETTER CITIZENS through understanding and assuming responsibilities and privileges as members of the family and of the community. MAKE MORE EFFICIENT USE OF AVAILABLE RESOURCES through wise planning of expenditures; through wise selection of food, clothing, housing, furnishings, and equipment; through learning how to save money by home production and preservation of food, construction and repair of clothing, and care and repair of tools and equipment. GUIDE CHILDREN WISELY through understanding their physical and emotional needs. ACQUIRE SKILLS in managing a home and in performing necessary housekeeping duties. ESTABLISH A WHOLESOME ATTITUDE TOWARD OTHER PEOPLE through satisfying experiences with them and their families. 3 Ibid., p. 3. 2AM ADJUST TO CHANGES in their personal lives and in the social and economics order. IMPROVE THEIR HEALTH through an understanding of what constitutes good health and the practice of habits which contribute to it. APPRECIATE BEAUTY which already exists in their environment and to make their homes, clothes, and food more attractive. ENJOY SOCIAL ACTIVITIES through gaining assurance by participation in family and community recreation, hobbies, and other activities. EXPERIENCE A SENSE OF ACOOMPLISHMENT through knowing how to do work well, and through acquiring skills and interests that enable them to express creative ability.“ The Persons For Whom the Homemaking Program g; Planned Belief is expressed that enrollees in homemaking classes should be mature and should increasingly assume managerial responsibilities in the home. The individuals reached through the program are sufficiently mature to deve10p a realization of the importance of homemaking and increasingly assume managerial responsibilities in the home.5 The Planning _£ Local Homemaking Programs and the Instructional Program Based 2g local needs. Belief is expressed that a 5 Ibid., p. l 5 Administration.2; Vocational Egucation, 2p..g;§., p. 51. 2&5 “homemaking program that adequately serves the community, provides instruction for both in—school and out-of-school groups“.6 Belief is also expressed that homemaking education needs vary within States and often within the communities of the State and that homemaking programs should be develOped to meet these varied needs. Homemaking education needs vary within the States and often.within communities of the State. The home ‘ economics education programs, therefore, should be develOped to meet these varied needs.7 One of the characteristics of effective homemaking programs is that the problems studied in homemaking classes are the real concerns of individuals and families. (In homemaking) problems studied are derived from the needs and concerns of individuals and families served, taking into consideration their maturity and experiences.8 In discussing reimbursable activities of the home- making teacher, it is made clear that provision is made for reimbursing time spent by the teacher in studying needs of families and communities. It is permiseable to reimburse from Federal funds for time spent by the home economics teacher in . . . making studies of local home conditions, and making other community contacts or followbup of students needed for adequate program planning and deveIOpment.9 '5.;p;g., p. 51. 7 £239., p. 55. 8 gig,” P. 51. 9 Ibid., p. 56. 246 Belief is specifically expressed that (l) the States should be responsible for studying and identifying needs of local communities and developing programs based on the needs and that (2) States may make provisions for the use of Federal funds for reimbursement of studies and experiment- ation carried on to determine the most effective programs for meeting the homemaking education needs in the State. State and local studies should be made to determine the best types of vocational programs in homemaking education to serve these varying needs.10 State plans may make provisions for using Federal funds for reimbursement for studies and experimentation carried on to determine the most effective programs for meeting homemaking education needs within States.11 States will outline in their respective State plans preposals for organization of homemaking education programs to meet the needs of in-school and out-of- school groups. They will also indicate other specific provisions for develOping programs to fit State and local needs that assist in attaining the purposes of homemaking education, and in maintaining the essential characteristics of a homemaking education program.12 In another bulletin, belief is expressed that (l) homemaking courses vary widely from one school to another and even from one class to another, depending upon the needs, interests and capacities of pupils, (2) homemaking teachers must know a great deal about the needs of their pupils, the kinds of homes from which they come and about the community, 10 Ibid., p. 56. 1'1 Ibigs, p. 550 12 Ibid., p. 51. 247 and (3) homemaking teachers should make final plans cOOper- atively with their pupils and with parents. Homemaking education courses vary widely from one school to another, from one teacher to another, and even from one class to another class taught by the same teacher. Each course is a different combination of the fundamentals of homemaking. Each is based on the needs, interests and capacities of the pupils enrolled. There- fore the teacher, with her knowledge of homemaking and methods of teaching must first find the interests and needs of pupils. To do this she must know their envir- onment, their homes and the community. Then she is ready to make a tentative plan of what she will teach.13 . . . each homemaking course is different because each class has different needs and interests. Therefore, the teacher who is planning a course must know the indi- vidual needs of her pupils. She must also know the kinds of homes ffiom which they come and something of the community life.1 With information gathered about pupils, their homes, and the community the teacher is prepared to select from the fundamentals of homemaking (pp; p. 5) the phases for which there is greatest need and interest. She then plans the order and method of introduction of each phase to suit the age and ability of the group. So that the pupil's study may be motivated by responsibility for its planning, the first few meetings of a homemaking education class usually are devoted to group consideration by teacher and pupils of the phases of homemaking which should be studied, and the order in which they should be taken up. All pro—planning by the teacher is tentative. The final planning for work of the class is shared by teacher and pupils and, sometimes, by parents. School, home, and community projects that may be a part of the learning experiences are also con- sidered.15 13 Homemaking Education A; the Secondary Schools 2; the Uniteg States, gp. cit., pp. h—S. 14 Ibid., p. 10 15 Egg. cit. Includes instruction ip all major areas 9; homemaking. Belief is expressed in (l) the importance of including home- making instruction either as separate or integrated units in all major areas of homemaking and (2) that the program should be intensive and extensive enough to enable the individual served to deve10p abilities necessary for effective partic- ipation in homemaking. Each program in homemaking education for in-school groups shall include instruction in the several aspects of homemaking.16 (Referring to essential characteristics of homemaking education) The curriculum is concerned with the funda- mental values and problems in the several aspects of home living and homemaking, and deals with these in such a way as to develOp needed skills, understandings, attitudes and appreciations.17 The total program is sufficiently intensive and extensive to enable the individual served in develOping abilities necessary for effective participation in home- making and in community activities affecting the home.18 Over a period of years the program in any one center meets the homemaking needs of the in-school and out—of- school youth and adults taking into account other educational opportunities which the home, the school, and the community provide.l9 The program includes a sufficient variety of exper- iences to give students actual learning experiences in all of the major phases of homemaking. 0 15 Administration g; Vocational Education, pp. cit., p. 51. 17 Loc. cit. 18 Loc. cit. 19 Loc. cit. 20 Ibid., p. 50. 249 Vocational programs (therefore) need to provide for instruction in all of the following aSpects of home living and homemaking; 12. Selection and purchase of goods and services for the home. Maintenance of satisfactory personal and family relationships. Selection, preparation, serving, conservation, and storage of food for the family. Selection, care, renovation, and construction of clothing. Care and guidance of children. Selection and care of the house and its furnishings. Selection, use and conservation of home equipment. Maintenance of health and home safety. Home care of the sick, and first aid. Consumer responsibility and relationships. Selection and provision of education, recreational and occupational experiences for family members. The interrelation of the family and the community.21 Belief is further expressed in the importance of certain aspects or phases of instruction. The content of homemaking education covers: 1. \O CDN) O\U\ #‘U N ...: O . Selection, preparation, serving, conservation, and storage of food for the family. Selection, care, renovation, and construction of clothing. Care and guidance of children. Selection and care of the home and of its furnishings. Use and conservation of home equipment. Maintenance of health. Home care of the sick, including first aid. Selection of purchase of food, clothing, equip- ment, and furnishings. Management of human and material resources avail- able to the home. Maintenance of satisfactory family relationships.22 51 Ibid., p. 50. 22 Homemaking Education ig the Secondary Schools Ag he United States, 2p. cit., p. l. 250 Belief is also expressed that certain "fundamentals are necessary". Certain fundamentals are necessary to home living regardless of the type of community or section of the United States in which the school is located. In homemaking education the approach and the amount of time given to the fundamentals--food, clothing, relationships, child-develOpment, the house, health and home nursing, home management and consumer buying-- vary in different schools.23 The fundamentals of homemaking at the secondary level are specifically described or identified for foods, clothing, relationships, child deveIOpment, the house, health and home nursing, home management, consumer buying.24 The Learning Experiences Which Are Recommended Includes schogl—home—gommunity ggperience . Many beliefs are expressed about the importance of effective learning experiences in the homemaking program. Leaders express the belief that learning experiences should be provided in the school, the home and the community, and that these learning experiences should be related to the goals of homemaking or to the fundamentals of homemaking and the needs of pupils. Directed learning experiences of pupils in the home and in the community, as well as in the school, are 23 Ibig., p. 5. 2“ Ibid., pp. 5-9. 251 important parts of the vocational program in homemaking education. 5 Activities through which pupils learn to solve problems are carried on in the school, the home, and the community. IN THE SCHOOL part of the class time is given to group discussion, demonstration, directed study, and the actual doing of certain processes. Activities are based on discussions. Pupils either plan their approach to a problem or evaluate their solution of it. There is no formal lecture and little recitation in homemaking education classes. The method is group discussion-- carried on at a time when the sharing of ideas or the comparison of results will broaden the individual's understanding. Some class time is given to investiga- tion and performance, either individually or in groups of two, four or six. Pupils may be engaged in such activities as reading about the way diseases spread, working with children, preparing a meal, planning a menu, or house cleaning. IN THE HOME almost everything the pupil does-~taking care of the baby, washing dishes, making her bed, even planning her social activities—-is related to some part of her study of homemaking. An important part of the teacher's work, therefore, is to help the pupil approach her home activities as problems which can be solved by the methods practiced at school. Home activities offer Opportunity_to test skills and managerial ability. The usual sources of information are augmented by consul- tation with other family members at home. Printed sources of information such as magazines, cook books, and bulletins are used. But in order to make certain that the home, the natural setting for homemaking activities, is fully utilized, homemaking teachers incorporate into their teaching what are called 'home projects.‘ IN THE COMMUNITY there are many services, organiz- ations, and activities which directly influence family life, so the homemaking teacher works with pupils in community activities that contribute to better community life. For example, during class study of improving 23 Administration g; Vocational Education, 22. cit., p. 52. 252 nutrition practices, a teacher may provide Opportunity for her pupils to participate in a community nutrition project. They may assist in weighing younger children at the health clinic or in distributing information on good health practices; or they may engage in other activities apprcpriate to their age and ability. Examples of community activities in which pupils partic— ipate include assisting in the care of children of working mothers, sewing for the Red Cross, assisting health departments in making surveys of sanitary condi- tions, and assisting in baby clinics. Such experiences contribute to good citizenship by giving secondary school pupils a knowledge of how communities operate and how community activities affect home living.26 Home projects (sometimes called home experiences) are an essential part of the homemaking education curriculum. Through them pupils work on some problem in their personal, family and community life. The pupil selects the project in consultation with both the teacher and the family, and outlines a plan for its solution. The plan is followed, with modifications as the project develops under the guidance of both teacher and family.2? Belief is expressed that learning experiences in the home and community should be “directed" or supervised and that homemaking teachers should have time regularly scheduled for conferences with pupils for the planning and the guiding of these out-of-school experiences. (Reimbursable activities for the homemaking teacher involve) holding conferences in regularly scheduled school periods with individual pupils on directed experiences in home and community.28 23 Homemaking Education pp the Secondary gphog;p ;p the United States, pp. cit., p. 18. 27 Loc. cit. 28 Administratiop 3; Vocational Education, pp. cit., p. 52. 253 Provision is made in the schedule of the homemaking teacher for consultation with individual pupils. This is particularly important in homemaking education (1) because pupils seek help with personal and family problems which cannot always be discussed freely in a group, and (2) because of the necessity for individual guidance on home projects and community activities.29 Time should be provided in the daily schedule of the teacher, in addition to that provided for class teaching, for individual work with pupils on planning, executing, and evaluating their related home and community experiences.3 Provides broad and practical experiences with eguip- ment and furnishings i the homemaking department. Leaders in homemaking education support the belief that physical fac- ilities in the homemaking department should (1) be provided for all areas in homemaking, (2) be comparable to that of the homes in the community, (3) be related to all areas of homemaking and (4) provide Opportunities for experimentation with a wide variety of qualities and types of materials. The physical set-up for homemaking education is most effective when it is comparable to that of the homes in the community. The homemaking education department sets an attainable standard for the homemakers and may stim- ulate needed improvements in homes. Well-equipped departments have the type of furnishings and equipment that is within reach of the majority of the peOple. When there are varied family incomes in the community the equipment reflects the different economic levels.51 29 Homemaking Education ;p the Secondapy Schools 2; the United gtatgp, pp. cit., p. 17. fig— 30 Administration pi; Vocationil Education, 2p. cit., p. 52. 31 Homemaking Education ;p the Secondagy Schools 2; thg Unified States, 2p. cit., p. 11. 2 5A In satisfactory homemaking education departments, there is adequate space and equipment for studying the different areas of homemaking.32 Homemaking programs are materially strengthened when laboratory experiences in the study of child develOpment are provided as are laboratory experiences in the other phases of homemaking education.33 Administrative relationships and arrangements, in— cluding provisions for space and equipment are of a kind that facilitate develOpment of the program.34 The equipment and furnishings of the department pro- vide opportunity for eXperimentation with a wide variety of qualities and types of materials. Variety in con- struction and finishes provides a basis for pupils and for others in the community to deve10p judgment in making selections for their own homes.35 The equipment for different areas of homemaking education is described for the living center, foods, cloth- ing, child develOpment, laundry, care of the sick and other areas of homemaking education.36 Includes 2.13 M g _t_w_q 1333 program. Belief is expressed that adequate time should be allowed in the program for achieving the goals of homemaking. The total program is sufficiently intensive and extensive to enable the individual served in developing ‘32 Ibid., p. 11. 33 Administration 9; Vocational Education, 9-2. Cite, po 550 3A Ibid., p. 51. 35 Homemaking Education ;p the Secondapy Schools 2; the United States, pp. cit., p. 11. 36 Ibid., pp. ll-16. 255 abilities necessary for effective participation in home- making and in community activities affecting the home.37 The variety of activities which constitutes good homemaking education makes it important that sufficient time be allowed at school for definite progress toward the objectives. . . . Most schools have at least a two year homemaking education program and many have a three or four year program.3 .ppg Relation p; the Schop; pp the Hompp p; Pupils Enrolled gp Homemaking Classes There is an implied belief in the importance of cooperative planning of the homemaking teacher, pupils and parents. But the beliefs about cooperatively planning with parents are not as clearly stated as they are in the State releases or publications. In the administrative bulletin issued by the United States Office of Education, the belief is expressed as follows: “There should be a good community understanding and increasing participation in the program.“39 However, it was indicated earlier in this report that strong beliefs are expressed about the importance of (l) finding interests and needs of pupils and their families especially through home visiting, local studies, or other 37 Administration p; Vocational Education, pp. cit., p. 51. 33 Homemaking Education in the Secondapy Schools p; the United States, pp. cit., p. . 39 Adminitstratgpp pp Vocational Education, pp. pit., p. 51. 256 methods, (2) planning homemaking education programs based on the needs and interests of pupils and their families, (3) planning, guiding and evaluating with pupils and parents the homemaking experiences pupils have in their homes, and (h) providing physical facilities which are comparable to those of families in the community and which are possible of attainment by the majority of families. The Relation p; the Homemaking Program pp the Total School Program Only minor consideration is given to the relation of homemaking to the total school program in vocational home- making programs. The following quotations indicate the type and extent of service which homemaking teachers may devote to activities other than those related to homemaking classes and the possibilities for using vocational funds for coord— inators of family life education: When adequate attention has been given to those of the above items that a community considers essential parts of its basic program, reimbursement may be made for a reasonable amount of time, in the teacher's schedule (not more than 20 per cent) for the deve10p- ment and correlation with homemaking education of such work as nutrition education in connection with the school lunch; assistance to elementary teachers on programs of education for home living; and assistance to programs of home living on the secondary level.”0 40 Administration p; Vocatgpna; Education, .QE- Lit-o P- 5?: 257 Federal funds may be used for the reimbursement of the salaries of coordinators for programs of education for home and family living. Such coordination will be considered as a phase of a local program of supervision. . . . Provision . . . shall set forth in the State plan which stipulate the plan of coordination and the duties and qualifications of the coordinator.41 EXCERPTS FROM STATE BULLETINS INDICATING BELIEFS OF MICHIGAN LEADERS ABOUT HOMEMAKING EDUCATION Three administrative bulletins, published by the State Office of Vocational Education were used in the decade in the develOpment and/or approval of reimbursed vocational homemaking programs in Michigan. These bulletins were published in 1938, l9h2 and 1948. Goals, Objectives andlor Purposes p; Homemaking Education pp the Spoondary vael Analyses of these three bulletins indicate that the purposes of homemaking education emphasize (l) improvement of home and family life, (2) efficient and satisfying participation in homemaking, family and community living, and (3) personal development of the individual. The underlying philosOphy for vocational education in home economics seeks the improvement of home and family life through the training of youth and adults for the vocation of homemaking. . . . The controlling purpose of vocational education in home economics is to prepare for assuming the responsibilities of the KI Ibid., p. 55. 258 homemaker such as (a) provision of food for the family, (b) selection, care, and construction of clothing. (c) care and guidance of children, (d) selection, furnishing, and care of the house, (e) selection and use of home equipment, (f) maintenance of health, (g) home care of the sick, (h) consumer buying, (1) management of all material and human resources available to the home, (j) maintenance of satisfactory family relationships, (k) application of the arts and sciences to the home. 2 The present day homemaking curriculum in secondary schools is based upon such immediate objectives and activities as will provide training to enable the student to (I) appreciate the worthwhile functions of a home, (2) learn the pleasure which can come from homely tasks well done for the welfare of family members or of the family as a whole, (3) understand the possible contributions of science and art to homemaking, (4) benefit from the Opportunities for self-develOpment which a course dealing with those intimate personal and social problems can give.