IN FO R M A TIO N TO USERS

This material wai produced from a microfilm copy of the original document. While
the most advanced technological means to photograph and reproduce this document
have been used, the quality is heavily dependent upon the quality of the original
submitted.
The following explanation of techniques is provided to help you understand
markings or patterns which may appear on this reproduction.
1.The sign or "target" for pages apparently lacking from the document
photographed is "Missing Page(s)". If it was possible to obtain the missing
page(s) or section, they are spliced into the film along with adjacent pages.
This may have necessitated cutting thru an image and duplicating adjacent
pages to insure you complete continuity.
2. When an image on the film is obliterated with a large round black mark, it
is an indication that the photographer suspected that the copy may have
moved during exposure and thus cause a blurred image. You will find a
good image of the page in the adjacent frame.
3. When a map, drawing or chart, etc., was part of the material being
photographed the photographer followed a definite method in
"sectioning" the material. It is customary to begin photoing at the upper
left hand corner of a large sheet and to continue photoing from left to
right in equal sections with a small overlap. If necessary, sectioning is
continued again — beginning below the first row and continuing on until
complete.
4. The majority of users indicate that the textual content is of greatest value,
however, a somewhat higher quality reproduction could be made from
"photographs" if essential to the understanding of the dissertation. Silver
prints of "photographs" may be ordered at additional charge by writing
the Order Department, giving the catalog number, title, author and
specific pages you wish reproduced.
5. PLEASE NOTE: Some pages may have indistinct print. Filmed as
received.

Xerox University Microfilms
300 N o rth Zaab Road
Ann Arbor, Michigan 46106

74-6030
DOBRY, Alberta M . , 1937SELBCTED CHARACTERISTICS OF MIQIIGAN HOME
ECONOMICS TEACHERS IN RELATION TO THE
SCIDOL SITUATIONS OF THEIR DEPLOYMENT.
Michigan State University, Ph.D., 1973
Education, curriculum development

U n iv e rs ity M icrofilm s, A XEROX Com pany , A n n A rbo r. M ic h ig a n

S E L E C T E D C H A R A C T E R I S T I C S OF M I C H I G A N H O M E E C O N O M I C S
TEACHERS

IN R E L A T I O N TO T H E S C H O O L S I T U A T I O N S
OF T H EIR E M P L O Y M E N T
By
A l b e r t a M.

D o bry

A DISSERTATION
Submitted to
M i c h i g a n State U n i v e r s i t y
in p a r t i a l fu l f i l l m e n t o f the r e q u i r e m e n t s
for the d e g r e e of
D O C T O R OF P H I L O S O P H Y
C o l l e g e of E d u c a t i o n
1973

A BSTRA CT

SELE CTE D CHARACT E R I S T I C S OF M I C H I G A N HOME ECON O M I C S
TEACHERS IN RE LATI ON TO THE SCH O OL S I T U A T I O N S
OF THEI R E M P LOYMENT
By
A lbe rta M. D o bry

The general o b j e c t i v e of the study w a s to i n v e s t i ­
gate selec ted c h a r acteristics of home eco nomics

teach ers

in relation to the school s i t uations in w h i c h they wer e
employed.

A more specif ic p urpose of this study w as

examine d i f f e rences

in selected cont extual c h a r a c t e r i s t i c s

(i.e., age of the teacher,
exp erience,
cate,

num ber of years of teach ing

und erg raduate major,

and d e g r e e - g r a n t i n g

location)

type of teachin g c e r t i f i ­

inst itution of the teacher)

relation to e n v i r onment al factors
graphical

to

in

(school size and g e o ­

of full-time home e conomics teach ers

in Michi gan public se condary consu m e r and h o m c m a k i n g p r o ­
grams.

A n o t h e r sp ec ific pu r p o s e wa s to d etermine the

r e l a t i o n s h i p bet ween

selec ted contextu al c h a r a c t e r i s t i c s

of ful l-time home econom ics teach er s

in M i c h i g a n s e c o n d a r y

consumer and home m a k i n g pro grams and influe nce of d i f f e r e n t
i ndiv idu als and grou p s on c u r r i c u l u m d ecisions and the
help fulness of v a r i o u s sources for i den t i f i c a t i o n of home
ec onomics class content.

A l b e r t a M.
The st udy w a s d e s i g n e d

to be d e s c r i p t i v e

Dobry
in nature.

T h e two i n d e p e n d e n t v a r i a b l e s ,

geographical

school

into four c a t e g o r i e s ,

size,

were each divided

ing in a s i x t e e n - c e l l d e s i g n o v e r
this study w a s

selected

l o c a t i o n and

subjects.

The

larger s t u d y w e r e d r awn

economics

teachers

schools with

sizes.

An

the t e a c h e r s

for this

study r e s t r i c t e d
the s a m p l e

the s a m p l e

employed

to f u l l ­

for this s t udy w a s c o m ­

study w e r e

collected

through

information)

y

univariate analysis

of v a r i a n c e ,

and t w o - w a y m u l t i v a r i a t e
Th e c h o s e n alpha

null h y p o t h e s i s w a s
Results

the

Home E c o n o m i c s
using

hoc ana iy ses ,
multiple regression

and u n i v a r i a t e

analyses

for r e j e c t i o n of

of

each

0.05.

of the null

cantly greater proportions
State University

level

items

of

These data were analyzed

t w o - w a y chi sq ua re and c o r r e s p o n d i n g post

variance.

7-12)

The strati­

r e placement)

from the P r o f i l e of S e c o n d a r y

Program questionnaire.

analysis,

(grades

for s a m p l e s e l e c t i o n of

(personal d a t a and g e n e r a l

four s e c t i o n s

one-way

all home

to i n c r e a s e u n i f o r m i t y a m ong

a d ded c r i t e r i o n

Thus,

for

528 tea cher s.

Da ta
from two

(sampling w i t h o u t

fractions

for th is

t i m e teac hers.
p r i s e d of

secondary

c o n s u m e r and h o m e m a k i n g progr ams.

variable sampling
cell

Subjects

from the p o p u l a t i o n of

in M i c h i g a n p u b l i c

fied r a n d o m p r o c e d u r e

samp l e for

from a pool of r e s p o n d e n t s a v a i l a b l e

t h r o u g h a lar ger s t u d y of the same d e s i g n . ^
the

result­

(MSU)

hypotheses

tests

showed

signifi­

of t e a c h e r s w h o w e r e M i c h i g a n

graduates were

locat ed

in the

lower

A l b e r t a M.
than

in the u p p e r penins ula ;

area of the lower p e ninsula,
pr e d o m i n a n t .

Although

an e x c e p t i o n w a s

Dobry

the D e t r o i t

where non-MSU graduates were

s i g n i f i c a n t d i f f e r e n c e s were not

found for p r o p o r t i o n of MS U g r a d u a t e s w i t h respec t to
school size,

the d a t a

sh owe d a tren d tow a r d a hi gher

d e n c e of M S U g r a d u a t e s

in school s of

55 0-1199

inci­

students.

S i g n i f i c a n t l y g r e a t e r p r o p o r t i o n s of v o c a t i o n a l l y
certified

teachers were

pe n insula,
where

lo ca te d

in the l o wer than t h e upper

again w i t h the e x c e p t i o n of the D e t r o i t area,

t e a chers w i t h g e n e r a l c e r t i f i c a t i o n w e r e pre dom i n a n t .

A significantly

g r e a t e r p r o p o r t i o n of v o c a t i o n a l l y c e r t i ­

fied t e a c h e r s o c c u r r e d

in s c h o o l s of 550-1199

in s choo ls of o t h e r sizes,

whereas

st ud ents

than

a significantly greater

p r o p o r t i o n of t e a c h e r s w i t h ge n e r a l c e r t i f i c a t i o n o c c u r r e d
in schoo ls
sizes;

of 299 or

s c h o o l s of

fewer s t u d e n t s

1200 or mo re

tha n

in thos e of o t h e r

s t u d e n t s had

largest p r o p o r t i o n of t e a c h e r s w i t h g e n e r a l
S i g n i f i c a n t d i f f e r e n c e s w o r e not
tire v a r i o u s m a j o r s of t e a c h e r s
however,
school

the next
certific a t i o n .

found to e x i s t

a mong g e o g r a p h i c a l

in

lo catio ns;

s i g n i f i c a n t d i f f e r e n c e s were ci ted w i t h r e s p e c t to

size.

A s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of h o m e

ec o n o m i c s e d u c a t i o n m a j o r s
stu de nts

existed

than in s c h o o l s of o t h e r
A

significant

the t e a c h e r

in sc h o o l s of 300- 549
sizes.

r e l a t i o n s h i p o c c u r r e d b e t w e e n a ge of

and amo u n t of i n f l u e n c e e x e r t e d by va r i o u s gro u p s

and i n d i v i d u a l s on c u r r i c u l u m d e c i s i o n s .

I n fluence of

the

A l b e r t a M. D o b r y
teacher was

found to ma ke the g r e a t e s t c o n t r i b u t i o n ,

f o l l o w e d by that o f

the d e p a r t m e n t head.

A significant relationship also existed between
y e a r s of t e a c h i n g e x p e r i e n c e a n d h e l p f u l n e s s of v a r i o u s
p r i n t e d s ou rces u s e d for i d e n t i f i c a t i o n of h o m e e c o n o m i c s
c l a s s content.

Th e g r e a t e s t c o n t r i b u t i o n to th e r e l a t i o n ­

s h i p came f r o m c o l l e g e c o u r s e m a t e r i a l s
was

i n v e r s e l y rel a t e d

cals,

to age)

p o p u l a r mag azines,

(whose

influence

and f r o m p r o f e s s i o n a l p e r i o d i

and c o m m e r c i a l t e a c h i n g aids

(all

w i t h i n f l u e n c e d i r e c t l y r e l a t e d to a g e ) .
Finally ,

significant differences were

a m o u n t of infl u e n c e

from v a r i o u s i n d i v i d u a l s

fo und in
and g r o u p s

on c u r r i c u l u m d e c i s i o n s b a s e d on an i n t e r a c t i o n b e t w e e n
school

size and g e o g r a p h i c a l

butions
th e

lo cation.

to th e ove r a l l v a r i a n c e came

local c u r r i c u l u m com mittee,

other

te achers

contribution
com mittee.
cated

The g r e a t e s t cont r i

from i n f l u e n c e of

the s t u d e n t teac her,

in the de partment.