“3 In 1942 the purposes of homemaking education were stated in very much the same manner as the above statements which were made in the 1938 bulletin. The underlying philosOphy for vocational homemaking education seeks the enrichment of home and family life through training of youth and adults. . . . The purpose of vocational homemaking education is the preparation of youth and adults for efficient and satisfying pare ticipation in homemaking, particularly in assuming such responsibilities as: l. provisions of food for the family . selection, care, and construction of clothing . care and guidance of children . selection, furnishing, and care of the house . selection and use of home equipment . maintenance of health . home care of the sick \JO‘ULP‘UN ”2 Michigan State Plan for Vocational Education and Rehabilitation, State Board of Control for Vocational Educa- tion, Bulletin No. 201, 1938, p. 81. “3 Ibid., p. 93. 8. 9. IO. 11. 259 consumer buying management of all material and human resources available to the home maintenance of satisfactory family relationships application of the arts and sciences to the homedn The present day homemaking curriculum in secondary schools is based upon such immediate objectives and experiences as will be helpful in a. b. guiding the individual in determining the values most worth working for in immediate personal and family living assisting the individual in achieving a wholesome personality and working out personal and social relationships helping the individual in discovering his needs, interests, and capacities as they relate to home activities using individual and family resources for the attainment of the values set up as most worthwhile in life helping the individual in preparing for a vocationu5 Homemaking education is the phase of education ex— perience which is designed to help the individual to live a more useful and satififying personal, family and community life. . . . The objectives of homemaking education are to help individuals to: 1. 2. 3. Become better citizens through understanding and assuming responsibilities and privileges as mem- bers of the family and of the community. Make more efficient use of available resources through wise planning of expenditures, wise selection, and learning how to save and conserve. Guide children wisely through understanding their physical and emotional needs. 4“ Vocational Homemaking, the State Board of Control for Vocational Education, Bulletin No. 2&2, Revised, p. l. 45 Loc. cit. 260 h. Establish a wholesome attitude toward other people through satisfying eXperiences with them and their children. 5. Adjust to changes in their personal lives and in the social and economics order. 6. Improve their health through an understanding of what constitutes good health and the practice of habits which contribute to it. 7. Acquire skills in managing a home and in perform— ing necessary housekeeping duties. 8. Appreciate beauty which already exists in their environment and to make their homes, clothes, and food more attractive. 9. Enjoy social activities through gaining assurance by participation in family and community recre- ation, hobbies, and other activities. 10. Experience a, sense of accomplishment through knowing how to do work well, and through acquiring skills and interests that enable them to express creative ability. The Persons For Whom the Homemaking Program 3p Planned In administrative bulletins issued by the State Office of Vocational Education, emphases are placed on be- liefs that enrollment in home economics classes should con— sist of persons who (1) are of normal intelligence, (2) are mature enough to realize the social significance of homemak— ing, and (3) are mature enough to assume managerial responsia bilities in the home. Belief is eXpressed that the program “6 Guide pp Reimbursed Vocational Education Programs, Homemaking, Office of Vocational Education, Department of Public Instruction, Lansing, Michigan, Bulletin No. 292R, Revised, l9h8, p. 55. 261 had been planned for girls, but some provisions are made also for boys. Persons must be at least 14 years in chronological and mental age to enter the all-day course. . . . The pupils should be sufficiently mature to realize the social significance of homemaking and to assume manag- erial responsibilities in the home.“ Known conditions in the state and requests for assistance justify an expected expansion in home soon- omics in . . . enrollments of boys in separate classes and in classes with girls which are growing in quality as well as quantity. 8 Persons must be at least fourteen years in chronolog- ical and mental age to enter the all-day program. . . . The students should be sufficiently mature to realize the social significance of homemaking and to assume managerial responsibilities in the home. In advanced classes, all girls enrolled must have completed preceed- ing courses in the vocational homemaking program. Boys may be included in eligible homemaking classes not to exceed one year and only when in combination with the third year of vocational homemaking. Boys may elect the work for either or both semesters, and in this case either or both semesters of work would be reimbursable. At this time segregated classes for boys are not eligible for reimbursement. However, many communities find it desirable to offer a separate class in home- making for boys as a one semester course, although a course organized on this basis is not reimbursable.h9 In l9h8, leaders continued to express belief that the day school program “must be designed to meet the needs of persons 1h years of age or over who are sufficiently mature In? Michi an‘gpgpp.£;gfl‘£pg Vpcational Education and Rehabilitation, pp. cit., p. 93. #8 Ibid., p. 82. 49 Vocational Homemaking, o . cit., p. 5. fl 262 to develop a realization of the importance of homemaking, and increasingly assume managerial responsibilities in the home."5O Statements concerning the eligibility of boys for enrollment are less evident. In the definition and ob- jectives of homemaking, leaders state that ”boys as well as girls . . . are served.'51 In descriptions of Personal and Family Living Classes for eleventh and twelfth grade pupils, reference is specif- ically made to boys. One of the enrichments in the home- making program includes, "Courses in personal and family living for 12th and/or 11th grade girls and/or boys who may or may not have had the two year basic course."52 The Planning pg Local Programs and the Instruction Program ppppg,gpllgppl,pppgp. Beliefs are expressed that homemaking education at the secondary level should be adapted to the maturity, experience and needs of pupils, should meet the needs of the peOple who compose the commun- ity and should function in the lives of pupils taking into consideration changes in social life. O Q 3 uide._p Reimbursed Vocational Education Programs, pp, cit., p. 51 bi ., p. 55. 52 as! Ibid., p. 59. fl 263 The course of study should be adapted to the maturity, experiences, and needs of the pupils so that they may be trained as interested and intelligently helpful assist- ants in homemaking, and thus be better prepared to meet the modern living conditions.53 The effectiveness of the instruction in homemaking is in direct prOportion to the degree to which it functions in the lives of students helping them solve their immediate problems; it may be measured also by the degree to which knowledge, appreciation, skills, and attitudes are developed which are applicable to the solution of problems later in life. There should be student participation through varied group and indi— vidual experiences, with practical application of know- ledge to changing social life. Experiences should provide progress and growth of the individual.54 In establishing a vocational homemaking department in a local school system, the needs of the peOple who com- pose the community should be given careful consideration. The type of program selected should be adapted to the various factors concerning home life of boys and girls in the community. . . . An effective homemaking program provides for participation in experiences which are centered upon the individual and group problems relating to school, home, and family life in the community.55 Flexibility of plans and procedures is characteristic of homemaking programs in order to utilize pertinent problems and concerns of enrollees in personal and family living. Classroom teaching and guidance are linked with experiences in the home and community. Methods of begin— ing and carrying forwarg a program will necessarily vary from school to school.5 Beliefs about cOOperative planning at the local level, 53 Michggan pppte Plan for Vocational Education and 5“ Vocationg; Homemaking, pp. cit., p. 13. 55 Guide pp Reimbursed Vocational Education, pp. pgp., p. 56. 56 Ibid., p. 58. 264 especially cOOperative planning of pupils, homemaking teachers and parents were first explicitly stated in 1942. No beliefs relating to cooperative planning with pupils and parents are expressed in the 1938 bulletins. The following quotations suggest the types of beliefs which are expressed about cOOperative planning. Since most effective learning takes place where work is develOped on a cooperative basis of student-teacher planning and participation, students should have Opporb tunity for such experiences. They must assist in early planning for the year's work as well as frequent later Opportunities for developing specific plans, procedures and evaluation of work. It is particularly important that they share in determining the goals or objectives which affect the plans of procedures and evaluation. The teacher needs to be prepared with tentative goals and plans for the year, the unit, and the day. These should be adapted to student needs, interests, and abilities. Various teaching procedures are means of stimulating and maintaining interest. It is important that most effective techniques and procedures be selected in relation to the goals which have been cOOperatively planned.57 All pre-planning by the teacher should be tentative since final planning for work of the class is shared cOOperativelg by the teacher, pupils and increasingly by parents.5 Advisory groups or committees are recommended as a means of securing community cOOperation in guiding the home- making program in relation to local needs. 57 Vocational Homemaking, _p. ci§., p. 12. 58 Guide pp Reimbursed Vocational Education Programs, 220 Cite ’ p. EEO It has been found desirable in many communities to work through advisory groups representative of the various interests concerned with the program. Suggest— ions from the advisory groups are frequently very help- ful to the homemaking teacher in planning the curriculum, deciding upon equipment and references needed, the budget for Operating the department, community activ- ities that seem desirable to undertake as well as suggesting an approach to many other problems affecting progress of the homemaking department.59 lrlslades inetru____ction is all males asses 21: name: making. Belief is also expressed that in homemaking educa- tion consideration should be given to all aspects of home— making and that homemaking education should include separate or integrated units of instruction from the major areas of homemaking. Belief is expressed that the length of time, sequence, and content of units of instruction should be adapted to local groups and to the seasons of the year. Homemaking is a composite occupation, therefore consideration shall be given to the fundamental problems in many aspects of home living and homemaking. Each semester shall include at least two units or aspects of homemaking. The training of judgment in selection of materials or procedures, of appreciations, and skills, both manipulative and managerial, must all be considered in selecting and develOping the content of courses. Personal problems of the girl include consideration of physical and mental health, an upbuilding of person- ality possibilities, personal appearance, and social relationships within and without the home. Family problems consider the maintenance of family health, sound nutrition, the rounded develOpment of children and adult members, the social relations of the various family members, leisure interests, the 59 Guide pp Rpimburspd Vocations; Education Programs, pp. cit., p. 4. 266 distribution of tasks, money management, and other activities of the home. Manipulative and managerial skills are involved in the preparation and service of meals, the care of children, the care and upkeep of the house, and the construction, care and upkeep of clothing. Selection includes suitable choices and wise expend— itures for food, clothing, household equipment and supplies, and materials for leisure interests. These are woven into the several years of work according to the ability and background of pupils, utilizing the broadened experiences in the uppergrades for more mature consideration of aspects previously considered and the resources of school, home and community, to an increasing extent. Homemaking is a science and an art so care should be taken that pupils receive such instruction in the funda- mental principles of science and of art that they may be able to utilize them in solving homemaking problems. . . Pupils should be guided in recognizing basic principles involved and techniques to aid in the solution of new problems involving such principles. . . .60 In 1942, the belief is expressed that any program planned to help youth with immediate and near-future problems in personal and family living must be broad in scope, include emphases on many areas of homemaking and help youth to understand the interrelationships among the areas. Homemaking is a composite occupation, therefore consideration shall be given to the fundamental problems in many aspects of home living and homemaking, including the development of individual members. The organization of work considers the interrelationship of several areas of homemaking in each year's work. 50 Michigan State Plan for Vocationgl Education and Rehabilitation, pp. cit., pp. 98—99. 267 The work should be adapted to the maturity, exper- ience, and needs of the students so they may be intel- ligently helpful assistants in homemaking, and thug be better prepared to meet problems in modern living. 1 In 1948 the belief is expressed that the basic two year homemaking course at the secondary level should include separate or integrated units from the major areas of home— making and that one additional year referred to as "enrich— ments" shall be selected from several possible choices, based on the needs of the local community. A basic two year course . . . shall include separate or integrated units from the major areas concerning food, clothing, shelter and people. . . . Enrichments to the homemaking program shall include at least a year's work of regular daily class periods in one or more of the following: 1. Advanced work in homemaking education with the basic two-year course as a prerequisite. 2. Courses in personal and family living for 12th and/or 11th grade girls and/or boys who may or may not have had the two-year basic course. 3. Closely related subjects such as art or science for the home, household mechanics, etc., which include only students concurrently or previously enrolled in eligible homemaking courses. 4. Extended experiences. A daily class period, in addition to the regular conference period, is arranged to develOp directed personal, home, school, and community experiences closely related to the homemaking program in whéch enrollees of homemaking classes participate. 2 61 Vocationa; Homemaking, pp. cit., p. 11. 62 Guide pp Reipbursed Vocational Education Eppgpppp, c t., p. 580 268 Recommendations and/or suggestions are made in 1938 and in l9h2 regarding the emphases for the various home- making classes. No beliefs are expressed about the flex- ibility of length of time, sequence, or content of units of instruction although these are implied. A recommended sequence of units for a composite course in home economics follows: Homemaking I (The girl herself) Fall Semester Spring Semester Foods Home nursing Food preservation Clothing Luncheon Own wardrobe--kind and Nutrition-~growing girl quantity Breakfast Cotton garment construc- Christmas gifts—-foods tion Kitchen and its equipment Textiles--standard cottons and linens Personal improvement—- hygiene, grooming, personality Home projects each semester Homemaking II (The girl and the family) Clothing Wardrobe study with cos— tume design and budgets Review-~cotton garment construction Wool construction-—new or made-over Textiles--wool, household, and summary of fabrics Girls' room Christmas (gifts-~craft) or clothing Child develOpment Behavior, food, clothing Dinner Home Management Three meals a day Daily dietaries Family nutrition Marketing Home tasks and schedules Family finances Family relationships Special occasions-~food and social aspects Home projects each semester 269 Homemaking III (The girl and the home in the community) Living in the community Art in the home and community Housing and equipment—-comparative situations Community sanitation and housekeeping Social relationships-~home and community Consumer education and planned spending Special problems in foods or clothing Home projects63 Suggestions for Organizing Vocational Homemaking Program in Day Schools: Homemaking I Students enrolled in Homemaking I are usually con- cerned with individual problems of particular interest to this age level. Hence the emphasis for this year is centered about Egg girl herself. Fall Spring deve10p joint plans for assist in home nursing Homemaking I meet needs for personal provide meals for the improvement and clothing health of girls arrange and furnish a room share holiday occasions share home responsibilities Homemaking II Emphasis for Homemaking II is centered about the girl and the family group since her interests are broadening and she is becoming more concerned about understanding herself as a part of the family group. Fall Spring make joint plans for Home- cOOperate in food management making II problems of the family meet clothing needs of the meet the food needs of the family family 763Michigan State Plan for Vocational Education and Rehabilitation, gp. cit., pp. 100-151. 270 utilize art in clothing and plan and prepare family in the home meals improve home arrangements distribute the family food and furnishings, budget understand develOpment of market for home and family children . supplies consider Christmas time consider consumer's respons— through child develOpment, ibilities social relationships, art share in special occasions and textiles of groups and organiz- ations live together cOOperatively in the family consider housing respons- ibilities of the family Homemaking III Homemaking III suggest areas for family and community living with emphasis upon vocational Opportunities allied to homemaking. deve10p joint plans for living in the community, the school and the home apply art in home and community plan home furnishings understand housing problems of community maintain family and community health plan wholesome and satisfying recreation recognize factors affecting successful and happy home life meet consumer problems of young adults apply food and nutrition in spegfial problems solve special clothing problems A general belief is expressed in l9u8, about the importance of flexibility of the local program based on information gathered about pupils, their homes, and the community. In homemaking education the approach and the amount of time given to the fundamental concerns of food, clothing, relationships, child develOpment, the house, *5& Vocational Homemaking, 23. git., pp. ll-12. 271 health, and home nursing, home management, and consumer buying vary in different schools. Using the information gathered about pupils, their homes, and the community, the teacher is prepared to guide the selection of the phases of homemaking for which there is greatest need and interest. The sequence and content of units should be adapted to the group, to the local situation, and to the seasons of the year. The following additional statements further specify certain "fundamental concerns" and "responsibilities” in— volved in homemaking. The preparation of youth and adults for the respons— ibilities and activities involved in homemaking and in achieving family well—being in home and community is develOped through instructional programs involving the following areas of homemaking education: Selection and purchase of goods and services for the home Maintenance of satisfactory personal and family relationships Selection, preparation, serving, conservation, and storage of food for the family Selection, care, renovation, and construction of clothing Care and guidance of children Selection and care of the house and of its furnishings Selection, use, and conservation of home equipment Maintenance of health and home safety Home care of the sick, and first aid Consumer responsibility and relationships Selection and provision of educational and recreational experiences for family members.66 In the l9h8 Guide, no suggestions for the different homemaking courses are included as they are in the 1938 and the l9#2 bulletins. However, a release or circular, which 55 Guide to Reimbursed Vocational Education Programs, 22. cit., I3 66 Ibid., p. 57. 