An a d d i t i o n a l m a r g i n a l

came f r o m i n f l u e n c e of the

local

G r a p h i c p r e s e n t a t i o n s of the

that all were d i s o r d i n a l

and

advisory

interactions

indi­

in nature.

1-Alberta D o b r y and N o r m a Bobbitt, "The D e v e l o p m e n t
and I m p l e m e n t a t i o n o f a C u r r i c u l u m A p p r o a c h for the C o n c e p ­
tual R e o r i e n t a t i o n o f S e c o n d a r y Home E c o n o m i c s P r o g r a m s
w i t h E m p h a s i s on M e e t i n g N e e d s of S p e c i a l Groups:
P h a s e I"
(unpubl ish ed report, M i c h i g a n Sta te U n i v e r s i t y , Fall, 1972).
2 Ibid.

ACKNOWLEDGMENTS

Acknowledgment
groups

for v a r i o u s

is d u e a n u m b e r of i n d i v i d u a l s and

ty pes of a s s i s t a n c e

gram of study.

Appreciation

committee:

B e a t r i c e P a o l u c c i , Dr.

Dr.

Dr.

F r a n k B o b b itt,

encouragement,

an d Dr.

throughout the pro­

is e x p r e s s e d to the g u i d a n c e
Norma Bobbitt,

Troy Stear ns.

an d p a t i e n c e have

T h e i r suppo rt,

fac i l i t a t e d t h e c o m p l e t i o n

of the d i s s e r t a t i o n .
A

spe c i a l n o t e of g r a t i t u d e is e x p r e s s e d to

Dr. J o Lynn Cunninghanv w h o
neighbor,

an d c o l l e a g u e

serv ed

in th e roles of friend,

for her a d v i c e

c o n c e r n i n g r e s e a r c h de s i g n ,
Her c o n s t a n t e n c o u r a g e m e n t
p r o c e s s p r o v i d e d an a dded
her typing a s s i s t a n c e w i t h

and s u g g e s t i o n s

procedures,

and d a t a ana lysis.

and m o r a l s upport t h r o u g h o u t the
source of

strength.

In addi t i o n ,

the c o p y of the first d r a f t w as

invaluable.
Appreciation

is a l s o e x t e n d e d to V e r d a

Scheifley

for he r time an d e f f o r t w i t h the c o m p u t e r p r o g r a m m i n g and
data p r o c e s s i n g t h r o u g h o u t

the study.

A note of th anks

also e x t e n d e d to M a r y Andrews, w h o a s s i s t e d w i t h

is

the d a t a

processing.
Gratitude
and c o l league,

is e x p r e s s e d to Dr. N a n c y Hook,

for her h e l p p rior

ii

to t h e

fr ie nd

juidance c o m m i t t e e

meet ing .
d r a f t of

Her p e r s e v e r a n c e

in X e r o x i n g a n d c o l l a t i n g the

the d i s s e r t a t i o n w a s g r e a t l y a p p r e c i a t e d .
Grateful acknowledgment

D e p a r t m e n t of E d u c a t i o n ,
which,

is e x t e n d e d to the M i c h i g a n

D i v i s i o n of V o c a t i o n a l Eduation,

in c o o p e r a t i o n w i t h M i c h i g a n

State U n i v e r s i t y ,

funded

the l a r g e r study t h r o u g h w h i c h t hese data w e r e co llected.
T h e c o n t r i b u t i o n and s u p p o r t of all those
larger

study w h i c h m a d e t h i s
Finally,

i n v o l v e d w i t h the

study p o s s i b l e

t h e r e wi ll be a l i f e - l o n g

is a p preciated.
indebtedness

all t h o s e r e s p o n s i b l e

for i n i t i a t i n g a c t i o n t o w a r d

a s s i s t a n c e at v a r i o u s

points

Grateful

is e x t e n d e d

appreciation

Alumni Scholarship
the G r a d u a t e O f f i c e
Studie s

to

financial

t h r o u g h o u t t h e d o c t o r a l program.
for the T h e l m a Port e r

f r o m the then C o l l e g e o f Home Ec onomics,
S c h o l a r s h i p f r o m the S c h o o l

in the C o l l e g e of E d u c a t i o n ,

for A d v a n c e d

the G r a d u a t e O f f i c e

F e l l o w s h i p from the D e p a r t m e n t of F a m i l y E c o l o g y

in the

C o l l e g e of H uman E c o l o g y ,

from the

a n d the a ward r e c e i v e d

Fa c u l t y W o m e n ' s A s s o c i a t i o n .

iii

T A B L E OF C O N T E N T S

Page
LIST OF T A B L E S .........................................

vi

LIST OF F I G U R E S ........................................... viii
Chapte r
I.

II.

INTRODUCTION

.................................

Basis of th e P r o b l e m ......................
Pu r p o s e s o f the S t u d y ......................
D e f i n i t i o n of T e r m s ......................
A s s u m p t i o n s .................................
O v e r v i e w .....................................

2
9
12
16
17

R E V I E W OF L I T E R A T U R E ..........................

18

T h e o r e t i c a l F r a m e w o r k s .... ..................
L e w i n i a n F i e l d T h e o r y .....................
Theory from EcologicalPsychology
.
.
S u p p o r t i n g L i t e r a t u r e R e l a t e d to Each
V a r i a b l e .................................
Geographical Location
..................
Sc hool S i z e .............................
Teacher Certification
..................
U n d e r g r a d u a t e M a j o r ......................
A g e of the T e a c h e r ...............
62
Extent of Teaching Experience
. . .
I n d i v i d u a l s and G r o u p s H a v i n g I n f l u e n c e
on C u r r i c u l u m D e c i s i o n s ...............
C u r r i c u l u m Source s
......................
S u m m a r y .....................................
III.

1

D E S I G N AN D P R O C E D U R E S O F T H E S T U D Y

. . .

De s i g n of th e S t u d y ......................
Sa m p l e S e l e c t i o n P r o c e d u r e s ...............
S e l e c t i o n and D e s c r i p t i o n of the S t r a t a
S a m p l i n g P r o c e d u r e for the L a r g e r S t u d y
S a m p l i n g P r o c e d u r e for T h i s S t u d y .
.
iv

18
20
28
34
34
39
49
57
68
73
80
83
87
87
89
90
92
94

Chapter

Page
Data Collection Procedures
...............
95
95
T he Q u e s t i o n n a i r e ..........................
A d m i n i s t r a t i o n of the Q u e s t i o n n a i r e
.
96
Analysis Procedures
......................
99
H y p o t h e s e s .................................
99
Operational Definitions
...............
100
T r e a t m e n t of the D a t a .......................103
S u m m a r y ............................................ 106

IV.

F I N D I N G S OF T H E S T U D Y .......................... 109
R e s u l t s of E a c h H y p o t h e s i s T e s t
.
.
.
109
Null
Hypothesis I
..........................109
Null
H y p o t h e s i s I I ..........................114
Null
H y p o t h e s i s I I I ..........................120
Null
H y p o t h e s i s I V ..........................125
Null
Hypothesis V
......................... 125
Null
H y p o t h e s i s V I ......................... 128
Null
H y p o t h e s i s V I I ......................... 130
Null
H y p o t h e s i s V I I I ......................134
S u m m a r y of the F i n d i n g s .......................146

V.

S U M M A R Y ............................................ 151
C o n c l u s i o n s .....................................
L i m i t a t i o n s .....................................
D i s c u s s i o n .....................................
I m p l i c a t i o n s .................................
P r e s e r v i c e P r o g r a m s ......................
Inservice Programs
.....................
General Public Education
...............
R e c o m m e n d a t i o n s for F u r t h e r S t u d y ,
.
.

151
153
154
168
170
17 3
176
177

A P P E N D I C E S ............................................... 179
BIBLIOGRAPHY

............................................

V

211

L I S T O F TABL E S

Design Matrix

.................................

S u m m a r y of Da ta A n a l y s i s

...............

88
108

Chi Squa r e A n a l y s i s for Home E c o n o m i c s
T e a c h e r s by C a t e g o r i e s of I n s t i t u t i o n
and G e o g r a p h i c a l L o c a t i o n
...............

111

Chi Square A n a l y s i s for Home E c o n o m i c s
Te a c h e r s by C a t e g o r i e s of I n s t i t u t i o n
and School Si z e
..........................

113

Chi S q u a r e A n a l y s i s for Home E c o n o m i c s
T e a c h e r s by T y p e of C e r t i f i c a t i o n
and G e o g r a p h i c a l L o c a t i o n
...............

116

Chi Squa r e A n a l y s i s for Home E c o n o m i c s
T e a c h e r s by T y p e of C e r t i f i c a t i o n
and Sc hool Size
..........................

118

Chi S q u a r e A n a l y s i s for Home E c o n o m i c s
T e a c h e r s by U n d e r g r a d u a t e M a j o r
and G e o g r a p h i c a l L o c a t i o n
...............

121

Chi Square A n a l y s i s for Home E c o n o m i c s
T e a c h e r s by U n d e r g r a d u a t e M a j o r
and School Size
..........................

123

A n a l y s i s of V a r i a n c e for Age of the
T e a c h e r w i t h R e s p e c t to P r i m a r y Influence
on C u r r i c u l u m D e c i s i o n s ..................

126

Ce ll Sizes, Me ans , and S t a n d a r d D e v i a t i o n s
for T e a c h e r s 1 A g e in R e l a t i o n to Grou p s
or I n d i v i d u a l s E x e r t i n g P r i m a r y I n f l u e n c e
on C u r r i c u l u m D e c i s i o n s ..................

127

R e g r e s s i o n A n a l y s e s for A s s o c i a t i o n
b e t w e e n I n f l u e n c e s on C u r r i c u l u m and
Age of the T e a c h e r
......................