272 was prepared and used in develOping local reimbursed voca— tional homemaking programs, contains specific suggestions for the various homemaking courses. Only the suggestions for Homemaking I and II and for Enrichments l and 2 (Advanced Homemaking and Personal and Family Living) are included below: Homemaking I Students enrolled are usually concerned with indi- vidual problems of their own age level, so the emphasis is centered about the girl herself. Fall Spring Planning program jointly, Developing personality getting acquainted Health practices, habits Good grooming Providing meals‘gpg‘ppp Social acceptability Egalthy girl Personal money management Preserving foods for family use Providing guitablp wardrobp Preparing, serving nutri- Selecting and buying tious meals clothing and accessories Planning and making Sharing holiday occasions garments Gift foods, baskets for families, craft Arranging gpd furnishing'g articles for food room service and kitchen Refinishing and redecor- ating Sharing home responsibil- Selecting, buying, making ities home accessories Making the kitchen attrac- tive and convenient Keeping an attractive and well managed home Homemaking II Emphasis is centered about the individual as part of the family group since interests are broadening and there is more concern of this age in its contribution to family and social living. Fall Meeting clothing needs p; the family Wardrobes for self and family members Applying art in clothing Planning, selecting, making new or made-over garments, emphasizing wool Selecting, care of textiles Care and guidance 2; children Sharing Christmas Gifts using art and textiles Family get-togethers School functions Contributing pp family health Home nursing First aid Spring C00perating gp family food problems Meeting family nutrition- al needs Planning and preparing family meals Distributing the family food budget Developing social and family relations Hospitality and rec- reation in home Living satisfactorily with others Clothes for social occasions Sharing in various family activities COOperating in school, community functions Sharing family problems p; the home Qualities of livable happy homes Utilizing equipment and facilities Improving home and school social rooms Exterior and home grounds improvement Enrichment 1. Advanced Homemaking H.M. III and IV provide for study of community living as well as the personal and family concerns of girls as young adults. leted the two-year basic course* I, II, and ave completed H.M. Enrollees in H.M. III shall have com- those in H.M. IV shall III. Providing beauty and efficiency gp home living Improving home, homemaking department, or other school centers Beauty in the community Special problems in household management 27L» Looking to the future Building for happy and successful home and family life Guided vocational opportunities allied to homemaking Living gp‘p healthfpl community Family and community health Housing and community welfare Home safety and household mechanics Family and community recreation Selecting special problemslgp food and nutrition for individuals pp groups Splecting special clothing problems for individuals pg groups Understanding consumer problems for home living Enrichment 2. Personal and Family Living Girls and/or boys of the 12th and/or llth grade en- rolling select problems facing young adults which can be helped through organized instruction in homemaking education. The course may be planned on a semester or yearly basis and include these or similar areas. Making ppp most p; one's self‘gp1p young adult Determining personal assets and liabilities, with ways to improve one's personality in daily living Looking one's best--grooming, clothing, posture Healthful living--physically, mentally, emotionally Learning pp live satisfactorily with others Working and playing with various age groups Sharing in family living Selecting, arranging and utilizing living quarters for comfort, efficiency and attractiveness in the home, away from home, for work, or at college Looking pp the gptupp Building for a happy and successful home and family life Guided vocational Opportunities allied to homemaking 1 . f. a . r. _ F , . .....-,. . .. .-. .- 4-. . 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A number of beliefs are expressed about the types of learning exper— iences which leaders believe to be important in the home- making program. These beliefs emphasize breadth of learning experiences and adequate guidance of the learning experiences by the homemaking teacher. Belief is expressed about the importance of learning experiences in the school, the home and the community and about the importance of both individual and group work. Directed experience is an essential part of the program in homemaking and is achieved both through individual and group gork in the classroom, at home and in the community. 8 Directed home experience is an essential part of the program in homemaking and is achieved both through in- dividual and group work in the classroom, at home and in the community. 9 57 Program Plannipg Spggestions for Homemaking Education, Office of Vocational Education, Circular No. 3 (Rev. l9h8), pp. 3-4. 68 Michi an ppgpp glpp pp; Vocational Education and Rehabilitation, pp. cit., p. 81. 69 mama; W. 22. _cit.. p. 1. 276 An effective homemaking program provides Opportunity for participation in experiences which are centered upon individual and group problems relating to the school,- home, and family life in the community.70 The basic provisions for achieving the purpose and maintaining the characteristics of vocational education in home economics are (l) scheduled class time (2) learning experience in the home (3) scheduled time in the school day for teacher- pupil conferences (h) provision for home and community contacts by teachers7l Since school time for acquiring skills is limited and certain learning experiences can be provided best out- side the classroom, home practice and home projects shall be promoted during the school year and where possible in the summer. . . . (1) Plans for pupil growth through home projects (a) Home practice shall be encouraged throughout vocational classes. Recording the kind and amount will aid in choosing home projects. . . (b) School Year Home Projects-~usually given credit similar to that Of a term report. -1— In the first year classes, one home pro- ject for each student is required, although a second is urged. These vary greatly in time according to the manip- ulative or less tangible factors involved. -2- In the second year classes, two home projects are expected, usually one each semester. They should represent differ— ent aspects Of home economics. A longer project involving two aspects is accept- able or a major and a minor project in two aspects. ‘_p Reimbursed Vocational Education Programs, 71 Michigan State Plan for Vocational Education and .Bshahiliiaiias..an-.si&-. p. 93. 277 é3a In the third year, two or three home projects conducted during the year should involve more managerial or distinctly advanced manipula- tive skills, or a more complex situation. They shall represent different aspects of the work.72 In the 1938 bulletin, there is considerable discussion of summer projects. Only a brief quotation is included here: Usually two different and additional home projects are undertaken during the summer following each year's work. Students should be encouraged to undertake projects sufficiently challenging and significant to justify recommendation for an additional fourth of a unit credit. (equivalent to one-half semester's work) toward graduation. Senior students, who may be excused from summer project work, shall be expected to undertake longer and more difficult projects during the school year. Belief is expressed in the importance of the scheduled conference period for the homemaking teacher so there will be time for teacher supervision and home contacts, including home visits. The teacher's schedule shall provide at least five unassigned school periods usually indicated as $confer~ ence time' for supervising and checking home projects. Where the program selected includes summer projects, the teacher is employed for supervision Of these pro- jects beyond the school year with additional salary on the same basis as that paid during the school year. . . .74 Teachers are urged to make home visits during the school year for better understanding of the home VZIbid., p. 96. 73 Ibid., pp. 96-97. 7h Ibid., p. 97. 278 environment of individual pupils so as to assist them more effectively with home projects as well as to eval- uate teaching”procedures and content in class work. During summer project supervision, the teacher should make several visits to each home. . . . Adequate trans— portation allowance shall be provided the teacher for the supervision of home projects, by the local board of education.75 In 1942 leaders continue to express beliefs in the importance of directed home experiences. ' Directed home experience is an essential part of the program in homemaking and is achieved both through individual and group work in the classroom, at home and in the community.7 Since school time for developing skills is limited and certain learning experiences can be provided best outside the classroom, home practice and home experience projects should be promoted during the school year and encouraged during the summer. Planned home experiences should be an integral part of the homemaking program and provide for a wide range of organized activities.77 In 1942 certain details are included as to the home experiences which are regarded as suitable for pupils in Homemaking I, II, and III. Recognizing the purpose of home experiences as contributing to student growth and develOpment, the homemaking teacher needs to be consistent in planning with students on the basis of individual needs and abilities. (a) In Homemaking I, the kind and amount of home experiences selected by each student is dependent upon previous home and school experiences. It may be desirable to encourage each student to 75 Ibid., p. 98. 76 Vocational Homemakipg, pp. cit., p. l. 77 Ibid., po 9' 279 plan a parallel home experience to accompany each area of homemaking included in the first year Of work. . . . (b) In Homemaking II, students may be assisted in planning and organizing a group of related home experiences which are an outgrowth of several areas of homemaking included in the second year Of work. . . . (c) In Homemaking III, project work may emphasize home, community and vocational experiences which are a definite outgrowth of areas of work in- cluded in this year and involve more managerial skills.78 Some suggestions are offered and beliefs expressed about guiding students in selecting personal and home experiences. Guiding students in selecting personal and home exr periences that will meet their needs and interests and enable them to apply their homemaking training, will be adequate to the extent that the teacher utilizes all information acquired with tact and judgment. The teacher will find the following procedures helpful (a) Make effective use of conference periods for individual counseling. (b) Assemble folders for each student with anecdotal and other records as to the home, the student's needs and interests, and the varied kinds of evaluations of her work and develOpment.79 Teachers are urged to make home visits during the school year for better understanding of the home environment of individual students so as to assist them more effectively with home experiences, as well as to evaluate teaching procedures and effectiveness of classwork. 78 Vocational HOmemaking, pp. cit., p. 10. 79 Loc. cit. 80 Ibid., pp. 10-11. 280 Where feasible, the local board of education may employ the teacher beyond the school year in order that she may supervise home experiences when school is not in session. The salary for extended employment and transportation is not eligible for reimbursement.81 Leaders continue in 1948 to express beliefs in the importance of directed home experiences including home visiting, and in community experiences. Almost everything the pupil does in the home is related to some part Of her study of homemaking. In order to make certain that the home, the natural setting for homemaking activities, is fully utilized, homemaking teachers should provide for an integrated 'home exper- ience' program. A home experience is a personal or home problem which a pupil selects to solve under the teacher's guidance as a regular part Of her homemaking education study. It provides the tie between in-school and out-of-school activities and responsibilities which is required for effective learning. Homemaking teachers may be employed for an extended period beyond the reg— ular school year in order to devote time for home visit- ing, for gathering information about the community, and for participation in community activities that affect family life.82 Home visiting is an integral part Of the home exper- ience work. The technique of home visiting is extremely important. The teacher must exercise tact in order to gain the confidence of the family. It is important that pupils understand her purposes in visiting home in order that they may interpret them to their families.83 In the community, there are many services, organiz- ations, and activities which directly influence family life so the homemaking teacher works with pupils in community activities that contribute to better family and community life. Experiences utilizing community 52 Guide _p Reimbursed Vocatgonal Edupatipn Programs, op. cit., p. 65. 33 Loc. Cit. 281 resources provide opportunity to gain knowledge of how communities Operate and to participate in community activities which affect home living.84 A special bulletin relating to home experiences is also used in develOpment Of this phase of the homemaking program.85 . Provides broad ppg practical experiencpp with equip- ment and furnishings pp ppp homemaking department. Leaders express a number Of beliefs about the importance of provid- ing adequate facilities and furnishings in homemaking departments in order to provide effective learning experiences. The homemaking department should create an atmosphere conducive to promotion of the spirit of homemaking in young peOple through the equipment and its arrangement. Such facilities shall promote desirable standards in efficiency and good taste in various aspects of home- making for which school training is provided. Types of homes in the community served should be considered in selecting the equipment to provide desirable standards and a homelike atmosphere adapted to local needs as well as a wide range of home activities. Where possible, a cottage or a group of rooms approximating an average home situation desirable in the community shall be provided. The equipment and space should be adequate for both individual and group work. Books and illus- trative materials shall be suitable for each unit or aspects of homemaking offered. Careful selection and arrangement of equipment are more important than the amount of money used. 84 Ibid., p. 65. 85 Guides for Home Projects pp Homemaking pp Michigan, Bulletin No. 229, Revised, 19 l. 86 Michigan State Plan for Vocational Education and Rehabilitation, pp. cit., pp. 93-94. 282 The homemaking department should create an atmosphere conducive to developing appreciation of the vocation of homemaking in young peOple through the equipment and its arrangement. Such facilities shall promote desir- able qualities of efficiency and good taste in the equipment to provide a homelike atmosphere. One room of sufficient size to accomodate equipment for the various areas included in the homemaking program may be adequate in programs under the direction of one teacher. Where possible, a group of rooms or a cottage approxim- ating an average home situation may be provided. The equipment and space should be adequate for both indi- vidual and group work. Regardless of whether the department includes one room or a suite Of rooms, each department is equipped for teaching all areas Of homemaking and provides adequate storage facilities. . . .8 Belief is expressed that the physical set-up for homemaking education is most effective if it reflects the home and family needs of the community. The physical set-up for homemaking education is most effective when it is equipped in accordance with the home and family needs of the community. The homemaking education department should present attainable standards and stimulate needed improvements in homes. Since there are varied family incomes in most communities, the equipment should reflect different economic levels. In satisfactory homemaking education departments, there are adequate space, equipment, and instructional mater» ials for studying the different areas of homemaking.89 Belief is also expressed that there should be equip- ment for the different homemaking areas and that the room should be convenient and attractive and should represent 87 Vocationa; Homemaking, pp. cit., p. 6. 88 Guide pp Reimbursed Vocational Education Programs, pp. cit., p. . 89 Ibid., p. 89. 4 different types and costs. The equipment for teaching the different units Of homemaking should be grouped for convenient use and make an attractive room and should represent different types and costs. Reference materials and other instructional aids should be available for each area. . . . (1) Living Center (2) (3) The home living center may be a room or space within a room. This should provide for flexibil- ity in arrangement for such furnishings as com- fortable chairs, studio couch or bed davenport, lamps, tables, rugs, pictures and curtains. It can be used for the study of home furnishings, home management and child develOpment, for teach— ing bed-making and for informal group discussions. The living center often serves as a social center for pupils and for teachers, parents and other groups of adults in the community. Foods The space for meal preparation and service is usually equipped with stoves, sinks, work tables, storage cabinets, and cooking utensils and supplies arranged in the most convenient and efficient order. The term 'unit kitchen' Often is used to describe space which accomodates from four to six pupils at one time. A department may have several unit kitchens, depending on the number of pupils to be accommodated at one time. Some departments have a diningroom for meal serving. In others, the living rooom or the food- preparation space is used for this purpose. Dishes, flatware, glassware, and table linens are provided for meal service. Clothing The equipment for clothing construction includes sewing machines, suitable chairs, multi-purpose tables, a full-length mirror, a folding screen to provide privacy for fitting garments, irons, ironing boards, and teaching aids for clothing construction and selection. 284 (4) Child DeveIOpment Equipment and materials for teaching child care depend upon those needed in the plans for study. (5) Laundry Laundry equipment may be located in a food- preparation, clothing, or utility room, or in a separate room. Such equipment shall provide for washing, dyeing, drying, and ironing. (6) Care of the Sick A bed, either regular type or roll-a—way, or a studio couch, a bedside table, pillows, bed linen and blankets, and a medicine cabinet equipped with first-aid supplies suitable for a home are necessary for teaching home care of the sick. (7) Other Areas of Homemaking Education Areas such as consumer buying, relationships, management, and family recreation seldom require additional stationary equipment. They are usually taught in the space provided for the living center.90 Other miscellaneous facilities for homemaking educa- tion are also described. Some consideration is given to methods of instruction other than those described above. Emphases are placed on problem solving techniques, many types Of activities, on cOOperative group work and on the use of homemakers in planning. The methods of instruction shall be such as lead to solving of the present problems of the individual and her family, point to recognition of basic principles in such a way as to make them usable in other situations, and lead to creative solving of new problems as they arise in later years. . . . 90 Ibid., p. 89. VO ' 285 Pupil initiative and resourcefulness shall be stimu- lated and utilized. Class activities hall include discussions, laboratory work, pupil and teacher demon- strations, field trips, group work, and supervised study. Directed experiences in the home through home projects should correlate home instruction with home living.9l Since most effective learning takes place where work is develOped on a COOperative basis of student-teacher planning and participation, students should have Opportunity for such experiences. . . . Various teaching procedures are a means of stimulating and maintaining interest. It is important that most effective techniques and procedures be selected in re— lation to the goals which have been cooperatively planned. The effectiveness of the instruction in homemaking is in direct prOportion to the degree to which it functions in the lives of students helping them to solve their immediate problems; . . . There should be student participation through varied group and individual exper- iences, with practical applications of knowledge to changing social life. . . . Homemakers, due to their practical experiences, often have suggestions of an educational nature to contribute if their cOOperation is encouraged. The homemaking program must be extended to include not only the school and home, but also the community and its resources.92 BELIEFS AS EXPRESSED IN RESEARCH, INFORMAL STUDIES AND DEMONSTRATION PROGRAMS WHICH WERE SPONSORED BY LEADERS IN HOME ECONOMICS EDUCATION IN MICHIGAN In the past decade, research, informal studies, and demonstration programs, which were Sponsored by leaders in 91 Michigan piste Plan for Vocationa; Education and Rehabilitation, _p. cit., p. 101. 92 Vocational Homemaking, Op. cit., pp. 12—13. *— 286 home economics education in Michigan, served to stimulate, point up or clarify certain beliefs of leaders and served as practical guides to action. Three Of these are sapecially significant: (1) research relating to characteristics of homemaking teachers of varying proficiencies, (2) a cOOper- ative evaluation by state supervisors and teacher trainers of the status of the homemaking education program in Michigan, and (3) a cOOperative demonstration program in home and family life education. Research Relating pp Characteristics p; Homemaking Teachers pg Varying Proficiencies In 1942-43 a study to determine the differences of teachers of varying proficiency was sponsored by the Kichigan Committee on Research and Graduate Work in Homemaking Educa— tion, under the direction of the State Board for Vocational Education. Responsibility for the study was carried by Hazel Hatcher, Associate Professor of Education at Michigan State College, who worked closely with the research committee and with Beulah I. Coon, Agent for Studies and Research in Home Economics Education, United States Office of Education. This investigation was a comprehensive study of thirty six Michigan homemaking teachers of whom twelve were out- standing, twelve average and twelve were non-proficient. Hatcher found that proficient homemaking teachers had the 287 following characteristics: 1. All had a breadth and strength of interests which contributed to making them more interesting persons. 2. All were enthusiastic about teaching; were able to eXpress the beliefs which they practiced in teaching and in personal living. 3. In all instances the relationship between pupils and teacher indicated a high degree of mutual trust and confidence. 4. All gave pupils effective guidance in working in immediate problems and in facing new ones. 5. All planned cooperatively with pupils, one with parents also; all stated goals simply and specifically, usually as pupils' goals. 6. All planned cooperatively with pupils relating experiences to specific goals. 7. All planned evaluation cOOperatively with pupils in terms of pupils goals; more than half mentioned self— evaluation; all employed many techniques, including pre~ testing but nearly all recognized need for better evaluation and wanted help. 8. All worked cooperatively with pupils in improving the homemaking department through arrangement of the furniture, equipment and supplies; through high standards of cleanliness; and through creating a more attractive, home-like atmosphere. 9. All made wide use of the school facilities as an extension of the classroom. 10. Practically all gave other departments extensive cOOperation in develOping their programs and in building a better school program; sought help of others in devel- oping a better homemaking pr3gram. 11. All made moderate use of the community as an extension of the classroom. 12. All cooperated to a considerable extent with the community on projects to which they could make a worth— while contribution and sought community cooperation in return. 288 13. Practically all were consulted extensively on problems related to homemaking; arents had a very adequate picture of the program.8 The findings from this study were discussed widely and plans were made for the use of the findings in both the pre-service and the in-service teacher education programs in home economics. An evaluation instrument, based on the findings, was develOped for use by homemaking teachers, state supervisors of homemaking education and by the itinerant teacher trainer, Michigan State College.9’+ A supplement for the use by homemaking consultants, was also developed.95 As a result of this study, beliefs were strengthened about the importance of: (l) cOOperative relationships of the homemaking teacher, pupils and their families and cooperative relationships of the homemaking teacher in the school and community, (2) extending the home- making program to include learning experiences in the school, home and community and interrelating goals, learning 93 Characteristic Differences Among Homemakigg Teachers of Varying Proficiency, Department of Education, Michigan State College and the State Board of Control for Vocational Education, Bulletin No. 288, l9uh, pp. 2-6. 94 Teacher Growth.;n Homemaking Education, State Board of Control for Vocational Education and the Department of Education, Michigan State College, Misc. No. 2105, 19n3, 30 pp- 95 Teacher Growth in Homemakigg Education (For use of Homemaking Consultant), State Board of Control for Vocational Education, Official Misc. No. 2105 Supplement, 19h3, 16 PP- 289 experiences and evaluation, and (3) develOpment of the teacher as an individual. Cooperative Evaluation 2; the Status 2; ,Hgmemaking Education Ag Michigan In the winter of l9b5—b6, "leaders in home economics education in Michigan invited Rua Van Horn of the United States Office of Education to help in the evaluation of the total home economics education program in Michigan."96 In May, 19h6, state supervisors and teacher trainers in homemaking education met for a three day conference at Dearborn Inn, Dearborn, for the purpose of evaluating the status of the Michigan program. An evaluation instrument which had been developed in the United States Office of Education and which had been used in other States, was used as a basis for the cooperative evaluation of the Michigan program.97 The evaluation instrument was organized around five major responsibilities of state supervisors and teacher education and contained ninety—three subdivisions for use in evaluation. 9575 Guide for Homemakipg Education, Lee M. Thurstone, Superintendent of Public Instruction, Bulletin No. 2130M, 1951. p- 57. 97‘é Plan for Evaluating the Status of a State Program 2; Home Economics Education, Federal Security Agency, U. S. Office of Education, Misc. No. 2581, 15 pp. 290 I. Developing a concept of the fundamental signif- icance of home living and homemaking education in the life of the individual and in this country today. II. Determining better bases for content and methods. III. Providing effective instruction in present programs. IV. Extending effective instruction to those who need it. V. Coordinating educational programs in school and community to bring about ultimate improvement of homes. 98 In the process of evaluation, well—develOped and undeveIOped areas of the Michigan program were subjectively identified by the group. The major well-develOped and undevelOped areas of the home economics program, as ident- ified by the group are briefly described below.99 Develocing the concept‘gg the fundamental signif- icance 2;.hgmg living gpQ,homemaking education,;g.§gg‘;;£§ g; _thg igdividugi grid _ip Egg countgy _t_o_c_l__y,. The group agreed that Michigan leaders had made considerable progress in: (l) acquainting themselves with the total school program, (2) develOping the concept of home and family life education in vocational schools and classes, and (3) acquainting state officials with the sCOpe of the home economics program. The group also agreed that the Michigan leaders 96 Ibid., pp. 2-10 99 Based on personal notes and on First Report of the Home iconomics Curriculum Committee in‘_;ghiggp, pp. 2-3, iduplicatedS. 291 had 333 made much progress in; (l) acquainting themselves with education for home and family living in the elementary school, (2) maintaining and promoting an understanding with government and state agencies related to the improvement of home life, and (3) acquainting local school officials with the scOpe of the home economics program. Determining better bases for content and methods. The group agreed that progress had been made in: (l) determining content and methods needed for the secondary school level and for adults, (2) determining content for students with the educational objective of homemaking and of teaching, and (3) determining needed instructional programs for even- ing schools, state programs of family life education, and for four year college terminal courses for homemaking majors. The group also agreed that little progress had been made in: (l) determining content and methods needed for homemaking in the elementary schoo, junior college and out—of-school youth, (2) determining content for students with the objective of wage earning and for other professions than for homemaking, and(3) determining needed instruc- tional programs for schools with varying types of organiz- ations (Example: schools without home economics departments; small schools having homemaking department; rural schools; city schools; vocational schools; continuation schools; high schools having junior college grades; junior college terminal and/or senior college preparatory). Providipg effective instruction 3p the present program. There was agreement in the group that progress had been made in: (l) the supervisory programs, especially with reference to the type of reports required from teachers, (2) the devices for evaluating the program and their per- tinence in relation to pupil develOpment, and (3) providing learning experiences in the classroom. There was agreement in the group that little progress had been made in; (l) evaluating the supervisory programs in relation to conferences for teachers, organization and provisions for new teachers, and provisions for all home- making teachers in the State, (2) promoting effective programs through emphasis on providing experiences in the community and in interpretation of homemaking to the public, and (3) evaluating the results of instruction. Extending _ipsrtruction jc_9_ 311.9533. _whg _r_1_e_e_d_ _i__t_. The group believed that progress had been made in extending instruction for special areas and groups but believed that little progress had been made in: (1) extending instruction in different age levels and to both sexes in centers not providing instruction in homemaking and to different economic groups, and (2) prorating of funds for the total program. 293 Coordinating education programs 23 school ggg‘ggm— munity‘tg bring about ultimate improvement g; hgmgg. The group agreed that considerable progress had been made in participating in the coordination of efforts of agencies and organizations concerned with the family and in the promotion of coordinating and/or state councils. They believed that little progress had been made in: (1) working cooperatively in local communities to clarify major objectives in home and family living, (2) recognizing effective contribution which they as home economists could make with emphasis on immediate action, and (3) determining bases for allocating of responsibilities and apportioning time for coordinating the services of State staff and teacher training staff. The outcomes of this conference are briefly described as follows: This group decided to embark upon a state-wide program that would: 1. Units all homemaking teachers in the state whether in rural or urban communities, in large or small systems, or in reimbursed programs. 2. Strengthen teacher leadership through respons- ibility for the program. 3. Actively interest teachers in local curriculum improvements. u. Extend effective instruction to groups not being reached. 5. Coordinate educatianal programs in the school and community to bring about ultimate improvement of homes.100 IUOIQ Guide or Homemaking Education, _p.,g;£., p. 57. 29b In the summer conferences for homemaking teachers (1947-50), strong beliefs were expressed that homemaking programs should be an integral part of the school-community program, especially in home and family life education.lOl Demonstration Program gp Home and Family Life Education During the past decade, leaders in home economics education in Michigan played important roles in stimulating interest in school-community programs in home and family life education. In l9u4, a bulletin, Education.£gglfigg§‘gpg Family Living, which had been prepared by the Committee on Home and Family Living, Michigan Council on Adult Education, was made available by the Superintendent of Public Instruc- tion.102 This bulletin indicated that lay leaders as well as professional leaders in Kichigan were ready for some experimentation and further development of family life education in local communities. In 19b1, the United States Office of Education dis— tributed a report of progress on a demonstration program in home and family life education in four communities. 101 IQid-. pp- 57—59. 102 Committee on Home and Family Life Education, Michigan Council on Adult Education, Education :2; Home and Family Living, Superintendent of Public Instruction, l9EE:— Bulletin No. 331, 25 pp. 295 This program was under the direction of Muriel W. Brown.103 The demonstration programs had been of considerable interest to leaders in Michigan. In 1941, Muriel Brown served as a special consultant at a summer conference for homemaking teachers. In l9u6, plans were made for a demonstration program or a community program in home and family life education in Michigan. Two committees at the state level were reapons- ible for guidance of the program: a State Staff Committee and a State Advisory Committee.104 The chairman of the demonstration program was Alba M. Anderson, who was one of the State Supervisors of Homemaking Education. The major purpose guiding these programs was 9the develOpment of a type of education for home and family living that fosters conditions of growth and well-being of each member of the families in the community'. Some of the more specific objectives were to: 1. Provide Opportunity for experimentation and improvement of various types of home and family life education. 2. Encourage closer integration of curricular offer— ings relating to home and family in elementary, secondary, and adult education. 3. DevelOp interest of teachers and administrators in extending education for home and family living. 103 Federal Security Agency, U. S. Office of Educa- tion, ”Four Communities Pioneer", School Life, Reprint, iashington, D.C., U.S. Government Printing Office, l9hl, 21 pp. 10“ Education for Home and Family Living';p Michi an, Lee M. Thurstone, Superintendent of Public Instruction, Bulletin No. 295, 1950, p. 2. N \O O\ 4. Develop closer coordination of personnel from local and state agencies, state departments, and colleges and universities working with and contributing to education for home and family living.10 The many opportunities for homemaking education leaders to participate in this demonstration program, resulted in crystslizing and strengthening beliefs about the importance of home and family life education and the importance of homemaking in the total school-community program. ‘—105 Ibid., p. 2. APPENDIX B ‘1 , APPENDIX B 298 CRITERIA USED AS BASES FOR STUDYING LOCAL PRACTICES Criteria peed for studying practices relating £2 homemaking and the totg; school proggam. 1. The local school faculty, parents and pupils have been working together on general curr- iculum problems and have been studying and developing family life education. Various members of the faculty including the homemaking teacher have assumed major responsibilities in education for family living. Homemaking teachers have and use opportun— ities for integrating homemaking into the school life and program. Homemaking education is available to all girls and boys. Consultants have helped in overall plann- ing of family life education, homemaking for girls and boys and integrated courses. Criteria used fgr studying practices relating “pg home and gghog; cooperation. 1. Parents participate in curriculum planning and in the development of family life ed— ucation in the total school program. Parents believe in the importance and value of home and school cooperation in developing the local homemaking education program 299 and are willing to help. Parents and homemaking teachers have in- dividually and/or in groups discussed the needs, interests, problems or concerns of boys and girls and how these might be used in planning homemaking education, the kinds of home eXperiences that are especially valuable for adolescents, and how the school and home might work together. Parents have had opportunities to understand the homemaking program and to participate in the program in various ways. The homemaking teacher has contacted parents of pupils in homemaking classes in a variety of ways. Pupils relate their homemaking class experiences to their own homes and families. Pupils in homemaking classes assume a variety of home responsibilities or have a variety of planned home experiences. Criteria used for studying the homemaking program in relation tathe recognized needs, interests and problems 2; adolescents and their families. 1. The homemaking teacher has at least some basic data regarding girls and boys, their homes and the local community and the home- making program is developed cooperatively 300 by the homemaking teacher, the pupils and their parents. The goals, units of instruction and the overall distribution or use of time indi- cate that the recognized needs, interests and problems of adolescents are given major consideration in program planning. Learning experiences which are related to the recognized needs, interests, and problems of adolescents and their families are provided in the homemaking education program. These include learning experiences in all aspects of homemaking. (broad program) Criteria used for studying local practice; relat- ing t2 certain teaching-learning methods, which are closely relate; t9 the goals 2; hpmemaking. l. Pupils have opportunites to express and understand their own interests, needs, problems or concerns. Pupils have opportunities to receive per- sonal or individual help. Pupils develop guides, or standards and participate in evaluation of their progress or results. Pupils work out problems with their own families and share responsibilities in their own homes. Pupils relate their homemaking class experiences to conditions, practices, customs and 301 resources of families in the community. Pupils have a variety of concrete exper— iences in which there are opportunities to develop interests, understandings and abilities. Pupils have opportunities to use suitable aids to learning. APPENDIX C 303 CHECK LIST A - 1* HOMFMAKING EDUCATION IN THE TOTAL SCHOOL PRJGRAM SOEOL NAME OF SCHOOL ADJINISTBATOR REPORTING; PUEOSE: This inventory is an attempt to understand better how homemaking education fits into your total school program. The questions relate only to practices and conditions in your school. *Developed by Beatrice O'Donnell, Michigan State College, for use in the Stag! 5g Homemaking Educatiog _i_n_ Michi an, Especially _i_n_ Grades Nine Through Twelve; I"- ?! 1...); III. ti|IlTa 301+ Directions: below are some general statements regarding conditions and practices in homemaking and/or family life education in local school programs. To the left of these statements are three colums, ”Yes“. l'Ho", and “Uncertain". If the statement is true or more true than false for your school. encircle the number in the "Yes" column. If the statement is false or go_re false than true for your school, encircle the number in the "No" column. If the statenmnt is neither true nor false or you are Egrtain about it, encircle the number in the "Uncertain" column. flow available _i_§_ homemaking instruction in your school for boys 9,331 girls _i_n_ grades 2 - 12? Yes No Uncertain One or more courses in homemaking is required for all girls in grades 9 -- 12. More students in grades 9 - 12 wish to enroll in homemaking classes than can be scheduled, Girls who plan .to go to college usually elect home- making courses and/or have opportunities in their schedules to do so if they wish to elect homemaking, Students, faculty and/or parents accept the idea of having both girls and boys in homemaking classes. The homemaking teacher teaches and/or has taught one or more homemaking courses in which both boys and girls have been enrolled. The homemaking teacher teaches and/or has taught one or more courses for girls and boys which deal primarily with problems of youth, home and family living and/or preparation for marriage (homemaking or non-homemking course). The homemaking teacher teaches and/or has taught in the integrated courses such as unified studies and/or core program. Add others or make comments. 305 What ggportunities gg_homemaking teachgrs have angler Egg ‘gg inte rati homemaking ig‘ghg_schogl pggggggl Yes He Uncertain 9 9. 3 10. The homemaking teacher serves as a consultant in the management of noon lunches at school so meals are nutritious, attractive. and economical. The homemaking teacher serves as a consultant in making the noon lunch period an,eduoational exper- ience for young people in developing good food habits. sociallyhacceptable ways of‘behaving. good table manners. and/or good human relationships. The homemaking teacher helps to plan and/or supervise social activities within the school so they are of greater educational worth to young people° The homemaking teacher assists other high school teachers in the school in.pianning units and/or in.providing resource materials pertaining to family life or to homemaking. the homemaking teacher does some cooperative teach- ing in which she works with other faculty in teach- ing parts of'other courses which are not homemaking. _ The homemaking teacher serves as.a consultant in making restrooms and other rooms in the school attractive and/or more functional. The homemaking teacher works with elementary school teachers in.planning units and/or'providing resource materials relating to family life or to homemaking. Add others or make comments. '306 ._.-“CW“!o taggthe rin stugingE-pg _i__x_1_ developing family lifq education in you school2 Yes No 'Uncertain _A- h 5 6 l7. 7 8 9 18. 1 2 3 19. a 5 6 20. 7 8 9 21. 1 2 3 22. t. 5 s 23. 7 8 9 24. 1 2 3 25. a 5 6 26. 7 8 9 27. 1 2 3 28. i _— —Y The school has provided time and/or opportunities for faculty to work together on general curriculum problems. Family life education has been discussed at one or more meetings in which there was an opportunity for faculty and/or parent participation. The faculty have had opportunities to observe effective practices in family life education in other schools and communities. One or more lists of tentative goals for family life education have been accepted by faculty and others as a basis for planning and working. The faculty have been working on one or more Joint projects in family life education such as previewing of films suitable for age levels or for specific classes. The faculty have been critically studying together their own courses and those of co-workers to see how each may make a better contribution to family life education. The school has provided ways for parents or represen— tative community groups to work with the faculty on one or more phases of family life education. The faculty and/or administration have provided opportunities for students to help plan and/or evaluate ”units". "courses” or "activities" related to family life education. The administration and/or faculty have appointed a committee on education for family living. The faculty have prepared and/or received some written materials describing family life education in the local schools. The faculty have made attempts to Jointly evaluate the effectiveness of what is being done in family life education in the local schools. Add others or make cements. A /— 307 go! __§_ family life education orflized i_n_ mur school in.szadssizezgyil v Yes No Uncertain 4 5 6 35. Family life education is included in courses and/or activities wherever and whenever a member of the faculty indicates special aptitudes or interests in this kind of education. The faculty have developed a series of planned units and/or courses which constitute the basic instruction in family life education. Family life education is a planned part of required work for students in grades 9-12. Family life education is available in this school through one or more elective courses in grades 9-12. Family life education is so integrated in the total curriculum and school life that it cannot be easily labeled and is not referred to as such. Family life education is clearly labeled so students, parents, and teachers can easily identify it and do refer to it as such. Add others or make comments. III-I": it's... 308 Lho have seem edm __gor responsibilities for teachigg Fm ily ”Life Education in grades 2 - 12? Yes No uncertain ~‘~ v“— 'd 7 3 9 36. 1 2 3 37. 4 5 6 38. 7 8 9 39. z. 5 6 41. 1 2 3 #3. w—Wh.*-—- ... -_ No specific teachers are responsible for teaching family life education. One or more social science teachers assume consider— able responsibility in family life education. One or more teachers of English assume considerable responsibility in teaching family life education. One or more teachers of health education.and/orhphysi- cal education assume considerable responsibility in family life educaticn. One or more teachers of biology or other sciences assume considerable responsibility in teaching family life education. One or more teachers of homemaking assume considerable responsibility in teaching family life education. One or more leaders in the community including the clergy, doctors, lawyers, nurses. social workers have assumed considerable responsibility in teaching family life education. Add others or make cements. 1E...” consultants hav v9 worked maul: m area...“ 309 in ygur 1L developigg ano¢_i_[ r fami lyeho edugtiog? Yes No Unoe rtain 7 8 9 “5. LP 5 6 1+7. 1 2 3 49. One or more state supervisors of homemking education. One or more general educators from the Department of Public Instruction. One or more college teachers or members of a college faculty. One or more community leaders: clergy. doctors. lawyers, social workers. A school-community advisory committee Add'others or make comments. l' s ‘ . 1 . c ' o . ,_ . . . r‘ v .1 . ‘. h r . . , . .‘1 i 9 w x o I s I I u 2 I - , . . 310 I what wayg have consultants helped with homemaking ._.- and o_r; family life education? Yes No Uncertain ll 5 6 50. In planning homemaking for girls. 7 8 9 51. In planning homemaking for boys. 1 2 3 52. In planning homemaking for mixed groups of boys ' ‘ and girls. 14 5 6 53. In planning a reimbursed vocational homemaking Pmsram. 7 8 9 514». In planning for the improvement of the homemaking room and its facilities. 1 2 3 55. In over all planning of family life education. 4 5 6 56. In providing lists of references suitable for students in homemaking classes. 7 8 9 57. In planning the use of the conference hour. 1 2 3 58. In planning ways of improving the home experiences program including home visits and/or contacts with families. 1+ 5 6 59. In planning integrated courses of homemaking and other subjects. 7 8 9 60. In evaluating the homemaking program. 1 2 3 61. In planning procedures for determining needs. interests, and problems of young people in the local smol. 1+ 5 6 62. In improvement of classroom teaching. 