129

vi

A n a l y s i s of V a r i a n c e for Years of T e a c h i n g
E x p e r i e n c e wi th R e s p e c t to P r i m a r y
S o u r c e for I d e n t i f i c a t i o n of C l a s s
........................................
Content

131

C e l l S i z e s , Means, and S t a n d a r d D e v i a t i o n s
for Y e a r s of T e a c h i n g E x p e r i e n c e in
R e l a t i o n to P r i m a r y So ur ces for I d e n t i f i c a ­
tion of C lass C o n t e n t
......................

132

R e g r e s s i o n A n a l y s e s for A s s o c i a t i o n b e t w e e n
S o u r c e s for I d e n t i f i c a t i o n of C l a s s C ontent
and Y e ars of T e a c h i n g E x p e r i e n c e .

133

A n a l y s e s of V a r i a n c e for I n f l uences on
C u r r i c u l u m D e c i s i o n s w i t h R e s p e c t to
S c h o o l Size and G e o g r a p h i c a l L o c a t i o n

135

P e r c e n t a g e s of T e a c h e r s W h o Ha ve L o cal
A d v i s o r y C o m m i t t e e s for Ea c h S c h o o l Size
and G e o g r a p h i c a l L o c a t i o n
..................

139

P e r c e n t a g e s of T e a c h e r s W h o Have S t u d e n t
T e a c h e r s for Each S c h o o l Size and
Geographical Location
......................

142

P e r c e n t a g e s of T e a c h e r s W h o are in Mult i p l e T c a c h c r D e p a r t m e n t s for Each S c h o o l Size
and G e o g r a p h i c a l L o c a t i o n
..................

144

P e r c e n t a g e s of T e a c h e r s W h o Ha ve Local
C u r r i c u l u m C o m m i t t e e s for Each Scho ol
Size and G e o g r a p h i c a l L o c a t i o n
.

147

S u m m a r y of the Null H y p o t h e s i s T e s t s

148

C e l l S i z e s for P o p u l a t i o n of S c h o o l s and
T e a c h e r s In volved in C o n s u m e r and
H o m e m a k i n g Prog ams in M i c h i g a n
.

181

Co ll Size s for S t r a t i f i e d R a n d o m S a m p l e of
S c h o o l s and T e a c h e r s I n v o l v e d in C o n s u m e r
and H o m e m a k i n g P r o g r a m s in M i c h i g a n .

182

R e s p o n s e s to the C a t e g o r y of "Other"
for I n d i v i d u a l s and Gro u p s E x e r t i n g
I n f l u e n c e on C u r r i c u l u m D e c i s i o n s

183

R e s p o n s e s to the C a t e g o r y of "Other"
for S o u r c e s Used in I d e n t i f i c a t i o n
of C l a s s C o n t e n t
.............................

184

vii

LIST OF F I G U R E S

Figure
1.
2.

3.

4.

5.

6.

7.

Page
C o n c e p t u a l R e p r e s e n t a t i o n of the
Lif e S p a c e ....................................

26

C o n c e p t u a l R e p r e s e n t a t i o n of the V a r i a b l e s
in the L i f e Space of the S e c o n d a r y
T e a c h e r in C o n s u m e r and H o m e m a k i n g
P r o g r a m s ........................................

27

I n t e r a c t i o n b e t w e e n S c h o o l Size and
G e o g r a p h i c a l L o c a t i o n in R e l a t i o n to
E x t e n t of I n f l u e n c e of the L o cal A d v i s o r y
C o m m i t t e e on C u r r i c u l u m D e c i s i o n s
.
. .

137

I n t e r a c t i o n b e t w e e n S c h o o l Si ze and
G e o g r a p h i c a l L o c a t i o n in R e l a t i o n to E x t e n t
of I n f l u e n c e of the S t u d e n t T e a c h e r on
C u r r i c u l u m D e c i s i o n s .........................

140

I n t e r a c t i o n b e t w e e n S c h o o l Siz e and
G e o g r a p h i c a l L o c a t i o n in R e l a t i o n to
E x t e n t of I nfluence of O t h e r T e a c h e r s in
the D e p a r t m e n t on C u r r i c u l u m D e c i s i o n s
. .

143

I n t e r a c t i o n b e t w e e n Sc hool Size and
G e o g r a p h i c a l L o c a t i o n in R e l a t i o n to E x t e n t
of I n f l u e n c e of the L o c a l C u r r i c u l u m
C o m m i t t e e on C u r r i c u l u m D e c i s i o n s
.
. .

145

M a p of M i c h i g a n D e p i c t i n g the Four
G e o g r a p h i c a l Zone C a t e g o r i e s
...............

186

viii

CHAPTER

I

INTRODUCTION

Th e c h a l l e n g e
preparation
native
enties.

is ever

for p e r s o n s r e s p o n s i b l e

increasing with

sc hool movement-*- m a r k i n g
This movement

ment of a l t e r n a t i v e
mentation with

alternative

s t u dents and t e a c h e r s

the s u rge of the a l t e r ­

the b e g i n n i n g of

ha s b e e n p a r a l l e l e d

teacher

the s e v ­

by the d e v elop-

t r a i n i n g p rogra ms.
plans

for te a c h e r

Experi­

for the e d u c a t i o n of both

ha s g r a d u a l l y g r o w n o u t of the fact

that our p o p u l a t i o n has b e c o m e p r e p o n d e r a n t l y u r b a n . 3
steady p r o g r e s s i o n of u r b a n i z a t i o n

in our

Th e

so c i e t y lias i n ­

creas ed the c o m p l e x i t y of

the p r o b l e m of m e e t i n g the d i ­

verse n eed s and

of all p a r t i c i p a n t s

interests

in the m a j o r i t y

^Don ald W. R o b i n s o n , " A l t e r n a t i v e Schoo ls:
Ch a l l e n g e to T r a d i t i o n a l E d u c a t i o n ? " Phi D e l t a K a p p a n , LI
(March, 1970), 374-75; an d D o n a l d W. Rob ins on , "A lter nate
Schools:
Do The y P r o m i s e S y s t e m R e f o r m ? " Phi D e lt a K a p p a n ,
LIV (March, 1973) , 433; an d D o n a l d W. Robinson^ ltA l t e r n a t e
Schools:
Is the Ol d O r d e r R e a l l y C h a n g i n g ? " E d u c a t i o n a l
L e a d e r s h i p , XXVIII (March, 1971), G04-7; see also R o b e r t
R. Loeper (cd.). C u r r i c u l a r C o n c e r n s in a R e v o l u t i o n a r y Era
(Washington, D. C.:
A s s o c i a t i o n for S u p e r v i s i o n and C u r r i c u ­
lum D e v e l o p m e n t , 1971), 241-45.
^ J o h n L. P a r k e r an d R i c h a r d J. W i t h y c o m b c , " M e d i a ­
tion in an A l t e r n a t e T e a c h e r T r a i n i n g P r o g r a m , " Phi Delta
K a p p a n , LIV (March, 1973), 483.
^Earl J. M c G r a t h , "The C h a n g i n g M i s s i o n of Home
Ec onom ics," J o u r n a l of H o m e E c o n o m i c s , LX (February, 1968),
86.
1

2
of our e d u c a t i o n a l
rural

s ectors n o

sett ing s.

Thi s do es n o t m e a n

longer exist.

for the q u e s t i o n of r e l e v a n c e

But,

that

it d o e s r a i s e a c oncern

in ho me e c o n o m i c s t e a c h e r e d u ­

cation pro grams.

Basi s of the P r o b l e m
At

its i n c e p t i o n ho me e c o n o m i c s wa s c l o s e l y

with a g r i c u l t u r e

an d

its rural o r ientation.

giance to this o r i e n t a t i o n has caused
among l eaders

in the field.

allied

Continued

increasing concern

As p o i n t e d out b y M c G r a t h :

T e a c h e r s a nd a d m i n i s t r a t o r s w i t h i n th e fie ld,
w e l l as i n d i v i d u a l s ou tside , share a c o n c e r n that
the c o n t e n t an d p h i l o s o p h y of home e c o n o m i c s h a v e
not a d e q u a t e l y a d j u s t e d to p o p u l a t i o n s h i f t s f r o m
rura l to u r b a n e n v i r o n m e n t s . . . . 4
The needs

and i n t e r e s t s

schools and c o m m u n i t i e s . 5
structur e of th e sch ool ,
on curr icu lum,

of stu dents v a r y

In additio n,

the nu mber of o u t s i d e

a n d the r e s o u r c e s

in d i f f e r e n t

influences

and f a c i l i t i e s
the

that

deal to

into a p a r t i c u l a r

do w i t h

that

a

s i z e and

o r i e n t a t i o n of d i f f e r e n t s c h o o l s and c o m m u n i t i e s .6
the c o o r d i n a t i o n of the p r e p a r a t i o n

as

the o r g a n i z a t i o n a l

teacher has at h e r d i s p o s a l a l s o va ry w i t h

ofa t e a c h e r

alle­

Thus

for and the p l a c e m e n t

situation will

t e a c h e r ' s succes s

have

a g reat

in i m p l e m e n t i n g

a

4Ibid.
5E l i z a b e t h J. Simpso n, " C h a l lenges in C u r r i c u l u m
D e v e l o p m e n t in H o m e E c o n o m i c s , " Jo u r n a l of H o m e E c o n o m i c s ,
LX {December, 1968), 771.
^O liv e A. Hall and B e a t r i c e P aoluc ci, T e a c h i n g H o m e
E con omics (2d ed.; N e w York:
J o h n W i l e y an d So ns, Inc.,
1970), p. 27.