7 8 9 63. Add others or make comments. 311 What written materials gbout needs. gterests. 5% problem _o__f_ 1924; people are avg-ilable _ig ygur school: Yes No Uncertain 1+ 5 6 65. 1 2 3 67. 7 8 9 69. 1 2 . 3 73. 7 8 9 75. 4 5 6 7?. l 2 3 79. Description of problems of students as revealed through standardised check lists and/or counseling techniques. Description of responsibilities and/or activities of students outside of school. Lists of difficulties and/or successes students have in their activities and responsibilities. Lists of satisfactions and dissatisfaction of students with school life. Description of general abilities. native ability. and/or school achievement. Follow-up reports of students who have dropped out of school and/or completed 12th grade. Friendship patterns of students. The extent of part—time employment of students during the year and/or sunnner. Lists of students who need special help, especially . in social-emotional development. Anecdotal records of the grow belnvior of students in unsupervised situations in school and/crout of school. Family life data including statistics regarding marriage. divorce. separation. etc. Description of socio-economic status and/or problems of families in the comunity. Data regarding expent of employment of women after marriage (part-time and/or full-time) Descriptions of interests of students in homemaking. Percent of students, who go on to college. Percent of girls who major in home economics in college. 312 Dvalggticn of Hémegigg’ and Recommendations for ImproVepent. 1. Considering all of the homemaking teachers you have had. what do you believe to be their strengths and weaknesses? Streggthg Weaknesses 2. What three or more suggestions would you mks to improve homemking education in Michigan? 313 CHECK LIST A - 2" HOMMAKING EDUGA'I'ION IN THE TOTAL SCHOOL PKJGBAM 30300:. 1 NAME OF HOMFNAKING TEACHER PURPOSE: This inventory is an attempt to understand better how homemaking education fits into your total school program. The questions relate only to practices and conditions in your school. *Develcped by Beatrice O'Donnell. Michigan State College. for use in the §_tp_dy _gf Homemaking Education i1; Michiggg, Especially Lg Grade§_Nine Through Twelve. Blh' Directions: below are some general statements regarding conditions and practices in homemaking and/or family life education in local school programs. To the left of these statements are three columns. ”Yes”. "No“. and "Uncertain". ' If the statement is true or more true than false for your school. encircle the number in the "Yes" column. If the statement is falsepg more false than true for your school. encircle the number in the "No" column. If the statement is neither true nor false or you are uncertain about it, encircle the number in the "Uncertain" column. How gaiiable _i.§_ homemaking _i_r_1_s_§ruction _ig yogi}: goggle} for boys and girls lg grades 9-- 12? Yes No Unco rtai n l 2 3 1. One or more courses in homemaking is required for all girls in grades 9 - 12. 1+ 5 6 2. More students in grades 9 - 12 wish to enroll in homemaking classes than can be scheduled. 7 8 9 3. Girls who plan to go to college usually elect home- making courses and/or have opportunities in their schedules to do so if they wish to elect homemaking. l 2 3 4. Students, faculty and/or parents accept the idea of having both girls and boys in homemaking classes. 4 5 6 5. The homemaking teacher teaches and/or has taught one or more homemaking courses in which both boys and girls have been enrolled. 7 8 9 6. The homemaking teacher teaches and/or has taught one or more courses for girls and boys which deal primarily with problems of youth, home and family living and/or preparation for marriage (homemking or now-homemaking course). 1 2 3 7. The homemaking teacher teaches and/or has taught in the integrated courses such as unified studies and/or core program. 1+ 5 6 8. Add others or make comments. 315 What gpportunities do homemaking teachers have and/or use ig_integrating homemaking $3 the school'program? Yes No Uncertain 9 9. The homemaking teacher serves as a consultant in the management of noon lunches at school so meals are nutritious, attractive, and economical. The homemaking teacher serves as a consultant in making the noon lunch period an,educational exper- ience for young people in developing good food habits. sociallyeacceptable ways of behaving. good table manners, and/or good human relationships. The homemaking teacher helps to plan and/or supervise social activities within the school so they are of greater educational worth to young people. The homemaking teacher assists other high school teachers in the school in.planning units and/or in providing resource materials pertaining to family life or to homemaking. the homemaking teacher does some cooperative teach- ing in which she works with other faculty in teach- ing parts of other courses which are not homemaking. .The homemaking teacher serves a|.a consultant in making restrooms and other rooms in the school attractive and/or more functional. The homemaking teacher works with elementary school teachers in planning units and/or'providing resource materials relating to family life or to homemaking. Add others or make comments. -... 316 ‘Tg_what extent have faculty $3 the gchool been workigg together _i_n stgflingeailor in developing family life education i3 your school, Yes No Uncertain 6 17. 9 18. 3 19. 6 20. 6 23. 3 25- 9 27. The school has provided time and/or opportunities for faculty to work together on general curriculum problems. Family life education has been discussed at one or more meetings in which there was an opportunity ftr faculty and/or*parent participation. The faculty have had.opportunities to observe effective practices in family life education in other schools and communities. One or more lists of tentative goals for family life education have been accepted by faculty and others as a basis for'planning and working. The faculty have been working on one or more Joint projects in family life education such as previewing of films suitable for age levels or for specific classes. The faculty have been critically studying together their own courses and those of co-workers to see how each may make a better contribution to family life education. The school has provided ways for parents or represen- tative community groups to work with the faculty on one or more phases of family life education. The faculty and/or administration have provided opportunities for students to help plan and/or evaluate ”units", "courses" or l'activities'I related to family life education. The administration and/or faculty have appointed a committee on education for family living. The faculty have prepared and/or received some written materials describing'family life education in the local schools. The faculty have made attempts to Jointly evaluate the effectiveness of what is being done in family life education in the local schools. Add others or'make comments. 317 .1351! is. family life education orggized _i_n_ your school LI! ggdes 2 so 12? Yes No Uncertain - - -.——— “..‘_~~~ 1+ 5 6 29. Family life education is included in courses and/or activities wherever and whenever a member of the faculty indicates special aptitudes or interests in this kind of education. 7 8 9 30. The faculty have developed a series of planned units and/or courses which constitute the basic instruction in family life education. 1 2 3 31. Family life education is a planned part of required work for students in grades 9-12. ’4 5 6 32. Family life education is available in this school through one or more elective courses in grades 9-12. 7 8 9 33. Family life education is so integrated in the total curriculum and school no. that it cannot be easily labeled and is not referred to as such. 1 2 3 31+. Family life education is clearly labeled so students, parents, and teachers can easily identify it and do refer to it as such. 1+ 5 6 35. Add others or mks comments. 3113 Ehg_have gggumed major responsibilitieg for teaching Familijife Educatigg‘ig grades 9 - 12? _L ' _" V‘— c...“ -..--Ac-m-‘u ~~’—-q._'_~.on- _‘ Yes No Uncertain 7 3 9 36. No specific teachers are responsible for teaching family life education. 1 Z 3 3?. One or more social science teachers assume consider— able responsibility in family life education. 4 5 -6 38. One or more teachers of English assume considerable responsibility in teaching family life education. 7 8 9 39. One or more teachers of health education and/or physi- cal education assume considerable responsibility in family life education. 1 2 3 40. One or more teachers of biology or other sciences assume considerable responsibility in teaching family life education. u 5 6 41. One or more teachers of homemaking assume considerable responsibility in teaching family life education. 7 8 9 #2. One or'more leaders in the community including the clergy, doctors, lawyers, nurses, social workers have assumed considerable responsibility in teaching ‘family life education. 1 2 3 93. Add others or make comments. o . ~ . a ‘ . . . I -. . ..e . . , , . . . we I v o. - ‘ s, ‘U a ~ s 1.5‘ . .- . . ., . , , I ' I v- 0‘ . | \ ' ...-ho- What gonsvfltantg hagg worked in mur school in developing your; homemaking Lrogram and]; famiLv life education? Yes No Uncertain ". U‘ 0\ 47. l 2 3 1&9. ~. dun-._..“ — ...”..AJM... -1 One or more state supervisors of homemaking education. One or more general educators from the Department of Public Instruction. One or more college teachers or members of a college faculty. One or more community leaders: clergy, doctors, lawyers, social workers. A school—community advisory committee Add others or make comments. _A_ A ‘— Yes No “ 5 7 8 1 2 d 5 7 8 l 2 4 5 7 8 1 2 4 5 7 8 1 2 4 5 7 8 320 IQ what wayg have consultants helped with homemaking endfiar family life education? Uncertain 9 '3\ 50. 51. 52. 53. 55. 56. 57. 58- 59. 60. 61. 63. ._-_-_ -... -....-— -.-..~ — --.- .....- - _ ~—~ C 6 In planning homemaking for girls. In planning homemaking for boys. In planning homemaking for mixed groups of boys and girls. In planning a reimbursed vocational homemaking program, In planning for the improvement of the homemaking room and its facilities. In over all planning of family life education. In providing lists of references suitable for students in homemaking classes. In planning the use of the conference hour. In planning ways of improving the home experiences program including.home visits and/or contacts with families. ‘ In planning integrated courses of homemaking'and other subjects. In evaluating the homemaking program. In planning procedures for determining needs, interests, and problems of young people in the local school. In improvement of classroom teaching. Add others or make comments. 321 jhat written materials about needs, igterests, and.problems g; ygungjpeople are available ig_your school? Yes No Uncertain l 2 3 67. 7 8 9 59. 1 2 3 73. 7 8 9 75. 4 5 6 77. l 2 3 79. mourn—s _— Description of problems of students as revealed through standardised check lists and/or counseling techniques. Description of responsibilities and/or activities of students outside of school. Lists of difficulties and/or successes students have in their activities and responsibilities. Lists of satisfactions and dissatisfactions of students with school life. Description of general abilities, native ability, and/or school achievement. Followzup reports of students who have dropped out of school and/or completed 12th grade. Friendship patterns of students. The extent of’part—time employment of students during the year and/or summer. Lists of students who need special help, especially in social—emotional development. Anecdotal records of the group behavior of students in unsupervised situations in school and/or out of school. Family life data including statistics regarding marriage, divorce, separation, etc. Description of socio—economio status and/or problems of families in the community. Data regarding'expent of employment of women after marriage (part-time and/or full-time) Descriptions of interests of students in homemaking. Percent of students who go on to college. Percent of girls who major in home economics in college. 322 Which of the needs, interests, and problems of students have you considered of greatest significance in planning the homemaking courses in this school? Homemking I Homemaking II Homemaking I I I What were the goals for the homemaking classes this year? (Please attach if lists are available) Homemaking I Homemaking II Homemaking III 323 CHECK LIST 3* EXPERIENCES OF PUPILS IN HOMFMAKING CLASSES SCHOOL ' A HOMEMAKING CLASS (Encircle your class): Homemaking I Homemaking II Homemaking III Tamil! Living NAME OF PUP IL AGE OF PUPIL SEX: (Encircle) Girl - Boy PURPOSE: To find out what my; have done in your homemaking class this year. * Developed by Beatrice 0' Donnell, Michigan State College, for use in The St1_1_dy 9}: Homemaking Education in Michi , Especially in Grades Nine Thropgh Twelve. 324 In this check list there are a great many kinds of things which might be done in homemaking classes. There are many more things in this check list than an ONE class would do in any one year. But we had to think of all of the kinds of things which girls and boys in homemaking classes miglt do. You do not need to worry about whether or not you check the statements in the same way that the persons sitting next to you have. Not all plmils do the same things in homemaking classes. Sometimes too, pupils are absent from school and so have not done some of the same things that others have done. DIRECTIONS: Place a check (I) in the YES Column, if you did the particular thing this ygar in this homemaking class. Place acheck (X) in the in column, if you dig 991; do the particular thing this year in this homemaking class. If you are uncertain as to whether or not you did the particular thing described, place a check in the NOT SURE column. Be sure to answer all items in one of the above columns. “m-m—I’ when you have finished PART I of this check list, will you raise your hand for]. have another check list (PART II) which is almost as long as the one you have. You will need to work hard to finish before the end of the period. YES ngoUPI. SCHOOL, HOME AND COMMUNITY EXPERIENCES ”" —' IN PLANNING, PREPARING, AND SERVING MEALS Ill lllH llll Illll HHI lllll |||.|| Ill WC'WNH ll. 12. 13. 1h. 15. 16. 17. A 10. 19. 20. 21. 22. 23. 2h. 2H. ’ 26. 27. 28. 29. 30. Did you do any of these things to find out about the food habits or food customs of families in your community?: Talked with homemakers about foods they serve often. Found out special food customs of various nationality groups. Studied records of food eaten by homemaking students. Invited people to the homemaking class to talk about food customs. Had a class discussion on food customs and habits. Did the homemaking class use any of these ways to understand the nutritional needs of peOplc?: Saw films or movies on nutritional needs. Heard talks or discussions by specialists. Saw photographs or picture which Show effects of different diets or deficiencies. Head or had panels or discussions in class. Conducted experiments with animals and/or saw experimental animals that had been on certain deficiency diets. Did the homemaking class do any of these things to help them plan meals vhich would bc'sultublc for famillcs, especially for their own families?: Talked with families about typical meals scerd to families for breakfast, dinner, and supper. Found out about how much money homemakers think is practical for the family food budget. Found out what foods people can, store, or freeze for their own use. Found out about how much time homemakers think they have for getting meals for the family. Found out what kinds Of kitchen equipment (ranges, electric roasters, freezers, etc.) families have or do not have. Did you prepare any of these meals in homemaking class?: Dinners. Luncheons. Breakfasts. Refreshments or snacks for parties. Packed lunches. How many meals did you prepare in homemaking class?: NO meals. Y One or two. Three or four. Five or six. Seven or more. Did you talk about any Of those things vhcn you discussed setting the table?: Different ways families set tables and why. hays to reduce time and energy in setting the table. hays to improve the attractiveness Of the table. Suitable centerpieces for family meals. how Younger children might help with table setting. \J) N O\ _ SCHOOL, HOI~AE7AND COMTRTNI'I‘Y EXFEHLENUES @9292: IN PLANNING, PREPARING, AND SERVING MEALS lllll lllll IHII lllll lllll l 1 n | HI \IIH lllH lllll lllll lllll lllll 31. 320 33. 3h. 35. 36. 37. 38. 39. 140. hl. DZ. ’43 . Ag. 14‘; . b6. b7. b8. b9. 50. 51. S2. S3. Sh. SS. 56. 57. 58. S9. 60. 61. 62. 63. 6h. 65. Did you see a demonstration or exhibit of simple ways families might set their table for family meals?: Breakfasts. Dinners. Suppers or luncheons. Buffet suppers. Evening snacks. Did you invite any of the followingADeOple to be your guests at meals in the homemaking class?: Girls who were notin homemaking. Boys who were notin homemaking. Parents of class members. Teachers or others in the school. Others in the community. Did you use any of these kinds of Service when you served meals in the home a in Class?: Pass food and let each person help himself. Have food served at the head of the table by a host or hostess. Use buffet style. Have food serVed on trays. Use formal service. In homemaking did you have a chance to get practical new ideas about table setting_throuah any of these ways?: Seeing the homemaking~class meals Visiting someone's home. Seeing displays in a store. Seeing a movie. Seeing pictures or photographs. Didkyou can enough of any of the following foods do you could use them in your class meals?: Fruits. ' Vegetables. Meats, poultry, fish. Jellies or preserves. Pickles or relishes. Did you learn to freeze any of the following foods?: Fruits. Vegetables. Pies or deSSerts. Meats, poultry, fish. Bread or baked goods. id a following?: Fresh fruits. Fresh vegetables. Fresh meats, poultry, or fish. Frozen fruits, or vegetables. Frozen meat, poultry, or fish. h of the - a -. ... n»..- 'YES NOT N0 SURE III I \ H H \H 66. 67. 68. 69. TO. 71. 72. 73. 7h. 75. 76. 77. 78. 79. 80. 8h. 85. 86. 87. 88. 89. 90. 91. 92. 93. 92'... 95. 96. 97. 98. 99. 100. 327 SCHOOL, NONE AND COIIIUNITY EXPERIENCES 0399? P IN PLANNING, PREPARINGLAND SERVING MEALS Did you learn important facts about buying any of the following canned foods for the family?: Fruits. Vegetables. Meats, fish, poultry. Soups. Pickles, Preserves. Did you have a chance in homemaking class to use any of the following commercial mixes?: Desserts, puddings. Hot breads, muffins, biscuits, rolls. Cakes. Pastry; Pie fillings. Did you have a chance to use in homemaking class any of these frozen foods?: Fruits. Vegetables. Meats, poultry, fish. Rolls, biscuits. Desserts. Did you take any field trips or see demonstrations of the following?: Meat cutting demonstration. Lockers for frozen foods. Use electric or gas stoves. Use of pressure sauce pans or pressure cookers. Use of electric mixers, different coffee makers, etc. Did the homemaking class do any_of these things to help improve the lunch hour at school?: Plan menus. Carry on activities to improve manners and social behavior. Make the room more attractive. Make the tables more attractive. Help younger children. GROUP II, SCHOOL, HOME AND CONNIUNITY EXPERIENCES ‘ IN SELECTINGL TAKING CARE OF, AND MAKING CLOTHES Did you have a chance to study any of the following about the cost of clothing wardrobe for high school students?: Average cost Of individual garments. Total cost of an average wardrobe. Average cost of clothes for a season. Cost of present wardrobe. Cost of other needed garments for the season. Did_ygu personally get any of the following kinds of help in learning how to reduce the cost of your clothing wardrobe?: Using simple basic garments with different accessories. Choosing which clothes to select ready-made and which ones to make. Taking care of old clothes you have and new ones you have bought Altering clothes you have and new ones you have bought. Making over clothes you have and making new garments from old ODBS. -... ‘ ) D) (D NOT . SCHOOL, HOME AND COMMUNITY EXPERIENCES YES NO SURE GROUP 11' IN SELECTINg, TAKING CARE 01:, AND MAKING CLOTHES Did you have a chance to do any of the following in evaluating clothing wardrobes for a high school student?: ___ ___ 101. Saw slides on possible choices in a year-round wardrobe and check the best. ____ ___, ___ 102. Analyzed color harmonies in wardrobes and made recommendations for improvement. ,____ ___ ___ 103. Evaluated exhibits of new or used clothing for suitability for high school students. .___ ___ ___ 10h. Applied principles of good design to several wardrobes. ____ ___ ___ 105. Estimated the kind or amount of upkeep on different garments. Did you have a chance to get help in any of the following ways on personal wardrobe_prob1ems?: ____ ___ ___ 106. Studied clothing you had on hand and talked with the homemaking teacher about it. .___ ___ ,___ 107. Planned clothing you would probably need and discussed with the homemaking teacher. ,___ ___ ___ 108. Figured out how much money you had spent for clothes this or last year. ____ ____ .___ 109. Talked with your family about the amount of money you could probably have for clothing this season or year. ___ ___ ___ 110. Planned and/or made decisions with your family about what to buy, alter or make (or do without). Did you have help on figuring any of the following in deciding whether or not to make a particular garment?: 111. What it would cost to buy it readymade. :::: ‘__— -__ 112. The cost of materials to make it. __ ""‘ "— 113. The time required to make it. ___ ... 11h. The energy or skills required to make it. “" " — "" 115. Deciding vinether it is needed and will fit into the present '———' ___ —_— wardrobe. Did you haVe a chance in homemaking_class to talk about points to consider in selecting any of the following?: 116. Shoes. _——- -__' -—_'117. Sweaters. '——_ ___ -—— 118. Skirts, trousers. ”'" : “‘"’ 119. Suits, coats, jackets. :::: ____ ::::f120. Ties, jewelry, scarfs, etc. Did_you have a chance in homemaking class tgygpt help on what to wear on various occasions?: ____ ___. ___ 121. To school every day. ____ ___ ___ 122. To a school party. .____ ___ .___ 123. On a special date. ____ _"__ ___ 12h. To church, a concert, etc. ____ ___ ___ 125. On a week-end party or trip. Didyyou have a chance in homemaking‘class to see or understand clothing needs of arm of the following=members of a family?: ____ ___ ___ 126. Young children (boys and girls) ____ ___ ___,127. High school boys. ____ ____ ___ 128. High school girls. ____ ___ ___ 129. Men like your father. ____ ‘___ ___ 130. homen like your mother. , . . v _ , . § _ , . . ' . I . r . . . . . . . V " ‘ ’ nu. Q ~ .‘... A. t ‘ v C a n o . . . . ‘ ’ u . . . . . ' o . . ’ . ' n . v -. u. an.-. -o.‘ - - . ~ . . . . .-.. - . o .. . . , , ...u . . . , . O « ' c . c . ‘ . . . . O . ' . ,. i.., .. . r. ._ . . o 0 ~ I . O . . ‘ .... .. .... . . . .. . .. . . . .. o 0 o - C yr 0. u o .... C-‘o ... u .329 _g-ua—gc—o._——.._o _,_ GROUP II: S.N HOOL, NONE AND CONinNIT Y E;—,. ‘ . - . ...r - v " O --' ~ - , . .- ‘ ..vv - - ,‘ ~~ .—.-‘ . E7? III III III I II II Hill Hll H H I ll Ill! H I III”! I 201. 202. 203. 20h. 205. 206. 207. 208. 209. 210. 216. 217. 218. 219. 220. 221. 222. 223. 22h. 225. 226. 227. 228. 229. 230. 331 GROUP II: SCHOOL, HOME AND COMMUNITY EXPERIENCES -— IN SELECTINGa TAKINGAQARE OF, ANDMMAKING CLOTHES Did you set up any guides to help students in class make good gecisions about the folloWing?: Whether or not to sew a garment in school. Which garments to make in class. Patterns and/or materials most suitable for garments. Amount of time necessary to complete the garment. when and when not to take garment home to work on. *— Did the students in homemakinggclass evaluate each other's Choices about the following?: The garments each decided to make. The patterns each selected. The materials each selected. The seams and finishes each selected. The amount of time estimated and/or reouired to complete the garment. Did students in homemaking do any of these things when they were making clothes in class?: All made practically the same type of garment. They worked in small family groups or committees. They watched the teacher give a demonstration of each step about the time they needed help. They studied illustration materials which showed each step. They helped to evaluate their own and each other's work and/or made suggestions. Did you personally do any of the following in homemaking class?: Fitted a dress for alterations. Straightened a hem. Shortened and/or lengthened a skirt. Changed a neck line or collar of a dress or blouse. Shortened or lengthened sleeves. Did you find out any of these things about sewing trends in your school and community?: Per cent of people who have sewing machines. Per cent of girls in high school who make clothes. Kinds of clothes girls want to learn to make. Kind of clothes girls have trouble making in school or under school conditions. What garments in general are made or not made in homes. After you had finished a garment, did you make a summary of any of the following?: The actual cost of the garment. Comparison of your garment with one which could have been purchased for the same price. The actual length of time it took to complete it (total hours). The problems or satisfactions you had and new things you learned. How it fits into your wardrobe. n ‘ . o. . c . . . . - z -. . , . . . .— .- a o O u u. . - . v . s .- . u .. . .. — . _ . , . . o I . . . - . . u . . v — . ' ' n c ..- . - -.. . -«.°. 0 . :.- ,, - o . --v 0 . ‘O ‘ a v w . ., 332 NOT SCHOOL, HOME AND COLHJIUNITT EXPERIENCES YES NO SURE GROUP II: IN SELECTING, TAKING CARE OF, AND MAKING CLOTHES What kinds of new garments if any did you make in homemaking_ class? ____ ___, ___ 231. A very simple cotton garment such as an apron, a slip, etc. ____ ___ ___ 232. A cotton garment such as a blouse, dress, slacks. ___ ___ ___ 233. A dress or blouse made out of silk or some synthetic fibre. ____ ____ ____23h. A jacket, suit or coat. ____ ___ ___ 235. A knitted sweater or dress. In the homemaking class did you make clothes for other people than yourself?: ___. ___ ___ 236. Red Cross. ._.. ._. ___ 237. Own younger brothers and sisters. ___ __, .__ 238. Your mother or older sister. ___ ___ ___ 239. Class play. ._.. ___ ___ 2h0. Other community organizations, church, etc. SCHOOL, HOME AND commit? EXPERIENCES GROUP III: IN UNDERSTANDING AND LIVING WITH CHILDREN Did you have any of these experiences with children in your school or in the homemaking class?: ___ ___ ___ 2hl. Took care of them when mothers attended meetings. ____ ___ ___ 2h2. Took care of them in nursery school, day school, kindergarten. .___ ___ ___ 2h3. Helped them at lunch time. ____ ___ ___ 2hh. Told or read stories to them. .___ ___, ___ 2h5. Had special parties for them. Did you observe any of the_following children activities under the supervision of a specially trained teacher?: ___, ____ ___ 2h6. Dramatizations. ___ ___ 2&7. Music hour. ____ ___.2h8. Art work. ”m u. . 2&9. Story hour. ___ ___ 250. Lunch hour. Did you use any of these ways to find out about children?: ____ ___ ___ 251. Had a specially trained person talk to you. ___ 252. Saw a movie whicn explained about children behavior and/or growth. ____ ___, ___ 253. Read books and had discussions. ____ ____ ___ 25h. Talked with parents of children. .___ ___ ___ 255. Observed or worked with children and discussed what we saw. Did you have a chance to talk about how to help children develop any of these?: .___. ___ ___ 256. Humor. ._.. ___ ___ 25?. Feelings Of security. ___. ___ ___ 258. Sharing with other$,taking turns. ‘___ ___ ___ 259. Independence. ___, ___ ___ 260. Affection, response to affection. ' r u a1 abo of Ih fo owin: ne ds of chi dren an WMh ___. .__, ___ 261. Wholesome food. ____ ___ ___ 262. Suitable clothing. ___, ___, ___ 263. Feeling of being loved, a chance to show affection for others. ____ ___ ___ 26h. A feeling of belonging and being a part of a group. 265. A feeling of accomplishment-~that one can do things. .... on. v... YES NO NOT SURE ’3 .233 SCHOOL, HOME AND COMMUNITY EXPERIENCES GROUP III: IN UNDERSTANDING AND LIVING WITH CHILDREN HI | \ 266. 267. 268. 269. 270. 271. 272. 273. 27A. 275. 276. 277. 278. 279. 230. 281. 282. 283. 28h. 285. 286. 287. 288. 289. 290. 291. 292. 293. 29A. 295. 296. 297. 298. 299. 300. Did 103 trlk about how to answergbj|dzen'§ guestign§_rgg3£ding flax Q? the EQJJanDgo: Santa Claus. The world, stars, etc. God. Birth. Death. Didgyou ever discuss in homemakinn class any of thSSe things about children?: How children grow and develop. The basic needs of all children. Gocd relationships of parents to children. Good relationships of brother or sisters to younger children in the family. Relationships of children with their playmates. Did3you do any of these things to find out the needs of students in homemaking in understanding,and living with children:? Took a test to find out what we knew about children. Listed our own experiences with children. Listed questions children ask. Listed our difficulties or successes with children. Talked with homemakers about what is important. SCHOOL, HOME AND COMMUNITY EXPERIEIQCES GROUP 2!: IN IMPROVING OIlE'S MANNERS Ingyour homemaking class did you do any of these things to find out what questions orgproblems students have about manners and social etiquette?: Asked students to list problems or questions. Took tests on soci: l usage or m.anrers to see how much you knew. Took tests on social usage or me nr ers to See wha it you could do. Had a question box. Observed what students do or do not do in school or outside of school. Did you have a chance to_get help on any of the following?: Making introductiOns or helping peOple to get acquainted. Using the telephone. Extending or accepting invitations. Table manners. courtesies important in a group of boys and girls. Did you work out any guides of what_agggtitgte§_gggg_mgggg;§ and good social behavior in any of the following places?: In the homemaking class. In the school as a whole. At the drug store or other places in the community. In one's own home and/or other peOple's homes. On the bus and train. Dig the homem3king pl? 38 swork ogt anv +wry§ to reguladu p_a§tige whai_had been.learned_ahent_gced_manners_and_ic_check_cn_their DIQEIEESZ: At cle ss or school pe.rties. At meals, or teas, etc., in homema.ki ng class. In the lunch-room, office, halls, etc. when people visit the homemaking room. When members of the class shop and/or go on field trips. .4 331+ NOT er H . SCHOOL, HOME AND COMMUNITY EXPERIENCES YES NO SUM GROUP V' IN UNDERSTANDING OIJE'S SELF In your homemaking class did you do any of these things to help students understand themselves?: ,___ ___ ___ 301. Saw a film on growth and development. ____ ___ ___ 302. Invited a counselor to talk to you or help you with some questions. ____ ___ ___ 303. Took personality tests and studied results. ____ ,__ ___ 30h. Invited a doctor or nurse to give a talk on a special topic. .___ ___ ___ 305. Invited a minister, priest, or other representative of churches to give a talk. In the homemaking class did you use any of the following as a basis for discussion in understanding people?: ____ ___ 306. Movies. ‘___ 307. Skits or socio-dramas by class members. ____ 308. Stories or literature. 309. A case history of an individual. ___ 310. Observations made by students under guidance of a teacher. Did you get help in homemaking class in understanding yourself in any of these ways?: .___ ___ .___ 311. Your own physical development. ___. .__ ___ 312. Your own feelings or emotions. ___. ._. ___ 313. Your relationships with girls. ____ ____, ___ 31h. Your relationships with boys. ___, ___, ___ 315. Your relationsnips with your own family. Did you discuss any of the followingin your homemaking class?: __3_ ___ ___ 316. How to improve one's personality. ____ ___ ___ 317. What to do when there is friction or poor relationships between peeple. ___, ___ ___ 318. How to avoid trouble or friction with people. ___. ‘___ .__ 319. there to get help when one is worried and needs special help. ___, ___ ___ 320. How to evaluate one's persOnality or study of one's own behavior. SCHOOL, HOME AND COHMUNITY EKEERIENCES GROUP VI: IN IMPROVING OJE'S PERSONAL GROOUING. In homemaking class did you see or help to show any of the following?: ___ 321. Hair styles suitable for different types of girls. _g__ 322. Care of hands and nails. ___ ___ 323. Care of one's skin. 32h. Use of make-up. ___ 32S. Care of hair and scalp. Did the homemaking class do any of these things to find out what kinds of help they needed or wanted in being better groomedz: ____ ___ ___ 326. Listed problems or questions they had about grooming. ____ ___ ___ 327. had a question box for personal questions. ____ ___, ___ 328. Took tests to find out what they knew. ____ ___ 3__ 329. Asked teachers and others to list things they thought were important. ___ 330. Observed students in the school for a period of time and listed I ways in which students are or are not well groomed. ,,.... .... a n I . o . .. n a O u . o . ... -..... u . ... _ ....- . . _ - - .... ' I . . . ,..- . ... 7.... -.. -.. -.. o - . - ’ D I , . . . ,. ..-. - ~ ~ 4‘ .. - .... , ‘ o ' \ . ..- .. -. A . , ', ._ ' o u. - . - . d .. . . . . - , . a , . n. .. c . ...... ‘ , or .. O I . - . .- ' t o--- . . - ‘J'V‘. . o . . ...- . ' , A .' - Y . D . o .. ... - .- ~. 0 , O . . I , ~ I -.. . . ~ .. n . . ...-.. .. , . . . . .. I o. I . O o a - '~ V O 0 Q 335 NOT SCHOOL,HONE AND COMMUNITY EXPERIEJCES YES NO SURE GROUP VI: IN IMPROVING ONE'S PERSONAL GROOMING. Did the homemaking class have a chance to talk about the selection and/or use of any of the following for improved grooming?: ____ ___ ,___ 331. Powder, rouge, lipstick, creams. ____ ___ ___ 332. Dress shields, deodorants, etc. __m_ -_. ___ 333. Foundation garments. ___. ___ ___ 33h. Razors, etc. ____ ‘___ ___ 33S. Soaps, wash clothes, tooth brushes, tooth paste, powder, etc. In the homemaking class did you do any of these things which Helped you to understafid’what—is important ifiigood groomihg9: ____ ___ ___ 336. Had skits or slides showing a well-groomed girl. ___” ._. ___ 337. Had skits or slides showing a well-groomed boy. ___. .___ ___ 338. Had slides or films on tips on good grooming for anyone. ___. ___ ___ 339. Had talks by specialists at stores, in the school or homemaking class. ____ ___ ___ 3hO. Listed things class members thought important for well-groomed high school students. In the homemaking class did you compare costs of grooming, activities, when done at home orfiby paid services?: _._. ___ 3hl. Shampoos. .___. ___ 3L2. Permanents. ____ 3h3. Manicures. ___. __m .. 3hh. Care of shoes. ____ ,___ 3hS. Hair trims and haircuts. Did the homemaking class work out specific suggestionsto help students manage their grooming activities?: ___ ___ 3h6. To save time. ___. ___ ___ 3&7. To save money. ____ ___ ___.3h8. To save energy or effort. ___. ___ _m_ 3&9. To get more satisfactions or better results. ___, ___ ___ 350. To get things done when they are needed. Did you personally work out any plans for making it easier for you personally to take care of your own clothes at home? ___. ._. _u_ 351. Rearranged my closet space. ._.. ___ ___ 352. Rearranged a dresser drawer . ___. ._. ___ 353. Made or purchased a shoe rack. ____ ___ ._.. 35h. Secured more hangers for coats, skirts or trousers. ___. ___ ___ 355. Worked out a schedule for taking care of clothes. 3’36 NOT SCHOOL, norm, AND commNITY EXPERIENCES rIN 'YES NO SURE GROUP VII: UNDERSTANDING FAMILIES AND LIVING IN ONE'S OhN HOME __I In your homemaking class did you do any of these things to buildPBetter understanding between young people and their parents?: ___ 356. Invited parents to school to help in discussion of certain teen-age or family problems. 357. Made a survey to determine the attitudes of both parents and young people about one or more problems. 358. with the help of a leader, had discussions of one or more films about human behavior and/or family life. 359. Selected certain personal problems in which individual class members worked out selected problems with own family. __n 360. Planned school-community projects or activities in which parents and students worked or played together. Did your homemaking class try to find out any of these things about families in Michigan?: 361. Information about age of marriage, number of children, number of divorces, etc. fi__ 362. Health condition of family members. ___ 363. Average income of families. ____ 36h. Laws affecting inheritance, income tax exemptions for families, etc. 365. Laws affecting marriage, divorce, separation, etc. Did your homemaking class discuss any of these things about getting ready for marriage?: __._ .___ ___ 366. Going steady. ___. ___ “__ 367: Deciding who and when to marry. ____ ___ ___ 368. Etudying what makes for stable, happy marriages. ____ ___ ___ 369. Planning the wedding. ___. ___ m_. 370. Making plans for establishing a new home after marriage. Did your homemaking class talk about where to get reliable help on marriage or family life?: ' ._.. ___ ___ 371. Books. ____ ___ __‘,372. Magazines or bulletins. ____ ___ ___,373. Local, state, or national organizations or agencies. ___. ___ .___ 37h. Personal or family counseling services. ._.- ___ ___ 375. Community leaders. Did the homemaking class tryto understand families with different kinds of problems?: ___. ___ ___ 376. Young families just getting started. .___ ___. ‘___ 377. families whose children are growing up. 378. Older families whose children are grown up. ,.__ ___ 379. Families with no children. ____ ___, ___ 380. Families broken through death, divorce, separation. YES MI H lllll IIIII ||||| Illll HHI Hill '7 IO NOT URE __ 381. __ 382. __ 383. ._. 38h. __ 385. __ 386. __ 387. _ 388. __ 389. _ 390. 391. 392. 393. 32h. 39S. __ 396. ___ 397. __ 398. __ 399. _ boo. __ 1,01. __ hoz. __ L030 __ hob. _ 1.05. 337 SCHOOL, HOME AND COMMUNITY EXPERIENCES GROUP XII: IN UNDERSTANDING FAMILIES AND LIVING IN ONE'S OWN HOME Did the homemaking class discuss differences in families due to?: Their values--or philosophy of life. Their social interests. Their nationality or racial background. Their religious interests. Their economics resources (income). In homemaking class, did you use any of the following methods for analyzing family problems or situations?: Stories and/or books. Movies. Radio dramas. Plays seen in theatres or school. Skits or socio-dramas acted out by class members. In homemaking, did you discuss and/or evaluate methods which families use to manage any of the following activities?: Earning, spending, saving family income. Getting the housework done. Doing the shopping. Planning, preparing, and serving meals. Entertaining friends. Did you use any of these methods to discuss marriage and family life?: Panel discussions in which one or more parents helped. Community leaders who gave talks on certain phases of family life (doctor, nurse, lawyer, minister, priest, etc.) Small group reports from class members. Entire class discussions. Panel discussions in which class members had prepared Certain materials. Did you personally work out any of the following with your own family?: Your personal budget or money problems. Your problems of dating. Entertainment of your friends at home. Your social life or activities away from home. Ways of sharing the housework, meals, shopping, etc. ....-. r- . -. ...- A.. ...—..-, ,. . - . ,. -« . r , ~~ ‘ ~ " . . . - .. . ... - .- ... - .-- ..V » “..., ..- . n Q . . . . - . . V 0‘ I. Q & .5. I‘ 'c.‘ “-wl‘u . . , . , I ~ ‘ I t. u . .- .. . -.. -A - . . .7 . -‘.. -.. - ..- . . ‘ .. - . v . . b . I. , o « o ‘ v. . . .. o. . c- .- . . ‘» l . -- u ‘ . - . a -. - - - ~. . . . . . . n o o -. r“. ~-.. . u 338 NOT SCHOOL, HOME AND COMMUNITY EXPERIENCES YES NO SURE GROUP VIII: IN UNDERSTANDING HOUSING INCLUDING FURNISHINGS AND EQUIPMENT FOR HOMES .9 u hOc‘n..o° ._ to 0. o. 5 v. 9 u ‘ o o. o 7 E I] E J] . Ii 1 E l . E E 'J' ?: ____ ___ ._. uoé. Apartments. ___. .___. ___ hO7. Housekeeping rooms. .___ ___ ___ LOB. Trailers. ___, ,___ .___ hO9. Old houses. ____ ___, ___ th. New houses. In homemaking class; didgyou try to find out any of the follow- ingcosts?: .___ ___ ___ hll. Renting differenty types of housing. ____ ___ ___ hlZ. Owning different types of housing. ____ ‘___ ‘___ h13. Operating a house. ___, ___ __, bib. Financing a new house. ____ .___ __m hlS. Remodeling a house. In homemaking glass, did you study any of the following things about h9using?: ____ ____ .___ hlé. Floor plans. ____ ___. ___ 17. Styles of houses. ___. ‘___ ___ £18. Ideas for remodeling or refinishing. ___. ___ ___ hl9. New ideas for building houses. ____ _"_, ___ L20. Landscaping of yards or grounds. In homemaking class did you talk about needs of different family members which should be taken into consideration in furnishing a home?: ____ ___ ___ h2l. Students of high school age. ___” ___ ____h?2. Young children. ____ ____ ___ h23. Mothers. ____ ___ ___ th. Fathers. .___ ___, ___ ’25. Elderly people. In homemaking_class did you discuss important points in selggt- ing any of the followingefurnishings for the home?: ____ ___ ___ h26. Draperies and curtains. ____ ___ ___ h27. Furniture. ____ ___. ... h28. Lamps, picture, wall hangings, and other accessories. ____ ___ ___ h29. Household furnishings such as sheets and towels. ____ ___ ___ hBO. Floor coverings. In homemaking class did you discuss important points in selection :ngzor arranging furniture and furnishings in any of the follow- ing rooms?: ____ ___ ___ h3l. Living room. ____ ___, ___ h32. Dining room. ___, __ __ U33. Kitchen. ____ ‘___ ___ h31. Bedroom for high school students. ____ ___ ___,hBS. Bedrooms for other family members. In homemaking did you have a chance to get ideas for room furnish- ings by seeing attractive homes furnished on different cost levels ____ ___, ____h36. Low—cost level with furnishings—which have been made over. ___, ___, ___,h37. Lowbcost level with new furnishing which have been made over. ___. ____ ____h38. hoderate cost level with furnishings which haVe been made over. ____ ____ '___.b39. Moderate cost level with new furnishings. ____ ____ ____hh0. Above average cost with mainly new furnishings showing modern trend. o - . v»..--4c-——- .-.-....- __~_.‘ . . ._.. ... . .. --- I I ' . I H ‘ ‘ l ' .. - v . I . — l 1 ~ . l ’ . H ° f' .. . ' I ‘ ~' I .’i ‘ I ' ., _ . ' n I " I ’ . . . . J _- - .. . l I . ,~ .. .. , H‘ I ‘ _ . .-... -... . .» .- ...H -. ...—.-.. _.A.._...“.—...... V...- .. u... - - - I ~ I ' . b . -' O ‘ 1' ..-.. .. _. . - - . A - ...r,>...,_,._,__,._~ _ _ , _ . I I I .. . v ‘ . ‘ ' I . V V . .. I ’ - h L ' h.‘ ' .. ' d > ... . «'¢.- 1 Q- o ,- n . I v . J -0.-. I ‘ ~ . o-~ ~.~..— . s . o. I . . . ... , . . . . r , . .. _ ' ‘7‘ ’ - .v . ‘ . a . - . l . l . . . ‘ 0 . Q o..- l ‘ . I I n. I. w I . ' c O . . - . - r- . ‘ r I . . ‘ . . . . _, . .. . ' ‘ . ' Q _- . . , . D o - . ' | I ' C ._- ‘ I ‘ o . . . , . . . ‘ u a A . -A . - -. . - ..... . _ a , , g . . . ,. _ . _7‘ ‘. _ fl . . u . ~ Q 7 I - ... .-. ,. . _ V ,y ‘- oo‘u o . ' O . O . . . . , . - . a, . . . V l I ._..~.. ._._. . , . ’ I . ... .. 5, _ . 0 v... ._ - , '_ . ’ ‘ . u-n. ' t . . I-.. . A. ‘ _ ~ > ... . __ . I . ~ . . ' . ' - O ' “-‘Q . . . . ‘ I ‘ ’ O . u ' I ‘ . c - - . .. , _ . I. NOT SCHO , -. .5.) YES NO SURE GROUP VIII: IN UNDERSTANDING HOUSING INCLUDING FURNISHINGS AND EQUIPMEl ._.lIT F OR HOMES WWW do any of the following? .___ ___, hhl. wake slip covers for a chair or sofa. .___ ___ ___ hb2. Make curtains. ____ .___ th. make draperies. __ __ LIN—L. chinish furniture. ___, ___ ULS. Ma ke lamp shades. EWLWNM of how to do any of the f low'n ?: ____ ___ ___ hh6. Clean different kinds of woodwork. ___, ___, ___ bh7. Clean and wax furniture. ____ ____ ___ th. Clean lamp shades. .___ ___ ___,bh9. Clean trays or bowls made from copper or brass. ____ ___ ___ hSO. Clean silver. Did you personally have a chance to do any of the following in ygur own home?: ____ ____ ___ hSl. Helped Select something for the home. ___! ___ hSQ. Rearranged furniture in one or more rooms. ____ ___ ___ h53. Refinished furniture. .___ ____ ___ US h. Helped make slip covers, draperies, etc. ____ ___ ____h5f. Arranged table tops, teps of dressers, buffets, writing desks, book cases, etc. Did the homemakinggcla ss do a.ny of thes c things to help improve the attractiveness of the homemaking room?: ____ .___ '___ hSé. Selected new accessories, lamp shades, or lamps. ‘____ ____ ___ LS7. Changed the arrangement of wall hangings or pictures. ____ ___ ___ h58. hearranged the furniture. ____ ___ ___ h59. Selected new art objects—vases, bowls, trays, etc. ____ ___ ___ hDO. Selected new furniture. Did the homemaking class do any of these things to help improve the attrc ctiveness of the homemaking room?: ____ ___ ___ h6l. Mzde’ pl .ce mrts. ____ ___ ‘___ h62. Made slip COVers or upholstered chairs or sofas. ____ ___ ____h63. M de curtains. ____ ___ ___ h6h. Made draperies. ____ ___ ___ N65. Refinished furniture. Did the members of the homemaking class have a chance to see in_stores,_homes,gor the homemaking room any of the reCent models of the following household equipment?3 ____ ___ ___ D66. Small kitchen equipment made of different materials such as stainless steel, aluminum, pyrex, plastics, etc. ____ ‘___ ____h67. Vacuum cleaners including attachments. .___. ___ ___ h68. Sewing machines including attachments. ____ ____ ___ D69. Laundry equipment-~washing machines, ironers, and dryers. ____ ___ ___,h70° Irons, electric or steam, and ironing boards. BLK) NOT SCHOOL, HOME AND COMMUNITY EXPERIENCES ” YES NO SURE GROUP VIII: IN UNDERSTANDING HOUSING INCLUDING FURNISHINGS AND EQUIPMEN T FOR HOMES Did members of the homemaking class have a chance to use any of the following equipment in the homemaking class?: ____ U71. Small kitchen equipment made of different materials, stainless steel, aluminum, pyrex, etc. .___, ___ ___ U72. Laundry equipment such as washing machines and dryers and ironers. ___. .___, ___ U73. Special equipment--electric waffle irons, roasters, toasters, etc. ._.. ___ U7U. Vacuum cleaners including attachments. U75. Pressure cookers, pressure sauce pans, etc. Did the students in homemaking class study any of the following?3 ___- ___ ___ U76. Kinds of labor-saving equipment families in the community have. ___. ___. ___ U77. Cost of various kinds of labor-saving equipment. ____ .___ ___ U78. General points in selection of labor saving equipment. ._.. ___ "__,U79. Principles important in arrangement of equipment. ___ U80. Care and cleaning of equipment. Did the homemaking class try out different methods of cleaning any of the following?: ___ ___ U81. Woodwork. ____ ___ U82. Floors. ___ ___ U83. Stoves. U8U. Refrigerators. ::: U85. Windows or Mirrors. Did you personally do any of the following in the homemaking class?: . .