3
relevant c u r r i c u l u m .
wh ic h a p e r s o n

As Ack pointed out,

behaves

"The w a y in

in any given s i t u a t i o n is the p r o d ­

uct of that s i t u a t i o n and his past e x p e r i e n c e s ?
considers that

If one

t e a c h e r prepar ati on is p a r t of a teac h e r ' s

past exp erience,
that e x p e r i e n c e

then special a t t e n t i o n t o th e n a t u r e of
is w a r r a n t e d

professional b e h a v i o r .

for the p r o m o t i o n of o p t i m u m

As empha size d by Ack:

T h e m o r e c o m p l e x the c i r c u m s t a n c e s and the more
average t h e person, the more we c a n e x p e c t that his
respon se w i l l be dictate d, in large m e a s u r e , by his
past r a t h e r than w h a t is really h a p p e n i n g now.
There­
fore, we m u s t be c o n c e r n e d with w h a t k i n d of m o d e l we
present as a n i n d ividual or as an i n s t i t u t i o n , and
what kind of e x p e r i e n c e s we exp ose h i m to.
Th e a b u n d a n c e of literature
education p r o v i d e s

have been a v i tal c o n c e r n

Unfortunately,

m u c h of the l i t e r a t u r e

opinions u n s u p p o r t e d by
ing research,

The

research data.

f o c u s e d on an aly zin g the

education p r o g r a m s ,
answered.

field of teacher

a m p l e evidence that t e a c h e r

and teacher b e h a v i o r
time.

in t h e

for some

c o n s i s t s of

Further,

the e x i s t ­

s u c c e s s of teacher

has raised more q u e s t i o n s

current

effectiveness

status of the c o n c e r n

than it lias
has been

described by Sm ith:
It is b a r e l y four decades s i n c e t h e first empi ric al
studies of t e a c h e r e d u c a t i o n were m a d e . . . .
S i n c e that
time a l a r g e n um b e r of such st u d i e s h a v e b e e n made.
How m a n y is a n y o n e ' s guess, but e n o u g h to fill a hand^ M a r v i n Ack,
Home E c o n o m i c s , LX II
®Ibid.

"Is Education R e l e v a n t ? "
(November, 1970), G48.

J o u r n a l of

4

b o o k of r e s earch on t e a c h i n g and to ju s t i f y a r e v i s i o n
of it.
Yet we keep a s k i n g o u r s e l v e s h o w m u c h d e p e n d a b l e
k n o w l e d g e do w e have w i t h w h i c h to build m o r e e f f e c t i v e
p r o g r a m s of teacher e d u c a t i o n ?
Some criti cs, v i e w i n g
the m o u n t a i n of d a t a i n t e r p r e t e d by s t a t i s t i c a l t e c h n i q u e s - - s t a n d a r d d e v i a t i o n s , c o e f f i c i e n t s of c o r r e l a ­
tion, regres sion e q u a t i o n s , and w h a t have y o u — e x c l a i m
that there is less h e r e t h a n m e e t s the eye.
Thia g e n e r a l e v a luation of t h e

status of t e a c h e r e d u c a t i o n

is s u p p o r t e d by specifi c c o n c e r n s such as the on e e x p r e s s e d
by Po ster.

He p oi nted out

that

r e p o r t i n g we have n either b e e n
vantaged

urban N eg ro child

and r e t r a i n teachers

"a ccording to the l a t e s t
able to ed u c a t e th e d i s a d ­

n o r have w e b e e n able to t r a i n

for i n n e r - c i t y s c h o o l s . A d d i t i o n a l

c o n c e r n s have been e x p r e s s e d

throughout

the l i t e r a t u r e

m e e t i n g the needs of the " c u l t u r a l l y d i s a d v a n t a g e d "
"educationally d i s a d v a n t a g e d " ^
areas.

M c G r a t h ela b o r a t e d

in b o t h rural

for

a n d the

and u r b a n

on t h i s p o i n t when he st a t e d :

We ought to c o n s i d e r the r e l a t i o n s h i p b e t w e e n h o m e
e c o n o m i c s and the social r e v o l u t i o n o c c u r r i n g in o u r
society.
No d o c u m e n t a t i o n is needed to ju s t i f y the
s t a t e m e n t that the c a u s e s of the p r e s e n t t u r b u l e n t
d i s t u r b a n c e s lie in the c o n d i t i o n s of life a m o n g the
un derprivileged, the m i n o r i t y groups, th e und e r educ ated, the i n a d e q u a t e l y h o u s e d and fed, and to a
l arg e ex tent those w h o l i v e in the ce nt er c i t y . . . .

9

B. Othanel Smi th (cd.), "Intro duction," R e s e a r c h
in T e a c h e r Education:
A S y m p o s i u m (Englewood Cliff s,
Ne w Jersey:
P r e n t i c e - H a 11, Inc., 1971), p. 1.
lOlIerbert L. Foster, " T h e I n n er-City T e a c h e r a n d
Violence:
Suggestions for A c t i o n R e s ear ch," Phi D e l t a
K a p p a n , L (November, 1968), 172,
1*-Edsel L. Erickson, C l i f f o r d E. Bryan, an d L e w i s
Wa lker, "The E d u c a b i l i t y of D o m i n a n t Groups," Phi D e l t a
K a p p a n , L I I I (January, 1972), 319.

5
My p u r p o s e . . . .here is to s t a t e u n e q u i v o c a l l y and
c l e a r l y t h a t . . . i n the i m p r o v e m e n t of educat ion ,
h o u sing, health, w e l f a r e , the f a m i l y — in all t hese
a r e a s of living and m a n y o t h e r s as w e l l - - t h e h o m e
e c o n o m i s t s have an o b v i o u s and. in some respects,
a u n i q u e c o n t r i b u t i o n to m a k e . ^
Th e b a s i c c oncern

in t e a c h e r e d u c a t i o n r e v o l v e s

ar ound a r e f l e c t i o n of r e l e v a n c e
today' s
being

stu dents.

in the

for

That c u r r i c u l u m has b e e n c r i t i c i z e d

s o m e w h a t p e d a n t i c ^ -® s u g g e s t s

g a t i o n c o n c e r n i n g the p r o c e s s
the lo cal level.

c u r r i c u l u m l ^

If ch a n g e s

as

a n e e d for some i n v e s t i ­

of c u r r i c u l u m p l a n n i n g at
in c u r r i c u l u m are to be m ade,

then o n e a v e n u e of ch ange w o u l d

be

t h r o u g h t h ose s o u r c e s

of i n f l u e n c e on c u r r i c u l u m d e c i s i o n makin g.
R e c e n t texts

1c

available

for us e

preservice education programs recommend

m

home e c o n o m i c s

that the s e c o n d a r y

l ^E a r l j, McGra th , "The I m p e r a t i v e s of C h a n g e for
Home E c o n o m i c s , " J ournal of H o m o Eco n o m i c s , LX (S eptember,
1968), 509.
13Ack, op. e f t . » P- 651; and M a r y Le e Hurt and
M a r g a r e t A l e x a n d e r , "New C h a l l e n g e s for H o m e E c o n o m i c s
E d u c a t o r s , " J o u r n a l of Home E c o n o m i c s , LXI (December, 1959),
772-73; and L a w r e n c e E. M e t c a l f a nd M a u r i c e P. Hunt,
"Re l e v a n c e and the C u r r i c u l u m , " Ph i D e l t a K a p p a n , LI (March,
1970), 358-61; and M y r t l e D. S t o g n e r , " C h a l lenges for H o m e
E c o n o m i c s T e a c h e r s in S e c o n d a r y E d u c a t i o n , " N e w D i r e c t i o n s
for V o c a t i o n a l Ho me E c o n o m i c s ( W a s h i n g t o n , D~ c . : A m e r i c a n
V o c a t i o n a l Associ a t i o n , A p r i l , 1971), 21.
l ^ G e o r g e O v e r h o l t a n d D o n M artin, "The V e n d e t t a
in the Scho ols:
A n E x e r c i s e in E t h n o c e n t r i s m ," Phi D e l t a
K a p p a n , L I V (February, 1973), 409 -10 ; an d P a u l N~ Y l v i s a k e r ,
"Beyond *72:
S t r a t e g i e s for S c h o o l s , " S a t u r d a y R e v i e w , LV
(December, 1972), 33-34.
^ H e n r i e t t a Fleck, T o w a r d B e t t e r T e a c h i n g of H o m e
E c o n o m i c s (New York:
Th e M a c m i l l a n C o m p a n y , 1968), pp. T035; and Hall and Paolucci, op. c i t . , pp. 145-52.

6
teach er i mplement a c o o p e r a t i v e pr oc es s

for

curriculum

planning.

C o o p e r a t i v e p l a n n i n g p ermits

the

interaction

of various

s ou rces a n d t y p e s of i n f l u e n c e

decision making.

Those

include teachers,

administrators,

parents,

students,

l i k e l y to be i n v o l v e d

and other

in the proc ess

p r o f e s s i o n a l con sultants,

lay c itiz e n s .

and structural e n v i r o n m e n t of d i f f e r e n t
nities varies,

in c u r r i c u l u m

S i n c e the social

s c h o o l s and c o m m u ­

it is e x p e c t e d that the p a r t i c u l a r

individu­

als included in c o o p e r a t i v e c u r r i c u l u m d e c i s i o n m a k i n g
wou ld vary from o n e

s i t u a t i o n to anot her.

It is also e x ­

pected that v a r y i n g d e g r e e s of i nflu ence w o u l d be exerted
on c u r r i c u l u m d e c i s i o n s b y diff erent

individuals,

groups,

or sources w h e t h e r or not co o p e r a t i v e p l a n n i n g w a s utilized.
In addition,

it is e x p e c t e d that t e a c h e r s w o u l d gain indi ­

vidual p e r c e p t i o n s of

the r e l ative s t r e n g t h s of va rious

sources and d e g r e e of

i n f l u e n c e ex e r t e d b y

group s in local c u r r i c u l u m decisions.
cl ude d that on e p r e r e q u i s i t e

i n d i v i d u a l s or

Thus,

it

is co n ­

for i m p l e m e n t i n g c u r r i c u l u m

change at local l e v e l s w o u l d d e f i n i t e l y b e an i d e n t i f i c a t i o n
of those

influences

on c u r r i c u l u m d e c i s i o n s .

This

tion w o uld be p a r t i c u l a r l y usef ul wh en d e v e l o p i n g
ice teacher e d u c a t i o n p rog rams.
specific chan ges n e e d e d

Unfortunately

in f o r m a ­
in ser v­

the

in p r e s e r v i c e t e a c h e r e d u c a t i o n

programs are s o m e w h a t less certain.
Severa l p r o p o s a l s

have been se t

forth

for change

in home e c o n o m i c s p r e s e r v i c e teacher e d u c a t i o n programs.
Hill propos ed that the s e l e c t i o n of p r e s e r v i c e e x p e r i e n c e s

7
could be based on the p e r s o n a l data of the p r o s p e c t i v e
teacher.

Each p r o s p e c t i v e t e a c h e r w o u l d b e p r o g r a m m e d

into practical

professional experiences appropriate

his or her in dividual ba c k g r o u n d ,
tions. ^

In co ntrast, M i n o t ^

home e co nomics

abilities,

for

and a s p i r a ­

has r e c o m m e n d e d that

future

teach ers be g i v e n p r e s e r v i c e o p t i o n s of an

in-depth c o n c e n t r a t i o n of w o r k

in o n e p r o b l e m area.

a ppro ach wa s e n v i s i o n e d as a w a y to r e l e a s e the
the tr ap of the status q u o and

free

field

This
from

it for m a k i n g c h a n g e s

toward the ty pes of p r o g r a m s w h i c h w o u l d

fulfill projected

needs.
In d i s c u s s i n g teach er e d u c a t i o n
gested the need

p r o g r a m s Ra y s u g ­

for a d y n a m i c ap pr o a c h :

D i f f e r e n t i a t i o n is needed; e x p l o r a t i o n an d e x ­
p e r i m e n t a t i o n are to be valued; a s e n s e of o p e n n e s s
to change is essential.
Yet w h a t the fi eld n e e d s m o s t
is d i f f e r e n c e s w h i c h m a k e a d i f f e r e n c e . N e e d e d are
q u a l i t a t i v e d i f f e r e n c e s in the t e a c h i n g that g o e s on
in home e c o n o m i c s class rooms.
N e e d e d is t e a c h i n g that
adds up to q u a l i t a t i v e d i f f e r e n c e s in the lives of
c h i l d r e n taught in t h o s e c l a s s r o o m s .
l^ Albe rta D. Hill, "The B u s i n e s s of T e a c h e r
E d u c a t i o n - - T e a c h i n g T e a c h e r s , " Home E c o n o m i c s T e a c h e r
E d u c a t i o n - - t h e S tate of the A r t (Washington, D. C .:
American
Home E c o n o m i c s A s s o c i a t i o n , 197 0), p. 3.
l ^ M arion E * Minot, "To P r e p a r e the B e g i n n i n g Te a c h e r
as a Special ist ," Home E c o n o m i c s T e a c h e r E d u c a t i o n — the
State of the A r t (Washington, D. C . : A m e r i c a n H o m e E c o n ­
omics A s s o c i a t i o n , 1970), p. 14.
18E l i z a b e t h M. Ray, " S u m m a r y — th e A r t of the P o s s i ­
ble," Home E c o n o m i c s Te a c h e r E d u c a t i o n — the Stat e of the
Art (Washington, D. C. : A m e r i c a n H o m e E c o n o m i c s A s s o c i a t i o n ,
HTTO) , p. 55.

8
Hurt a t t e s t e d

that cha n g e s

in home econo m i c s p r o ­

grams in s e c o n d a r y s c h o o l s are d e p e n d e n t upon c hang es

in

p r eservice teac her

e d u c a t i o n p r o g r a m s and e x p a n s i o n of in1g
service help for teachers.
F o c u s i n g on such a goal, Hill

set forth a strong c h a r g e

to hom e e c o n o m i c s

t eacher e d u c a ­

tors :
A s s u m i n g w o do hav e a b o d y
of
d e f i n e t e a c h i n g beh avi or, then
it
to ex pect us to te ach t e a c h e r s to
fully, not to get t h r o u g h c o u r s e s
renew al of t e a c h i n g c e r t i f i c a t e s .
P r o g r a m change,
tions.

however ,

c o n t e n t and can
seems r e a s o n a b l e
perform success­
or earn cr e d i t s for

is not w i t h o u t

its f r u s t r a ­

Some a spects of the p r o b l e m have been e x p r e s s e d by

Minot:
In m a k i n g a c h a n g e s u c h as this w h e r e do we
start?
Do we start w i t h c o l l e g e c l a s s e s ?
The
p r o g r a m a s s u m e s that c o l l e g e c o u r s e s m u s t be focus ed
upon the p r o b l e m s of m a n and his e n v i r o n m e n t and that
faculty teac h from a m u l t i d i s c i p l i n c d p o i n t of view.
Do we s t art w i t h high sc hool p r o g r a m s ?
It is d o u b t ­
ful that a r e s t r u c t u r i n g of c o u r s e s in th e high school
will e v o l v e w i t h o u t t e a c h e r s w h o h a v e a p p r o p r i a t e
b a c k g r o u n d for the ne w tas ks c r e a t e d by r e o r g a n i z a ­
tion.
D o wo s t a r t w i t h c e r t i f i c a t i o n r e q u i r e m e n t s ?
Most st a tes still r e q u i r e X n u m b e r of h o u r s in each
area of home e c o n o m i c s .
Or, d o w e s tart w i t h teacher
preparation?
A s y s t e m a t i c a l l y p l a n n e d c h a n g e on all
fronts w o u l d have the g r e a t e s t impact.
It is the
r e s p o n s i b i l i t y of e d u c a t o r s in hom e e c o n o m i c s to
take the n e c e s s a r y loader ship and ija.it into such a
c h a n g e .21
l®Hurt,

op.

^®Hill,

loc. cit.

21-Minot,

op.

c i t ., p.

773.

c i t . , pp.

14-153.

9

There

is no d o u b t t h a t r e s p o n s i b i l i t y

wi d e s p r e a d p r o g r a m c h a n g e
institutions.

Further,

in teacher e d u c a t i o n ,

li es w i t h

in o r d e r

for i n i t i a t i n g

teach er p r e p a r a t i o n

to plan

s y s t e m a t i c ch a n g e s

i d e n t i f i c a t i o n of the type s of school

situations toward w h i c h

teachers

p r e r e q u i s i t e to c o n s i d e r a t i o n s

gravitate

is an e s s e n t i a l

for e f f e c t i v e

was toward such an i d e n t i f i c a t i o n

that th is

changes.

It

s t u d y wa s d i ­

rected .
P u r p o s e s of the Stud y
The g e n e r a l o b j e c t i v e of the study w a s to i n v e s t i ­
gate selected c h a r a c t e r i s t i c s
relation to the school

situations

A more specifi c p u r p o s e of
ences

granting

(school

the

teacher)

teachers

ary consum er an d h o m e m a k i n g
p urpose wa s to d e t e r m i n e

a g e of
under­

and d e g r e e -

in r e l a t i o n

to e n v i r o n ­

location)

in M i c h i g a n p u b l i c

progr a m s .

Another

of

second­

specific

the r e l a t i o n s h i p b e t w e e n se lected

c o n textual c h a r a c t e r i s t i c s of

grams and

e x p e r ience,

size and g e o g r a p h i c a l

full-time homo e c o n o m i c s

teachers

(i.e.,

type of t e a c h i n g c e r t i f i c a t e ,

in s t i t u t i o n of

mental factors

to exa m i n e d i f f e r ­

characteristics

n u m b e r of y e a r s of t e a c h i n g

graduate major,

in

in w h i c h they w e r e employed.

th is s t u d y w a s

in selec ted c o n t e x t u a l

the teacher,

of h o m e e c o n o m i c s t e a c h e r s

full-time

in M i c h i g a n s e c o n d a r y c o n s u m e r
infl uen ce of d i f f e r e n t

on c u r r i c u l u m d e c i s i o n s an d

home

economics

and h o m e m a k i n g p r o ­

individuals

the h e l p f u l n e s s

and g r o u p s
of v a r i o u s

10
sour ces for i d e n t i f i c a t i o n of home e c o n o m i c s c l a s s conte n t .
More p r e cise ly,

the q u e s t i o n s

for i n v e s t i g a t i o n w e r e

as

follows:
1.

Of t h o s e g r a d u a t e s wh o a c q u i r e

ing p o s i t i o n s

teach­

in M i c h i g a n pub l i c s e c o n d a r y c o n s u m e r and

h o m e m a k i n g p rograms ,

are

there d i f f e r e n c e s in t h e p r o p o r ­

tions of teachers w h o are g r a d u a t e s
tions

full-time

from v a r i o u s

institu­

(Michigan S t a t e U n i v e r s i t y and n o n - M i c h i g a n S t a t e

University)

a m o n g the var i o u s

sc hoo l siz es a n d / o r g e o g r a p h i ­

cal l o c a t i o n s of their e m p l o y m e n t ?
2.

Of

those

full - t i m e teacher s

in M i c h i g a n p u b l i c

s e c o n d a r y c o n s u m e r and h o m e m a k i n g p rograms,
differences

omics an d ge n e r a l

home economics)

sizes and /or g e o g r a p h i c a l

am ong th e v a r i o u s

are

ther e

of those w h o h a v e v a r y i n g

(home e c o n o m i c s e d u c a t i o n ,

of home e c o n o m i c s o t h e r
other discipline)

in M i c h i g a n p u b l i c

and h o m e m a k i n g p r o g r a m s ,

undergraduate majors

school

l o cations of t h e i r e m p l o y m e n t ?

d i f f e r e n c e s in th e p r o p o r t i o n s

4.

(vocational h o m e e c o n ­

Of the f u l l - t i m e te achers

seco nda ry c o n s u m e r

geographical

ther e

in the p r o p o r t i o n s of those w h o h a v e d i f f e r e n t

types of v a l i d t e a c h e r c e r t i f i c a t i o n

3.

are

any a r e a

than hom e e c o n o m i c s e d u c a t i o n ,

among the v a r i o u s

an y

sc hoo l s i z e s a n d / o r

l o c a t i o n s of thei r e m p l o y m e n t ?
Are

there d i f f e r e n c e s

teach ers in M i c h i g a n

in the

ages of

public s e c o n d a r y c o n s u m e r

full-time

and h o m e m a k ­

ing p r o g r a m s w h o have d i f f e r e n t i n d i v i d u a l s a n d g r o u p s e x e r t ­
ing the p r i m a r y

i n f l u e n c e on c u r r i c u l u m d e c i s i o n s ?

11
5.

Is t h e r e a r e l a t i o n s h i p b e t w e e n age of

full­

time teac hers in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r and
homemaking programs

and the a m o u n t of i n f l u e n c e of v a r i o u s

i ndi viduals and g r o u p s on c u r r i c u l u m d e c i s i o n s ?
6.