___ ___ ___ U86. hash table linens (table cloths, luncheon cloths, place mats, napkins). ___, ___ ___ U87. Iron table linens (table cloths, luncheon cloths, place mats, napkins). ___. ___. ._. U88. Clean refrigerator. ___, ___, ___ U89. Clean an electric or gas range. 890. Use an electric washing machine. Did you personally do any of the following at home?: ___ U91. Help with family laundry. U92. Help with family ironing. ____ ___ ___ U93. Clean and arrange kitchen cupboards, cabinets, etc. ____ ___ ___ U9U. Clean and arrange linen closets. .___ ___ ___ U95. Clean refrigerator, gas or electric stove. Did the homemaking class develop and/or use some guides in arrangement—in the homemaking room of the following?: ___ U96. Cupboards for dishes. ___ U97. Cupboards for food supplies. ____ ___ ‘___ U98. Closets for cleaning equipment or supplies. ____ .___ ___ U99. Drawers for table linens. ___ Soo. Refrigerator. 341 CHECK LIST C PARTICIPATION OF PARENTS OF PUPILS IN HOME- MAKING CLASSES IN THE HOMEMAKING PKJGRAM AND THEIR KETTIT’IDES TOWARD SUCH PARTICIPATION 342 Dear Parent: A study is being made of homemaking education in the high schools of Michigan. Your school superintendent has accepted our invitation to be one of the cooperating schools in this study. We appreciate this very much. We believe that such a study would not be complete unless We contacted all parents of students in homemaking classes and secured the benefit of their experiences and judgment. The questions on the attached check list relate only to your experiences with.homemaking in the high school program. The questions will take only a few minutes to answer but they are very important in this study. We are hoping very much that 100% of parents of students in homemaking classes in your community will answer this cheek list. When the study is completed your school will have a very worthwhile picture of home- making in the high school in grades 9-12. If you wish to have your daughter or son help you to fill out this check list that is quite alright. 23: 23 sure to answer all questions. Your daughter or son who is taking homemaking should return this check list in the enclosed envelope within a day or two to the homemaking teacher. Thank you very much. It will mean a great deal to homemaking, not only in Michigan but for future plans in other states. We need so much the parents' viewpoints and experiences. Cordially, Mrs. Beatrice O'Donnell HOmemaking Education Michigan State College East Lansing, Michigan BODzng 343 Directions: Below are some generil Statements regarding corditions and practices in homemaking and/or family life edu mt; on. To the 1 ft of these statements are three columns, "Yes", "No", and "Uncer+ ain" If the statement is true or more true than false, encircle the number in the "Yes’ column. If the statement is false or more false than true, encircle the number in the "ho" column. If the statement is neither true nor false or you are uncertain about it, encircle the number in the ”Uncertain” column. ' In the past two years, have you contacted the homemaking department in your high school by doing any of these things? Yes No Uncertain l 2 3 I. Stopped in to see the homemaking department one or more times when you were already in school for another purpose. h 5 6 2. Was a guest at a party or a tea given by a homemaking class. 7 8 9 3. has a guest at a meal prepared by a homemaking class. 1 2 3 h. Attended a tyle show given by a homemaking class in which students showed what they ad made in homemaking. h S 6 S. Visited one or more regular classes in homemaking. 7 8 9 6. Talked with the homemaking teacher about how your girl or boy in high school was getting along in honcmaking and/or in school. 1 2 3 7. Tall:ed with the homemaking teacher alout something of personal interest to you. In the past two years, has a homemaking teacher contacted you in any of these ways? h S 6 8. Invited you to "something special" in the home making depart- ment to see the uork of students. 7 8 9 9. Invited you to one or more meetings for parents alone and/or for parents and homemaking students 1 2 3 10. Sent you a "homemaking check list" which she asked you to answer alone or with the help of your daughter or son. ' O . O C . u 5 6 ll. Sent you some materials wh1ch described homemak1ng 1n the high school. 7 8 9. 12. Tele honed you or wrote you a personal note. 1 r 1 2 3 13. Invited you to see or help with a regular homemaking class. h S 6 lh. hade one or more visits to your home. --- <. ' o u s .\ o. n .. . , . ... . " .1 . u . . . , u l ‘ A O . - .1 t I v c . ,,» a -. 1 . o In the past two 3% years, have you worked alone with [he homemaxing teacher and/or with the groups of parents and talked about any of these things? Yes No Uncertain 7 8 9 15. The "needs", "interests", "problems", "activities", and/or "responsibilities" of high school students. 1 2 3 16. How the ”needs", "interests", "problems", etc., of students might be used and/or are being used in planning the homemak- ing classes. h S 6 17. The kinds of home experiences which are especially valuable to high school students in grades 9 - l2. 7 8 9 18. Some practice ways in which parents and teachers might work together in your community. 1 2 3 19. The kinds of homemaking class activities which are expeci- ally valuable for high school students in grades 9-12 and why. h S 6 20. Some practical ways of checking progress which is being made by students either in hcremaking classes and/or in their homes. If it were possible, would you be willing to do any of the following things: 7 8 9 2l. Spend two hours twice a year helping to plan the homemaking course with the homemaking teacher and/or.the students. 1 2 3 22. Help your girl or boy in high school who is enrolled_in homemaking to plan and carry out suitable home experiences. h S 6 23. Attend one or two meetings a year for parents and teachers. 7 8 9 2h. Help with homemaking class activities when students need the benefit of your experience and request it. 1 2 3 25. Be a member of a homemaking advisory committee. What is your reaction to the importance or value of parents and homemaking teachers working together? h 5 6 26. The homemaking program would be better. 7 8 9 27. The parents would better understand homemaking in school. 1 2 3 28. The homewmking teacher would better understand the homes and.fanilies of students. h S 6 29. The homemaking teacher would better understand each student. 7 8 9 30. The high school girls and boys would be mere satisfied. In which of the following areas of homemaking has your girl and/or boy the is enrolled in homemaking class_in the high school planned and carried out "home experiences”? Yes No Uncertain l 2 3 31. Household cleaning. b S 6 32. Planningrecreation and leisure activities. 7 8 9 33. Improving manners at home. 1 2 3 3h. Canning, preserving, and/or freezing. b S 6 35. Personal grooming. 7 8 36. Selecting clothes. 1 2 3 37. Making clothes h S 6 38. Caring for the sick. 7 8 9 39. Planning family meals. ’1 2 3 hO. Preparing family meals. h S 6 bl. Serving fanily meals. 7 8 9 h2. Taking care of children. 1 2 3 b3. Entertaining friends. b S 6 hb. Managing money. 7 8 9 hS. Room improvement. 1 2 3 b6. Home decoration or home furnishings. L S 6 h7. House planning. 7 8 9 b8. Washing and/or ironing clothes. I 2 3 h9. Improving relationship with one's family. A s ' 6 50. Add others APPENDIX D TABLE I 347 PER CENT OF NINETEEN SCHOOLS OFFERING VARIOUS TYPES OF HOMEMAKING UNITS IN THEIR LOCAL HOMEMAKING PROGRAMS Schools that In In In Types of Offered Home— Home— Home- Units Reported the Unit Making Making Making By Homemaking in at I II III Teachers Least N-l9 N-l9 N-l5 One <_# Course Clothing 100 100 100 87 Foods “ 100 89 95 53 Housing and hom furnishings 95 37 58 53 Family relationships and family living 84 O 32 67 Food preservation 79 73 0 no Christmas 79 O 58 33 Child Development 79 #2 52 33 Home nursing 7h 32 42 27 Management and consumer problems 68 11 26 53 Personal Improvement 68 68 16 20 Grooming 63 63 5 7 Boy-girl relationships 26 11 A: 20 TABLE 2 NUMBER AND DISTRIBUTION OF GOALS WHICH ELEVEN HOMEMAKING TEACHERS REPORTED FOR HOMEMAKING I 348 ll Goals Reported For Total Number Homemaking I of Goals Submitted Child Development 11 Relationships of Boys and Girls 7 Clothing and Personal Appearance 43 Meals and Hospitality 51 NUMBER AND DISTRIBUTION OF GOALS WHICH ELEVEN HOMEMAKING TEACHERS REPORTED FOR HOMEMAKING II Goals Reported For Total Number Homemaking II of Goals Submitted Child Development 9 Management of Time and Energy 6 Marriage and Family Living 14 Home Accidents, First Aid and Care of the Sick 19 Housing and Home Furnishings 48 Clothing and Personal Appearance 49 Meals and Hospitality 55 TABLE 4 350 NUMBER AND DISTRIBUTION OF GOALS WHICH HOMEMAKING TEACHERS REPORTED FOR HOMEMAKING III Goals Reported for Total Number Homemaking III of Goals Submitted Going Steady, Courtship, Engagement, Selection of Mate, Weddings, etc. 10 Family Living 8 Understanding Oneself and Improving One's Personality Preserving Food 10 Clothing Construction Processes 9 Careers and.Work Experiences 6 TABLE 5 351 AMOUNT OF TIME DEVOTED TO PERSONAL AND SOCIAL IMPROVEMENT Number and Number of Weeks Number Per Cent Spent in the Homemaking In Of Schools Area-Total Class Sample Reporting Sample Units in Area Num— Per Total Mean Med— Ran— ber Cent ian ge Homemaking I l9 13 68.4 53.0 2.8 3 0-8 Homemaking II 19 3 15.8 9.5 .5 0 0—4 Homemaking III 15 3 20.0 11.0 7 0 0-8 TABLE 6 352 AMOUNT OF TIME DEVOTED TO GETTING ALONG WITH PEOPLE AND GIRL-BOY RELATIONSHIPS :Number and Number of Weeks Number Per Cent Spent in the Homemaking In or Schools Area—Total Class Sample Reporting Sample Units in Area Num- Per Total Mean Med- Ran- ber Cent ian ge Homemaking I 19 2 10.5 4 .2 0 0-2 Homemaking II 19 l .5 12 .6 0 0—10 Homemaking III 15 3 20.0 22 1.5 0 0-9 ;-: a: __‘_ TABLE 7 353 AMOUNT OF TIME DEVOTED TO UNITS IN FAMILY RELATIONSHIPS Number and Number of Weeks Number Per Cent Spent in the Homemaking In or Schools Area—Total Class Sample Reporting Sample Units in Area , Num— Per Total Mean Med— Range ber Cent ian _‘ Homemaking I 19 0 0 0 0 0 0 Homemaking II 19 6 31.6 15 .8 2.5 0-6 Homemaking III 15 10 66.7 69 4.6 6:g_ lzlé TABLE 8 k0 \n I:- AMOUNT OF TIME DEVOTED TO UNITS IN CHILD DEVELOPMENT Number and Number of Weeks Number Per Cent Spent in the Homemaking In Of Schools Area in the Class Sample Reporting Sample Units in Area Num— Per Total Mean Med! Range ber Cent ian Homemaking I 19 8 42.1 27 1.4 3.5 1-6 Homemaking II 19 10 52.6 39 2.1 3.5 2-7 Homemaking III 15 5 33.3 14 .9 3.0 2—4 TABLE 9 355 AMOUNT OF TIME DEVOTED TO UNITS IN CLOTHING AND PERSONAL APPEARANCE Number and Number of Weeks Number Per Cent Spent in the Homemaking In or Schools Area in the Class Sample Reporting Sample Uni;s_in Area Num- Per Total Mean Med— Range ber Cent ian Homemaking I l9 19 100 208 10.9 12.0 8—20 Homemaking II 19 19 100 210 11.1 11.0 4-19 Homemaking III 15 13 87 133 10.2 9.5 6-15 TABLE 10 . 356 AMOUNT OF TIME DEVOTED TO UNITS IN FOODS — FAMILY MEALS AND HOSPITALITY Number and Number of Weeks Number Per Cent Spent in the Homemaking In 0f Schools Area in the Class Sample Reporting Sample Units in Area Num— Per Total Mean Med- Range ber Cent 5ian Homemaking I 19 18 94.7 242 13.4 10.0 7—22 Homemaking II 19 18 94.7 187 10.4 10.0 3—17 Homemaking III 15 12 80.0 94 7.8 7.0 2-19 TABLE 11 357 AMOUNT OF TIME DEVOTED TO UNITS IN HOUSING AND HOME FURNISHINGS J 1 Number and Number of Weeks Number Per Cent Spent in the Home- In Of Schools Area-By Schools- making Sample Reporting In Sample Class Unitsfip Area Num- Per Total Mean Medp Range ber Cent ' 'ian Homemaking I 19 7 36.8 21 3.0 3.0 2.3 Homemaking II 19 11 57.9 62 5.6 5.0 2-8 Homemaking III 15 8 53.3 53 6 6 5.0 2-8 TABLE 12 358 AMOUNT OF TIME DEVOTED TO UNITS IN MANAGEMENT AND CONSUMER EDUCATION Number and Number of Weeks Number Per Cent Spent in the Homemaking In 0f Schools Area in the Class Sample Reporting Sample Units in Arga Num— Per Total Mean Med— Range ber Cent ian Homemaking I 19 2 10.5 3 l 5 1.5 1—2 Homemaking II 19 5 26.3 14 2 8 2.0 1-5 Homemaking III 15 8 53.3 30 3 7 3.0 2—9 TABLE 13 PER CENT OF CHECK LISTS RETURNED BY PARENTS 359 5! Per Cent of Returns Number of Schools N—21 89—100 79— 90 69- 80 59- 70 49- 60 39- 30 29- o PLOKJJNI-‘fl-F’ APPENDIX E APPENDIX E 361 DESCRIPTION OF HOMEMAKING EDUCATION IN TWO OF THE SCHOOLS WHICH SHOWED THE LEAST AND THE GREATEST DISCREPENCIES BETWEEN BELIEFS OF LEADERS AND LOCAL PRACTICES The two schools which showed the least and the greatest discrepancies between beliefs of leaders and local practices have been designated as Schgol Q and as School 1. School C showed the least discrepancies. School V showed the greatest discrepancies. Practices in these two schools are described below for each of the major beliefs used in the study. Homemaking Education and the Total School Program Practices ig School 9. School Q had some of the characteristics of effective homemaking programs. It also failed to have some of the characteristics which leaders believe to be important. The following were some of the local practices, which were reported by the school administrator and homemaking teachers in School C. 1. Family life education had been discussed at faculty meetings and at Parent-Teacher Association meet- ings. The faculty had had some opportunity to observe effective practices in home and family life education in other schools. They had had some help from professional 362 community leaders, nurses and specialists in family life education. Once or twice they had had parents and repre- sentative community groups work with the faculty on one or more phases of family life education. The pupils had also had opportunities to help plan, and evaluate units, courses or activities related to family life education. 2. The homemaking teacher, the social studies teacher with some assistance from the biology teacher and specialists in family life education in the commun- ity had assumed major responsibilities for instruction relating to home and family life education in the total school program. There had been permissiveness in the school for all teachers to contribute to this type of education, but the homemaking courses were the only courses designated primarily as family life education. 3. The homemaking teacher had used opportunities to integrate homemaking education in the school life. The homemaking teacher had helped to plan and supervise social activities within the school, had helped to make the school more attractive and had shared resource mater- ials with her co—workers. The school administrator report- ed that “wonderful results“ had come from an etiquette program in the whole school and that the homemaking teach- er had done a great deal to help with it. The homemaking teacher had done some cooperative teaching, although the administrator said, that this had not been done too often. The teacher reported a two weeks unit for both girls and 363 boys which had been cooperatively taught by the homemak— ing teacher and another member of the faculty. 4. Homemaking education had been made available to many girls but not for boys. The homemaking teacher reported that more pupils wanted to enroll in homemaking than could be scheduled and that there had been a wait- ing list. The homemaking classes were large. 5. Consultants had helped in over-all planning of homemaking and/or family life education. There had been close relationships between the state supervisors of homemaking education and the homemaking teacher. In speaking of state supervisors she said, “They stop in anytime“. . . The teacher also reported receiving help from one of the colleges and reported that she had had a wide variety of kinds of help from the various consul- tants in program planning. Practices 15 School 1, In general School V lacked some of the characteristics of effective homemaking pro— grams. It also had some of the characteristics which leaders believe to be important. In reference to this particular belief the following were some of the local practices which were reported by the school administra- tor and the homemaking teacher in School V. 1. The school administrator and the homemaking teacher agreed that there had.been no discussions of family life education by the faculty. Members of the community, parents, or pupils had not participated in curriculum development. 2. The homemaking teacher was the only person in the school who was responsible for instruction in any way related to family life education. 3. The homemaking teacher assumed a few respon- sibilities for integrating homemaking education in the total school program. She assisted in the management of the school lunch, in planning and supervising the lunch room activities, and in helping with social activities in the school. She reported that she had shared certain resource materials with other faculty in the school. . ~ 4. The homemaking classes were small. The teach— er reported that she had not taught courses for boys and/ or for mixed classes of girls and boys. 5. One state supervisor of homemaking education had worked with the school but no other consultants from the colleges or State Department of Public Instruction had helped. Home and_School Coogeration Practices.ig School‘Q. A high percentage of par- ents of pupils in homemaking classes returned their check lists: ninety-one per cent in Homemaking I, one—hundred per cent in Homemaking II and ninety—three per cent in Homemaking III. Some of the responses of parents in School C were similar to those of the parents in the total sample. Parents believed in the importance and values of home and 365 school cooperation. They were willing to help in various ways in the homemaking program. They reported that their own adolescent daughters, who were in homemaking classes had had a variety of planned homemaking experiences in their own homes. However a higher percentage of parents in School C than in the sample reported that they had contacted the homemaking department in various ways in the past two years. The homemaking teacher in School C also had contacted a considerably higher percentage of parents of pupils in homemaking classes than had other homemaking teachers in the sample. In School C approximately one— half to three-fourths of the parents in the various homemaking classes reported that the homemaking teacher had invited them to meetings Or to other occasions. In the sample only eighteen per cent of the parents reported that they had had this type of opportunity. The homemaking teacher in School C had visited a higher per cent of the homes of pupils in homemaking classes than had the teachers in the sample. Twenty to twenty-five per cent of parents of pupils in Homemaking I and III reported that the homemaking teacher had visited them; forty-seven per cent of parents of pupils in Home- making II reported that the homemaking teacher had visited them. In the sample, approximately twelve per cent of the parents reported that they had been visited by one or more homemaking teachers in the past two years. 366 Practices 13 School 1. In general, the percentage of returns of check lists from parents in School V was lower than the returns in School C. One hundred per cent of the parents of pupils in Homemaking III, sixty-nine per cent of the parents of pupils in Homemaking I and fifty-three per cent of the parents of pupils in Home- making II returned their check lists. Some of the responses of parents in School V were similar to those of parents in the sample and to the par- ents in School C. Parents in School V believed in the importance and values of home and school cooperation. They were willing to help in various ways in the home- making program. They too reported that their own sons and daughters, who were in homemaking classes, had had a variety of planned homemaking experiences in their own homes. However some of the responses of parents of pupils in homemaking classes in School V differed from those of parents in School 0. In some ways, there appeared to be less participation of parents in the homemaking program in School V than in the sample. A lower percentage of parents than the mean of the sample had contacted the home— making department. The homemaking teacher had contacted few parents. No parents reported that they had been invit— ed to meetings. No parents of pupils in Homemaking I re— ported that they had been visited by the homemaking tea— cher. Twelve to thirteen per cent of the parents of 367 pupils in Homemaking II reported that they had been visit— ed by the homemaking teacher and one—fourth of the parents of pupils in Homemaking III reported they had been visited by the homemaking teacher in the past two years. he Homemaking Program and the Needs Interests and Problems 9;.Adolescents and Their Families For purposes of clarity and ease of comparison. descriptions of practices relating to this belief are discussed together for both schools. In School C there was evidence of considerable cOOperative planning with both pupils and with parents. Time had been allowed for cooperative planning with the pupils of varying homemaking classes. Approximately one-helf to three-fourths of the parents in the various homemaking classes reported that they had been invited to meetings, had been sent mater— ials regarding the homemaking classes or had in other ways been in contact with the homemaking program. In the total sample approximately eighteen per cent of the parents reported that they had had these types of opportunities. In School V there was some evidence of cooperative planning with pupils. However, pupils in School V report- ed fewer opportunities to express their own needs, inter- ests or problems than pupils had had in School 0. In con— ferences with the homemaking teachers regarding the local needs, which the homemaking teachers had used in planning 3.68 their homemaking programs the teacher in School C was articulate and showed evidence of depth of understanding of the total community, including the pupils, their homes and families but the teacher in School V did not show depth of understanding of the personal or social needs of pupils, their homes and families. She was more aware of less important details related to the homemaking program. The two schools were in widely different types of commun- ities: (1) School C represented an industrial area in which the assessed valuation of property per school census child was in the lowest twenty per cent (2) School V represented an agricultural area in which the assessed valuation of property per school census child was in the highest twenty per cent. In School 0 the homemaking teacher had visited twen— ty to twenty-five per cent of the parents of pupils in Homemaking I and III and forty-seven per cent of the par- ents of pupils in Homemaking II. In the sample, approx— imately twelve per cent of the parents reported that they had been visited by one or more homemaking teachers in the past two years. In School V the homemaking teacher had contacted few parents. No parents reported that they had been invited to meetings. No parents of pupils in Homemaking I reported that they had been visited by the homemaking teacher. Twelve per cent of the parents of pupils in Homemaking II reported that they had been visited by the homemaking teacher and one—fourth of the 369 parents of pupils in Homemaking III reported that they had been visited by the homemaking teacher. Practices Ag School Q and School 1 concerning Egg ‘ggglg g; homemaking courses and the ungpg‘2§.ipstruction. There were no goals available for homemaking classes in School V. The goals of homemaking classes in School C were pupil goals. These goals are given below. They indicate a relatively broad homemaking program, with efforts to include the various homemaking areas as special units or an integrated part of units. Goals 2; Homemaking glasses Homemaking‘I. Student goals in Canning: 1. To learn different ways to keep different kinds of foods -- root vegetables, foods we smoke, foods we freeze, foods we preserve in sugar, brine, foods we can etc. To learn how to make food keep and reasons for spoilage. To learn how to use different kinds of Jars and lids. To learn to label and store foods. To learn how to open kettle, water bath and pressure cooker can. UIF'UN Student Goals in Meal Planning: To learn to cook and eat by the basic 7. To learn to make appetizing breakfasts. To learn to prepare and serve an attractive lunch. To learn to prepare above meals on low, medium and high income levels. To learn to set a breakfast and luncheon table attrac- tively. To learn to bake simple cookies, muffins, biscuits and pastry. . 