Are

ther e d i f f e r e n c e s

t each ing e x p e r i e n c e of

in the n u m b e r s

full-time teachers

of y e ars

in M i c h i g a n p u b l i c

secondary c o n s u m e r a n d h o m e m a k i n g p r o g r a m s w h o use d i f f e r e n t
p rimary s o u r c e s of h e l p for i d e n t i f i c a t i o n of h o m e ec ono mics
class cont ent?
7.

Is t h ere a ^relationship b e t w e e n n u m b e r of y e a r s

of t e a c h i n g e x p e r i e n c e of
public s e c o n d a r y

from various

fication of ho me e c o n o m i c s

of v arious

individuals
school

in a m o u n t s of

size s a n d / o r g e o g r a p h i c a l

te a c h e r e d u c a t o r s w i t h

be placed o n t e a c h i n g
locations

influence

locations?

c r e d i t a t i o n and c e r t i f i c a t i o n

some

implications

in p r e s e r v i c e e d u c a t i o n

in d i f f e r e n t

in M i c h i g a n .

c urr ent e m p l o y m e n t of

for i d e n t i ­

information gathered should provide

p l a nning the d e g r e e of e m p h a s i s

gr aphical

sources used

and g r o u p s on c u r r i c u l u m d e c i s i o n s

A n a l y s i s of the
home e c o n o m i c s

in M i c h i g a n

c lass c o n t e n t ?

Ar c t h e r e d i f f e r e n c e s

a mon g va r i o u s

teachers

c o n s u m e r and h o m e m a k i n g p r o g r a m s and th e

amount of h e l p r e c e i v e d

8.

full-time

sc hool

for
to

sizes a n d g e o ­

T h e e x t e n t to w h i c h a c ­

standards

are r e l a t e d to

full-time home economics

Michigan should provide home economics

teachers

in

l ead ers t h r o u g h o u t

12
the state w i t h i m p l i c a t i o n s

for a d m i n i s t r a t i o n and p l a n n i n g

of p r e s e r v i c e e d u c a t i o n pr ogr ams.
The
cance

find ing s of this

for those

invol ved w i t h

ary home e c o n o m i c s teach ers
w h i c h var io us

s t u d y sho u l d a l s o h a v e s i g n i f i ­
i n s e r v i c e e d u c a t i o n of s e c o n d ­

in M i c h i g a n .

types of w r i t t e n m a t e r i a l s

to be helpfu l by d i f f e r e n t t e a c h e r s
for planning,

develo ping,

m a t e r i a l s in se lected
c o n cerning w h i c h

The extent

to

are c o n s i d e r e d

should

suggest a basis

an d u s i n g n e w i n s e r v i c e e d u c a t i o n

situations.

i ndividuals

th e f i n d i n g s

or g r o u p s h a v e the g r e a t e s t

influence on c u r r i c u l u m d e c i s i o n s
tion to leaders r e s p o n s i b l e

In a ddition,

for

s h o u l d be u s e f u l

informa­

inservice education programs

w h i c h focus on i n i t iating c u r r i c u l u m c h a n g e d i r e c t l y t h r o u g h
teachers,

as w e l l as i n d i r e c t l y t h r o u g h g e n e r a l p u b l i c e d u ­

cati on .

D e f i n i t i o n of T e r m s
P e r t i n e n t terms used

t h r o u g h o u t th e study h a v e b e e n

de f i n e d to p r o v i d e clarit y of t h e i r c o n c e p t u a l m e a n i n g s .
For pur poses of this study,

relevant

t e r m s w e r e d e f i n e d as

follows:
1.

M i c h i g a n pub l i c s e c o n d a r y s c h o o l s

refe r s

those pr ovided by law t h r o u g h the M i c h i g a n C o n s t i t u t i o n .
They were

free p u b l i c

schoo ls

s u p p o r t e d by t axes

including

any c o m b i nat ion of any of th e g r a d e s s e v e n t h r o u g h twelve.

to

13

2.
four

School

size d e s i g n a t i o n s wer e g r o u p e d

into

s i z e s u s e d by the M i c h i g a n A t h l e t i c A s s o c i a t i o n .

The

c a t e g o r i e s h a v e b e e n g r o u p e d as follows:

3.
lines

Si ze o n e

—

b.

Si ze two

—

s chools w i t h 3 00- 549 stud ents;

c.

Siz e thre e

--

s chools w i t h 5 5 0 - 1 1 9 9 stud e n t s ;

d.

Siz e four

—

Geographical

in M ichigan.

grouped
mental

a.

according
settings
a.
of th e

the

fewer

s chools w i t h 1200 o r m o r e
students.

l o c a t i o n w a s di v i d e d a l o n g c o u n t y

Four geographical

loc ati ons w e r e

to r o u g h a p p r o x i m a t i o n s of b a s i c e n v i r o n ­

(rural,

urban,

or me tro politan)

Zone o n e — C o u n t i e s

as follows:

in the s o u t h e r n h a l f

lower p e n i n s u l a with the e x c e p t i o n of t h o s e

in zone four,
b.

scho ols w i t h 299 o r
students;

but i n c l u d i n g Bay and S a g i n a w c o u n t i e s ;

Zone t w o — C o u n t i e s

lower p e n i n s u l a ,

in the n o r t h e r n ha lf of

i ncluding the

"thumb" area,

but e x c l u d i n g Bay and S a g i n a w counties;
c.

Zone t h r e e — Al l c o u n t i e s

in the u p p e r p e n i n ­

sula ;
d.

Zone f o u r — D e t r o i t m e t r o p o l i t a n

ing Mac omb,
4.

O a k land,

area includ­

a nd W a y n e counties.

C o n s u m e r and h o m e m a k i n g p r o g r a m s

c o m b i n a t i o n of s e c o n d a r y e x p l o r a t o r y ,

included any

comprehensive,

an d

s e m e s t e r a r e a s of s t u d y p e r t a i n i n g to c o n s u m e r s a n d h o m e

14
and fa m ily l i v i n g w i t h the e x c e p t i o n of o c c u p a t i o n a l

courses

leading to d i r e c t s a l a r i e d e m p l o y m e n t .
5.

Full-time

teacher was

i d e n t i f i e d as on e w h o w a s

emplo yed for the e n t i r e s c h o o l d a y

t h r o u g h o u t the s c h o o l

year an d t a u g h t at least o n e s e c o n d a r y c o n s u m e r an d h o m e making class.
6.

Michigan State University graduates were

individuals w h o ha d met t h e

requirements

for a b a c h e l o r ’s

degree at M i c h i g a n State U n i v e r s i t y w h i c h q u a l i f i e d
for thei r in i t i a l homo e c o n o m i c s
7.

Valid vocational

them

teaching certificates.

teacher certification

indi­

cated the te a c h e r m e t c u r r e n t M i c h i g a n r e q u i r e m e n t s
to type or le vel of c e r t i f i c a t i o n
d e s ignated on the c e r t i f i c a t e .

those

specific

and the v o c a t i o n a l

This

study

area

focused on

teachers w h o had c i t h e r a v o c a t i o n a l s e c o n d a r y p r o v i s i o n a l
certi fic ate

to teach home e c o n o m i c s or a v o c a t i o n a l

p erm a n e n t c e r t i f i c a t e to t e a c h h o m e e c o n o m i c s
general c e r t i f i c a t i o n wa s
8.

V a l i d gener al

secondary

(for w h i c h

a prerequisite).
teacher certification indicated

that the i n d i v i d u a l me t g e n e r a l

requirements

specified sub j e c t m a t t e r a r e a s a n d g r a d e

to t e a c h

le vels

in M i c h i g a n .

Hither a g e n e r a l s e c o n d a r y p r o v i s i o n a l c e r t i f i c a t e o r a
general s e c o n d a r y p e r m a n e n t c e r t i f i c a t e
v ocatio nal h o m e e c o n o m i c s

p r o g r a m s was

valid

for n o n -

in cl uded.

15
9.

Varying

undergraduate majors

ble t e a c h i n g m a j o r s
group subject

in e i t h e r a s i n g l e

s u b j e c t area or a

ar ea t a k e n in a p r o g r a m of w o r k

a b a c h e l o r ' s degre e.
sid ered w e r e

constituted possi­

as
a.

lea ding to

Primary undergraduate majors

con­

foll ows :
Home

economics e d u c a t i o n , which described

that u n d e r g r a d u a t e p r o g r a m of w o r k m e e t i n g
requirements

for v o c a t i o n a l

state

teacher certification

in M i c h i g a n ;
b.

A n y a r e a of ho me e c o n o m i c s o t h e r tha n hom e

economics e d u c a t i o n , which involved majors
general

home e c o n o m i c s ,

and n u t r i t i o n ,

clothing

h o u s i n g and

and c h i l d s c i e n c e s ,

an d text ile s,

interior

design,

taken

foods

fa mil y

or o t h e r c o u r s e s of stud y

c l a s s i f i e d as home e c o n o m i c s or h u m a n
which were

such as

in an u n d e r g r a d u a t e

ecology
p r o g r a m of

wo r k ;
c.

Any other discipline

included

p o t e n t i a l m a j o r s o u t s i d e of the
economics,

such

economics,

an d

as ps y c h o l o g y ,
science,

which

all those

fi eld of home
sociology,

could

art,

have been

ta ken

in an u n d e r g r a d u a t e p r o g r a m of work.
10.
logical age

A g e of th e
in years.

t eacher r e f e r r e d

to th e c h r o n o ­

16
11.

N u m b e r of ye ars

teaching experience referred

to the t o t a l n u m b e r of y e ars of t e a c h i n g e x p e r i e n c e a
teacher h a d acquired.
12.

I n d i v i d u a l s and g r o u p s

curriculum decisions
direct or

indire ct

exerting

i n d i c a t e d those w h o a c t e d as e i t h e r

fo rce s

in the a t m o s p h e r e

toward m a k i n g c u r r i c u l u m d e c i s i o n s . ^
included the c i t y s u p e r visor,
v i s o r y c o m mittee,

Th e

of ideas
possibilities

d e p a r t m e n t head,

local c u r r i c u l u m c o m m i t t e e ,

sch ool a d m i n i s t r a t o r s ,
other teache rs

i n f l u e n c e on

stu dents,

in the d e p a r t m e n t ,

local a d ­
parents,

s t u d e n t teacher ,
and o t h e r s

teacher ,

specified by

the respondents.
13.
eco nom ics

Various

class

sources

content

for i d e n t i f i c a t i o n of home

indicated resource

subject matter

materials which were predominantly accessible
in all teachin g

si tuations.

course m a t e r i a l s ,
re co mmendations,
lar magazi nes ,

Sources

c u r r i c u l u m gui des ,
textbo oks ,

commercial

to t e a c h e r s

considered were college
S tate D e p a r t m e n t

professional periodicals,

t e a c h i n g aids,

popu­

an d o t h e r s

specified by the res pondents.
Assumptions
T h i s s t udy was b a s e d on the a s s u m p t i o n that s c h o o l
e n v i r o n m e n t s v a r y w i t h size and

location.

It wa s a l s o

^ ^ V e r n o n E. A n d e r s o n , P r i n c i p l e s and P r o c e d u r e s of
C u r r i c u l u m I m p r o v e m e n t (2d ed.l N e w York:
The R o n a l d P r e s s
Company, 1965), p. 425.

17
assumed that p r i n t e d m a t e r i a l s are a c o m m o n m e d i u m u s e d by
teachers in s e l e c t i n g

su b j e c t m a t t e r c o n t e n t for

t eaching.

Overview
The t h e o r e t i c a l
ture relat ed
Chapt er

III c o n s i s t s of the d e s i g n
sample s e l ection ,

and a n a lysis p r o c e d ures.
in C hapter

and the r e v i e w of l i t e r a ­

to the p r o b l e m are p r e s e n t e d

study, i n c l u d i n g

cussion,

frameworks

IV.

Findings

The summa ry,

and r e c o m m e n d a t i o n s

in C h a p t e r

and p r o c e d u r e s

II.

of t h e

measurement procedures,
of the

conclusions,
are p r e s e n t e d

st udy a r e r e p o r t e d
limitations,

dis­

in C h a p t e r V.

CHAPTER

II

R E V I E W OF L I T E R A T U R E

The

l i t e r a t u r e r e v i e w b e g i n s w i t h a d i s c u s s i o n of

the t h e o r e t i c a l

frameworks

The two f r a m e w o r k s
being

upon w h i c h this s t u d y w a s based.

used for v i e w i n g

f u n c t ioning as a t e a c h e r

of a school were

Lewinian

ec o logical psychology.
cha pter is d e v o t e d

the d y n a m i c s

in the e n v i r o n m e n t a l

Th e r e m a i n i n g p o r t i o n of this

to a r e v i e w of

i nclude g e o g r a p h i c a l

certification,

setting

field t h e o r y an d the th eory of

supporting

literature

related to each v a r i a b l e u n d e r i n v e s t i g a t i o n .
ables

of a h u m a n

lo cat ion,

u n d e r g r a d u a t e major,

extent of t e a c h i n g e x p e r i e n c e ,

sc hool

These va r i ­

size,

teacher

age of the teach er,

individuals

ing i n f l u e n c e on c u r r i c u l u m d e c i s i o n s ,

and g r o u p s h a v ­

and c u r r i c u l u m

sources.

Theoretical
Throughout

Frameworks

the h i s t o r y of o u r c o u n t r y the need

for

more r e l i a b l e k n o w l e d g e c o n c e r n i n g e d u c a t i o n has n e v e r b e e n
as keenly

felt as

it

is t o d a y . ^

The

fact that the e d u c a -

^G ilb ert Sax, E m p i r i c a l F o u n d a t i o n s of E d u c a t i o n a l
Resea rch (Englewood Cliffs, N e w Jers ey:
P r e n t i c e - H a l l , Inc.,
1968), p. 1.

18

19
tional pro ce ss

is p l a c e d

in t h e c o n t e x t of the i n t e r d e p e n d ­

ent and i n c r e a s i n g l y co m p l e x
com mun ity i n t e n s i f i e s

sy s t e m s of the school an d the

the d i f f i c u l t y in i n v e s t i g a t i n g e d u ­

cational concerns.
An

i n v e s t i g a t i o n mus t t a k e

the w h o l e school or e n v i r o n m e n t a l
the ed u c a t i o n a l
teacher.^

proc ess ,

into a c c o u n t t h a t

it is

set ting that e n t e r s

int o

not j u s t the s t u d e n t and his

As p o i n t e d o u t by C o m p t o n and Hall,

"The i n d i ­

vidual is a pr o d u c t of his e n v i r o n m e n t w i t h r e s p e c t to his
p syc hological

and s o c i a l d e v e l o p m e n t .

or a ctualize hi s

full p o t e n t i a l

as an individual,

come to terms w i t h his environment."-*
never c o m p l e t e l y
encin g them.

time and space.
ment it is,
patterns

free of soc ial

These

If lie is to r e a l i z e

Human b e i n g s are

and p h y s i c a l

forces shift

in thei r

influenced

by him.

from one

situation

tend to vary
The c o m p l e x i t y

may appear o v e r w h e l m i n g

fo rces

influ­

influence with

As th e human b e i n g r e s p o n d s

in turn,

he m u s t

to h is e n v i r o n ­

Therefore,

life

to another.'*

an d f l u c t u a t i o n of su ch p h e n o m e n a
to an

inves t i g a t o r .

However ,

2Roger G. D a r k e r and P a u l V. Gump, Big School, Sm all
S c h o o l ; High Sc hoo l S i z e and S t u d e n t B e h a v i o r ( S t a n f o r d ,
Calif.:
S t a n f o r d U n i v e r s i t y Press, 1964), p. 3.
*Norma II. C o m p t o n and O l i v e A. Hall, F o u n d a t i o n s of
Home E c o n o m i c s R esearc h:
A Human Hcology Approach
{ M i n n e a p o l i s : B urg ess P u b l i s h i n g Compan y, 1972), p . 21.

Holt,

^Rob ert S. Woodworth, D y n a m i c s of B e h a v i o r
R i n ehart and W i n s t o n , 1958), p. 162.

(New York:

20
si mplificatio n and o r g a n i z a t i o n of an

i n v e s tig ation to seek

reliable i n f o r mation may be f a c i l i tated t h r o u g h the use of
theory.

Sax d e f i n e d theory as "a un i f i e d

ples, defi nitions,

pos tulates,

s y s t e m of p r i n c i ­

and o b s e r v a t i o n s o r g a n i z e d

in such a wa y as to most simply e x p l a i n the interrel a t i o n r*

ships betwe en v a r i a b l e s . " J

In this w a y the ori es act as u s e ­

ful researc h tools for exp l a i n i n g pheno men a.
Lewinian Field Th eor y
The use of field theory fro m the a r e a of p s y c h o l o g y
is one sys t e m for viewing the d y n a m i c s of a human b e i n g
functioning as a teach er in an e n v i r o n m e n t a l
school.

set ting of a

The field the orists view "man as an ene rgy sy st em

attempting to m a i n t a i n dyn a m i c e q u i l i b r i u m w i t h o t her e n e r g y
systems whi ch

interact w i t h h i m . .

.

.

This v i e w c onc e i v e s

of man as an ad aptive c r e a t u r e w h o s e r esp o n s e s are not
nece ssa ril y selec ted out of p r e v i o u s l y a c q u i r e d respo n s e s
but rep resent a r e o r g a n i z a t i o n of b e h a v i o r
present e n v i ro nmental d e m a n d s . ?

in terms of

A l t h o u g h an

in dividu al

faces envi r o n m e n t a l con ditions w i t h a back g r o u n d of p r e v i o u s
^Sax,

op.

c i t . , p.

12.

^G. Les ter An derson, "The ori es of B e h a v i o r and Some
Curric ulu m Issues," Ed uc atio nal P s y c h ology:
A Boo k of
R e a d i n g s , ed. A r t h u r P. C o l a d a r c i (New York:
The D r y d e n
Press, Inc., 1955), p. 7.
7M o r t o n Deutsch, "Field T h e o r y in So cial P s y c h o l o g y , "
Handbook of Social P s y c h o l o g y , V o l . I , T h e o r y and M e t h o d ,
ed. Gardner L indzey (Reading, Mass.:
Addison-Wesley
Publishing Company, Inc., 1954), p. 188.

21
experience,
do vary.

individual responses

Thus,

to s i m i l a r e n v i r o n m e n t s

a c c o r d i n g to f ield t h e o r i s t s ,

experience

and p e r ception are a part of a c o m p l e x p a t t e r n o f s t r u c t u r e
and organ iza tion .

p

The p r i n c i p a l c h a r a c t e r i s t i c s of f ield t h e o r y m a y
be c oncisely s t a t e d as
of the field

(life

follows:

space,

(1)

or t otal

at the time the b e h a v i o r occ urs ,
w i t h the s i t u a t i o n
entiate d parts.
used the term
existin g

as a w h o l e

Lcwin,

behavior

sit ua ti on)

an d

(2)

fr om w h i c h

th e o r i g i n a t o r of

"life space"

to r e f e r

ther e are d i f f e r ­
field

theory,

to the m a n i f o l d of c o ­

facts w h i c h d e t e r m i n e an i n d i v i d u a l ' s b e h a v i o r
time.

or

"the t o t a l i t y of c o e x i s t i n g

life space

as

He s p e c i f i c a l l y d e f i n e d the fiel d

arc conceived of as m u t u a l l y
behavior

In turn,

which exists

analysis begins

at any s p e c i f i e d

words,

is a f u n c t i o n

interdependent^

is c o n s i d e r e d a f u n c t i o n of

the life spa ce

(LS)

action be t w e e n the pers o n
symbol ic r e p r e s e n t a t i o n

fa cts w h i c h

the

in o t h e r
life space.

is a p r o d u c t of the

(P)

and

his e n v i r o n m e n t

is B = f(LS)

= f(P,E).^®

inter­
( E).

Th e

Field

aJ. M. S t ephens, E d u c a t i o n a l Psy c h o l o g y :
Th e S t u d y
of E d u c a t i o n a l G r o w t h (rev~I ed. ; N e w York:
H e n r y H o l t and
Company, 1956), p. 247.
^ Cal vin S. Hall a n d G a r d n e r L i n dzey, T h e o r i e s of
Personality
(2d c d . ; Ne w York:
J o h n W i l e y & Sons, Inc.,
1970), p. 210.
l°Dcutsch,

o p . c i t . , p.