0‘» kn FUJNH Student Goals in Xmas Unit: 1. To learn to make and wrap gifts from the kitchen: cookies, Jellies etc. 2. To learn to make and package fudge, divinity and taffy. 370 Student Goals in Child Care: own-(rune H To learn about the birth of the baby, (Dickinson birth models). To learn how to bathe a young baby. To learn how to feed a young baby. To learn how to dress a young baby —- minimum layette. To learn how a pregnant person should eat and dress. To learn the signs and symptoms of pregnancy. Student Goals in Personal Improvement: 0 O O O \O (I) '\) me‘JNH To learn how to buy and use make up. To learn how to care for my complexion and hands. To learn how to buy and use deodorants. To learn how to care and arrange my hair. To learn what colors I should wear. To learn good design in clothes suited to my age, weight, height etc. To learn good manners and how to introduce people, how to enter a room gracefully and what to do with my hands. To learn what accessories are and how thry can be used to best advantage. To learn how to buy and use good shampoos, tooth pastes and powders. Student Goals in Garment Construction: \0 m'fl O\ Kn-F’ K») N l-' To learn to make a plain, flat fell, lapped and French seam. To learn how to blindstitch, back stitch and invisible hem. . To learn to use a pattern, altering it to fit my mea— surements. To learn to fit a garment. To learn to put in a zipper, to put on a continuous facing and to apply a bias binding. To learn to set in a sleeve, to do machine gathering, to use tailor's tacks or dressmakers' carbon. To learn to use, thread, oil and clean a machine. To learn to set on a skirt bank, cuffs, pockets, buttons grippers. To learn how to make tapered and pleat darts. Homemaking II. Student Goals in Interior Decoration: 1 2: 3. 4. To learn how to buy and arrange furniture. To learn how to make over old furniture —- paint removal and upholstering. To learn color schemes to use in different types of rooms. To learn how to use different fabrics in drapes, slip- covers, curtains etc. I'll.|il 10. 11. 371 To learn how to buy and care for floor coverings used in our homes. To learn how to arrange cut flowers. To study different styles of homes and furnishings suited to these types. To learn a few of the more popular period styles of furniture. To learn something about the use of antiques. To learn how to use paints and varnishes. To learn how to select and hang pictures. Student Goals in Wool Dress Unit: ~q- omn cm» RNA To learn how to buy and care for wool, rayons and silks. To learn to use more difficult patterns than were used in let year. To learn to use a press cloth. To learn to make tailored and bound buttonholes, and pockets. To learn to use machine attachments. To make a cotton blouse to review processes learned in let year clothing. To make more careful and detailed wardrobe study. Student Goals in Xmas Unit: 1. 2. To learn to make as many gifts from cloth and plastic as possible. To learn new and clever ways of wrapping gifts. Student Goals in Home Nursing: 0 O O O oowoxm 4:"me To earn the Red Cross Home Nursing Certificate. To learn to make a bed with and without a patient. To learn what to do in caring for illness in the home. To learn to recognize illnesses and to know when to call a doctor. To learn how to take T.P.R. To learn how to follow the Doctor's instructions. To learn how to disinfect a room. To learn how to act around thesnck. Student Goals in Nutrition: \‘l oxmxr 'JNH To learn what nutrition is and why it is important. To learn why “We are what we eat”. To learn why some girls are over weight and some too skinny. To learn how to count claories and to control weight. To review Basic 7. To learn to make the nsick tray" from the family's food. To learn how to Judge nutritious meals. Student Goals in Meal Planning and Preparation: (I)'\)O\U\ P'UDNH To learn how to buy and prepare meats. To learn how to make yeast breads. To learn how to make fancy desserts. To learn how to make meal time plans that work out right. To learn how to plan and prepare cheap meals. To learn how much of the income to use for groceries. To learn how to plan oven and one dish meals. To plan and prepare special day meals, buffet and party snacks. Goals for Homemaking III. 1. 2. 'kanvl? Us) To study problems of girls dating, going steady and engaged. To study family problems of who holds the purse strings, do I take my husbands religion, should I work after marriage, who gets the family car. To learn more about personality, adJustments and prob- lems of living with others or alone. To learn how to be and stay happily married. To learn how to get along with people. To learn how to use leisure. , To learn how to budget and live on the average income of Beecher graduates. Units Q; Instruction $3 373 Homemaking classes 33 School 9 and ‘phool E In the mudy of the practices relating to the units of instruction in homemaking classes in School C and School V, a comparison was made of the units which were included in each of the homemaking classes in the two schools and the units of instruction or emphases which the Office of Vocational Education had suggested. A study of the practices in the two schools suggests that the homemaking program in School 0 was a broader and more comprehensive program than was the homemaking program in School V. UNITS OF INSTRUCTION IN HOMEMAKING I IN 374 SCHOOL C AND IN SCHOOL V AREAS OF HOMEMAHING UnitsAIncluded in Eadh of the Schools and Time Spent I l l RECOMLENDED School 0 Weeks Sphool V Weeks Simple meals Provide meals for the family for the health with emphasis of girls on breakfasts and luncheons 8 Breakfast unit 10 Share holiday occasions Christmas gifts from the kitchen 1 It pays to pre- serve food A 4 Clothing for high Meet needs for Making a school girl 11 clothing cotton garment (with class of Spring dress or 36) 12 skirt 9 Meet needs for Personal Prob— personal improve— lems and sugg- Personal grooming ment and cloth- ested improve- and manners ing (see above) ment 4 Care and train- ing of a pre— school child 4 0 Assist in home First aid 2 0 nursing Share home res- Helping to care ponsibilities for home 1 0 Arrange and furnish a room Looking forward to Homemaking IIA4 UNITS OF INSTRUCTION IN HOMEMAKING II 375 IN SCHOOL C AND IN SCHOOL V Units Included in Each of the School; and Time Spent School C Weeks School V Weeks AREAS OF HOMEMAKING RECOMMENDED Make Joint plans Pupil-parent- for Homemaking II teacher plann- ing for the Planning 4 year days Meet clothing Planning and needs of the fam- constructing .ily a wool garment Utilize art in and review of clothing’ fibers 11 Spring dress 11 Cooperate in food management prob— Good health lems of the family thru good nu- Plan and prepare trition 2 Planning and family meals preparation of Meet food needs of Nutritious fam- luncheons 10 the family budget ily meals with Distribute the fam-emphasis on ily food dinners 9 Home manage— ment and enter- tainment 2 *Utilizing art in clothing and in the home consider Christmas time thru child Christmas gifts Candies and development, soc— and scrap bag 1 cookies for the ial relationships, Holidays - gifts 8 art and textiles Market for home and family supplies Consider consumer's responsibilities UNITS OF INSTRUCTION IN HOMEMAKING II 376 IN SCHOOL C AND IN SCHOOL V (continued) AREAS or HOMEMAKING unit; én°%Udeddi¥ Each oftthe RECOMMENDED ‘———————rQ4°Q.§lanp:_lme Spen School 0 keeks School V Weeks Share in special occasions of groups and organ— izations Live together cooperatively in the family Improve home arr- angements and Making our furnishings school and Consider housing home more Interior responsibilities attractive 8 decoration 6 of the family Understand develop- ment of children Home nursing 5 Looking for— ward to Home- making III UNITS OF INSTRUCTION IN HOMEMAKING III IN SCHOOL C AND IN SCHOOL V 377 AREAS OF HOMEMAKING RECOMMENDED Units Included in Each of the Schools and Time Spent Develop Joint School C Weeks School V Weeks L plans for liv- Pupil-parent— ing in the comm— teacher plann— unity. the school ing for the Planning 3 and the home year days Getting along Recognize fac— with other tors affecting people 6 successful and Grooming and happy home life meeting the Boy-girl opposite sex 5 relationships 9 Planning whole- Problems in some and satis- dating, being fying recrea— engaged, pass- tion port to marri— age 6 Marriage and family life 8 Children in the home help- ing with play- school study behavior pro- blems 2 Apply food and Planning hot nutrition in lunch program special prob— and menus l lems Candies and cookies for holidays 6 Solve special Wool garments 8 clothing prob— Spring and summ- lems er dresses 7 Meet consumer problems of Better buy- young adults manship 2 UNITS OF INSTRUCTION IN HOMEMAKING III 378 IN SCHOOL C AND IN SCHOOL V (continued) Units Included in Each of the AREASEggMSEEEESKING Schools and Time Spent ‘ School C Weeks School V Weeks“ Plan home fur- nishings Buying home Understand housing furnishings problems of the community Apply art in home and community Maintain family and community health AdJusting to School life 2 Learning to Study 2 - A look to the future Looking forward to marriage 379 opportunities 3g; learnihg experiences Ap;£h§ various homemaking areas. A study of the opportunities, which pupils in School C and in School V reported that they had had, showed wide differences. In general, pupils in homemaking classes in School C reported more opportunities for extensive and broad learning experiences in all areas of homemaking education than did the pupils in School V. School C differed from other schools in the sample and differed from School V in the following respects: (1) more emphasis had been placed in relationships, and child development in Homemaking I (2) a broader and more exten— sive program had been provided in Homemaking II (3) more emphasis had been placed in housing,relationships and child development in Homemaking III. (4) less emphasis had been placed on foods and clothing in Homemaking III. Homemaking Education and the 380 Teaching-Learning Methods Related 39 Goals 2; Homemaking Practices lg School Q gag School 1 concerning‘ teaching—learning methods. The teaching—learning methods in which the two schools differed most greatly concerned the ”relating of homemaking to the practices. conditions, and resources of families in the community“. Pupils in School C reported three times as many items as School V which were above the mean of the sample in the three methods: (1) working out problems with their own families, (2) having opportunities to express and understand their own needs, interests or problems and (3) developing guides or standards for their own work or behavior in school, home and community and evaluating progress. Pupils in School C reported twice as many items as School V which were above the mean of the sample in the area of I'receiving personal and/or individual help". Pupils in School C had many more opportunities than had the pupils in School V for concrete learning experiences. APPENDIX F STRENGTHS AND WEAKNESSES OF HOMEMAKING TEACHERS AS REPORTED BY SCHOOL ADMINISTRATORS IN THE STUDY 382 Strengths and Wgaknessgg Classification of Comments Number Total Number Strengths Weaknesses Other Total Cooperation Personality General competency Teaching procedures Relation to community Teaching procedures Relation to total school Appearance and care of home— making room Grasp of homemaking skills Work with boys and mixed groups Personality of teacher Control of students State Vocational Program and state reports General comments Supply of Homemaking Teachers State Plan for Vocational Education 3' WU! N (“Wk-3U! O\CDN Vfl (IRE) 31 45 12 88 A CLASSIFICATION OF THE COMMENTS MADE BY THE SCHOOL ADMINISTRATORS IN THE STUDY REGARDING THE STRENGTHS AND WEAKNESSES OF HOMEMAKING TEACHERS I. Strengths of Homemaking Teacherg. A. cooperation with faculty, teachers, pupils and parents. Integrates pro gram with other departments. Ability to work cooperatively with pupils and Ability to work cooperatively with pupils, parents, Present teacher is cooperative and wants to do Willingness to cooperate with others. All get along nicely with kids. Good understanding of problems of adolescent girls. Ability to be calm, collected and deliberate. Have sense of balance and Judgment. Willingness to use more time than average teacher in order to complete work and help students and Their strengths far outweigh their weaknesses. Have been lucky. Most home economics teachers leave little to be desired. The problem is the Trained--ability to do the Job well. Re 1. 2. parents. 3. 4 and other teachers. things. 2. Cooperativeness outstanding. 7. 8. Counseling is strong. 9. Re Personality. l. 2. 3. Good order. 4. others. 5. Generally good personality. 6. Pleasing personality. 7. Personality. 8. Neatly dressed. Re General Competency. l. 2. best use of one teacher. 3. 4. Generally competent in several areas of homemaking rather than narrow specialists in one or two areas. 384 5. Generally well trained. 6. Haven't ever had a teacher who did not know enough. 7. Girls well grounded usually in knowledge of home economics and in techniques of teaching. Re Teaching. 1. Good order outstanding. 2. Ability to provide good habits. 3. Ability to develop moral and social responsibility. 4. Teaching subject matter. 5. Discipline. 6. Motivates girls to individual high attainment. 7. Stimulates interest in the field among students. II. Weaknesses of HomemakingiTeachers. A. Re the Relation of Homemaking to the Local Community. Not trained in analyzing the community situation. Not doing basic teaching important in the community. Not too much interested in community needs. Not too much interested in visiting homes, etc. (that used to be good, now weak). They used to get into homes when they were required to do it. Are often too idealistic and don't realize that community resources are limited and real as they may be. A good many pupils say, "My mother doesn't do it that way“. Would understand country girls and others if they took part in the community. Teachers used to run adult programs; don't now. They don't teach adult classes; other teachers in the school do. Not true of present teacher but they tend to work only in the school, not outside. They don't take part in community life. They don't go to church. Teaching. Teachers don't give students enough. They don't find out where students are. Students do things over which they can already do at home. 385 Takes too long to make pies (one day for crust, next day for filling). Too much time for fancy things (salads and pies). Are too precise in teaching color. Tendency toward impractical resolution of problems of instruction. Lack of timing in organization. Relation to the Total School. Lack of cooperation with other departments. One teacher kept the laboratory a closed unit; no one could use it. They don't like to let others use the room and yet have invested $3,500 in equipment. Inability to plan, prepare and supervise pupils in serving meals of various occasions. Home economics not as bad now but used to think they were special-~(ag is worse). Not a_guotation: Superintendent expressed objection to vocational education and special requirements. Objected to state meetings and having home economics teachers regard themselves as special teachers with everything in the school revolving around home economics. Said it hadn't been-as bad during the last two or three years. Homemaking Room and Department. Are average in room housekeeping (home economics laboratory). Homemaking room lacks color. Too many loud colors in the homemaking room: The room is not restful. Not trained in running the department. Needs help in delegating small details of running department to pupils. Grasp of Homemaking Field or of Skills. Do not have complete grasp of the field of home economics. There hasn't been enough first aid and physical education. They don't know how to take care of accidents. Failure to understand tools, ie., don't know troubles with sewing machines; don't know where fuses are for stoves, etc. III. 386 Work with Boys. l. Inability to handle boys. 2. Some don't want boys in class but our present teacher wants them. 3. How to work with mixed groups. Re Personality of Teacher. 1. One teacher was not conservative enough. 2. Lack of interest. 3. One teacher-—colorless personality. 4. One teacher, slip shows frequently. Control of Students. 1. Not too well trained in discipline. 2. Don't know how to control students-~some go one way, others another; some teachers regiment them. State Vocation Program and State Reports. 1. Possible lack in training as to value and necessity of state reports. 2. Inadequately grounded in the state program and the forms and reports required of each. Other comments A. General Comments. 1. Have known a half dozen in Michigan, all like other teachers had personal strengths and weaknesses. 2. Have had a variety. Personality has been most important. Don't think they can sell home economics unless they are vitally interested in it. 3. Have had some good ones and some poor ones. 4. Most schools are getting their best results in the home-and-family-life education from free lancing. They get the "best" teacher in the school to teach - it. 5. Not another teacher in the system has a better opportunity in getting next to children (except vocational agriculture). B. Supply of Homemaking Teachers. 1. 2. 3. Supply of homemaking teachers too small. Train teachers who plan to stay in the field. Too much state funds are put in education of homemaking teachers and other teacher who do not stay on the Job long enough to carry over results of training to the student in the local community. Chemistry requirements too high for homemaking teachers, keeping field limited. State Plan for Vocational Education. Why do pupils have to take homemaking three years? This keeps them from taking home economics. The conference period is a waste of time: Students enrolled in classes are Q23 free to have conferences with the teacher. The limitations of time as set by Smith Hughes limits time in a small school to teach. Teacher loses too much time meeting requirements of State supervision, reporting, etc. APPENDIX G RECOMMENDATIONS FOR INPROVEMENT OF HOMEMAKING EDUCATION IN MICHIGAN AS REPORTED BY THE SCHOOL ADMINISTRATORS IN THE STUDY Total Area Classification of Comments Number Number Local Relation of homemaking to Program local community 8 Family life education 4 Relation to school lunch program 1 13 Teacher Education of homemaking teachers 5 Education Supply of homemaking teachers 3 Personal qualities of teacher 2 10 State Requirements in program 3 Plan Visits by personnel of State Dept. 1 4 Total 27 390 RECOMMENDATIONS FOR IMPROVEKENT OF HOMEMAKING EDUCATION PROGRAM IN MICHIGAN AS MADE BY THE I. The Local Program. A. SCHOOL ADMINISTRATORS IN THE STUDY w.‘ x- \\ Relation of the Program to the Local Community Needs. 1. ‘40 O ~30x Ui?‘ 0 Start where children in a community are and do things important in the community. Not too far from them but far enough to help them raise their sights. Could fit what they do into the way people live; how they eat and what they can afford to have; how to take care of experiences in evening classes and make it pleasant to come here and have con- tacts with teachers. Increased emphasis and requirements of establish— ment of advisory committees of parents and pupils. Need to educate parents. There's plenty of room for improvement of homes in this community. More experiences in working with adults. Many women in the community have to work, and the girls don't get too much example: Need to do this in homemaking. Teach adult programs. Family Life Education. More of family life education. Emphasis on home and family living increased with corresponding decrease in emphasis on specific skills. A more integrated program in home economics—~if we were to get our other faculty to assume more responsibility in the direction of teaching home and family living. Wonder if perhaps it would not be well in program of home and family living if we spent more time on the social aspects of family life. We spend a great deal of time in the program on the practical aspects, cooking, making clothes, etc. Perhaps more time on social aspects. 391 C. Relation to the School Lunch Program. Further develop: ment of ability to promote the hot lunch or cafeteria " program. This to include public relations in pro- moting why the meal and service is offered and how full advantage should be taken of it by the pupils. II. Teacher Education Programs. A. Re Education of homemaking teachers. 1. Have more family life education in training home- making teacher. 2. Have more of the sociological in training home- making teachers. 3. Training and preparation be more extensive, maybe include reupholstering, etc. 4. Do more with techniques of getting to know people. Find out what they know. This applies to all teacher-training institutions. 5. Every teacher should have experience in living with students. The psychology of working with children, the way to dish out discipline even if they have to do physical punishment. B. Re Supply of homemaking teachers. 1. Provide more sources of training of so-called homemaking teachers (different institutions). 2. Cut down on physics and chemistry in training homemaking teachers. 3. Possibly a bonus from state and federal funds for the teacher who stays on the Job and work effectively for a period of years such as five or more. C. Re Personal Qualities of teachers. 1. Need for a homemaking teacher to be a married woman. . 2. If you could get teachers who have families for family life education. III. State Plan for Vocational Education. A. Requirements in Program. 1. State regulations or schedules should be relaxed. 2. Reduce the number of minutes per week for ad- vanced homemaking classes necessary under Smith Hughes. 3. Homemaking should be taught to more girls at a lower age, especially sixth, seventh, and eighth grades. 392 School Visits by State Department of Vocational Education: Regularly scheduled visits by the State Department of Vocational Education personnel. We have had one visit in two years.