189.

22
theo rists d e f i n e
vable

"beha vior "

as e i t h e r the i n f e r r e d or o b s e r ­

i nteraction b e t w e e n the p e r s o n
In field theo ry,

forces or v e c t o r s
conceptual

emphasis

and h i s e n v i r o n m e n t . ^

is placed on u n d e r l y i n g

a c t i n g as d e t e r m i n e r s of be hav i or.

properties

of force

and point of app lica ti on.

i nclude d i r e c t i o n ,

The

str ength,

T h e y are s y m b o l i c a l l y r e p r e s e n t e d

by a ve ctor and are c o n s i d e r e d as p r o p e r t i e s g e n e r a t e d ou t
of the e n v i r o n m e n t . 12

Fo rces

in c l u d e all t h o s e a c t i o n ­

relevant

features such as i n d i v i d u a l s ,

objects,

or c u l t u r a l

capable of

objects

ini t i a t i n g

While

in a c t i v i t y

"e nviron ment"

refer to the p s y c h o l o g i c a l

or b e h a v i o r . 1 ^

is f r e q u e n t l y u s e d to

environment,

L e w i n also u s e d the

term to refer to the o b j e c t i v e env iro nme nt.
en v i r onment
wh ich
time.

is the stimu Lus

is p r e s e n t e d

The o b j e c t i v e e n v i r o n m e n t

sponses are made.
"environment"

The o b j e c t i v e

s i t u a t i o n or o b j e c t i v e

to an i n d i v i d u a l

the i n di vidual's p e r c e p t i o n s

physical

of the e n v i r o n m e n t w h i c h are

a change

the te rm

g r oups,

situation

at a g i v e n p o i n t

in

is that w h i c h acts u p o n

and u p o n w h i c h his m o t o r

It is in this s e n s e that

re­

the t e r m

is a p p r o p r i a t e l y in t e r p r e t e d w h e n s p e a k i n g of

"the life space as a pr oduct

of the i n t e r a c t i o n b e t w e e n the

person and his e n v i r o n m e n t . " 14

13-Ibid. , p.

191.

12Uall and Lindzey,
^Deutsch,

op.

o p . cj.t., p.

1 4 I b i d . , pp.

189-90.

c i t . , pp.
193.

231-32.

23
L e w i n ' s us e of the t e r m " p s y c h o l o g i c a l e n v i r o n ­
ment"

is c o n c e i v e d

the person.

to be the e n v i r o n m e n t as it e x i s t s

for

The fact that t h e p s y c h o l o g i c a l e n v i r o n m e n t

is an i n t e r active pr o d u c t

is m o s t e v i d e n t in c a s e s w h e r e

there are p e r c e p t u a l d i s t o r t i o n s of the o b j e c t i v e e n v i r o n ­
ment.

S i nce the p s y c h o l o g i c a l

life space,

its p r o p e r t i e s

environment

is p a r t of the

ar e d e t e r m i n e d by b o t h the c h a r ­

ac t e r i s t i c s of the o b j e c t i v e

e n v i r o n m e n t and the c h a r a c t e r ­

istics of the p e r s o n . ^
The

term "person" w a s used by L e win in t h ree s o m e ­

what o v e r l a p p i n g ways.

In o n e

sense,

refer to the q u a l i t i e s of the person,
beliefs,

values, and m o t i v e sys tems,

he u s e d

the term to

i n c l u d i n g his needs,

w h i c h in i n t e r a c t i o n

among the m s e l v e s and w i t h the o b j e c t i v e e n v i r o n m e n t p r o d u c e
the life space.

In this s e n s e

person and his p s y c h o l o g i c a l
just past which,

it m a y be c o n c e i v e d th at the

structure

as a c o n s e q u e n c e of the

subse que nt o b j e c t i v e e n v i r o n m e n t ,
space.

In a second sense,

and the "life space"

of r e p r e s e n t i n g a p p r o x i m a t e l y
In a third sense,

interaction with a

produce a present

a r e v i e w e d as d i f f e r e n t w a y s
the same p s y c h o l o g i c a l

The person

w h ich has als o b e e n d e s c r i b e d as

15 I b i d ., p.

190.

as

W i t h this m e a n i n g the

L e w i n us ed t he t e r m "person"

"person in the life space."

life

L e w i n used the t e r m "perso n"

being equ i v a l e n t to "life s p a c e . "
"person"

c o m p r i s e a life s p ace

in th e

facts.

to r e f e r to
life space,

the " b e h a v i n g self,"

is

24
the in dividual
space.

as r e l a t e d to o t h e r e n t i t i e s

The b e h a v i n g

sel f

is v i e w e d as

percep tio n of his r e l a t i o n s

in his

life

the i n d i v i d u a l ' s

to the e n v i r o n m e n t

he perc e i v e s .

The p s y c h o l o g i c a l e n v i r o n m e n t and b e h a v i n g s e l f c o m p o n e n t s
are

interdependent

in the

m a y be c o n c l u d e d that
geneous and c o m p l e x
plexity,
y et

f iel d

life space.

the struc ture

in nature.

theorists

1 fi

of

In a n y s e n s e

the p e r s o n

it

is h e t e r o ­

To c o n c e p t u a l i z e s u c h c o m ­

subdivide the person

into s e p a r a t e

i n t e r c o m m u n i c a t i n g and i n t e r d e p e n d e n t p a r t s . 17
The

s u b d i v i s i o n s or zones of a p e r s o n ar e p o r t r a y e d

in a c o n c e n t r i c m a n n e r
re p r e s e n t a t i o n of t h e
area of the p e r s o n

as i l l u s t r a t e d
life s p a c e s h o w n

in the c o n c e p t u a l
in F i g u r e

is the r e g i o n

in w h i c h needs,

systems

The c o r e

personal

zone

The

is d e p i c t e d by t h r e e c o n c e n t r i c rings.

The two inner r i n g s d e n o t e the inner p e r s o n a l

lie.

1.

bel i efs,

symbolizes

region.

v alues,

an d m o t i v e

the c e l l s of th e c e n t r a l

(C ) , w h i c h are the l e a s t a c c e s s i b l e

inner p e r s o n a l region.

The c e n t r a l p e r s o n a l

zone

in the
is s u r ­

rounded by th e c e l l s of the p e r i p h e r a l

p a rt s

inner p e r s o n a l

The o u t e r r i n g

corresponds

(M ) .

t i t l e of this

region.

motor-perceptual
e xempl ifi es
person

region

the idea tha t

The d u a l

input

invol ves p e r c e p t i o n ,

and o u t p u t

op.

the
to the
re gion

fro m th e p e r s o n i n ­

190-91.

l^Hall and L i n d z e y ,

(P) of

from t h e e n v i r o n m e n t t o the

vo lves m o t o r a c t i o n o r behav ior .
l 6 I b i d . , pp.

This

c i t . , p.

215.

25
As

il l u s t r a t e d

in Figure

1,

space ou t s i d e the c o n c e n t r i c r i n g s
ment

(E)

and its

boundary

forces.

space is a f f e c t e d by p h y s i c a l
life space.

open s y s t e m w h i c h

represent

(V)

and

the e n v i r o n ­

One of th e p r o p e r t i e s of e a c h

line is perm e a b i l i t y .

nate o u t s i d e the

the v e c t o r s

1R

In a d d i t i o n ,

the

life

a nd social e v e n t s w h i c h ori gi-

1Q

Thus,

the

life space

c o n s i s t s of a n e t w o r k of

is an

interdependent

subsystems.
The variables
home econo m i c s

in the life

te a c h e r

spa ce of the s e c o n d a r y

t h a t have b e e n s e l e c t e d for

gation ar e p r e s e n t e d in F i g u r e

2.

The v a r i a b l e s

investi­

f r o m the

inner p e r s o n a l r e g i o n r e l a t e d to the t e a c h e r ' s d e v e l o p m e n t
of needs,

beliefs,

alism lie

in the

ables incl ud e

age of the

and m o t i v e

s y s t e m s of p r o f e s s i o n ­

zone of p e r i p h e r a l p a r t s

(1)

academic major,

valu es,

the d e g r e e - g r a n t i n g

(3)

( P).

institution,

teacher,

and

ment

the e n v i r o n m e n t a l

viduals an d g r o u p s e x e r t i n g
d eci s i o n s

and

(2)

various

of cur r i c u l u m conte nt.
and

(2) g e o g r a p h i c a l
l^Deutsch,

forc es

s ources

used

(V) of

for

T h e v a r i a b l e s of

c i t . , pp.

l^ Hall a n d Li ndzey,

in the e n v i r o n ­
(1)

indi­

i n f l u e n c e on c u r r i c u l u m

location comprise

op.

(4)

(5) the n u m b e r of y e a r s of t e a c h ­

The variables originating

include

(2) the

the type of t e a c h e r c e r t i f i c a t i o n ,

ing experience.
(E)

These vari­

op.

identification

(1)

school

size

the o r g a n i z a t i o n a l

190-93.

c i t . , pp.

215-16.

26

FIGURE

1

CONCEPTUAL REPRESENTATION
OF THE L I F E S P A C E 20
Symbols:
C
P
M
E
V

=
=
=
=
=

C e n t r a l p e r s o n a l zone of the i n n e r p e r s o n a l r e g i o n
P e r ipheral p a r t s of the inner p e r s o n a l r e g i o n
M o t o r - p e r c e p t u a l re gion and b e h a v i o r of t h e p e r s o n
Psychological and/or objective environment
V e c t o r s or e n v i r o n m e n t a l forces
20

Deutsch,

op.

c i t . , p.

190.

27

Professional needs, beliefs
values, and motive systems
.acquired from:

(1)
(2)
(3)
(A )
(5)

dcqrec-granting institution
undergraduate major
teaching certificate
.ago
teaching experience
^

Behavior:
(1) curriculum decisions
(2) select .!■ clans content

V
Environmental
forces:
(1)
Ind i v i d u a l s
and gr oups
(2)
Pr i n t e d s ources

Organizational
environmental forces
(1) Sch o o l size
(2) G e o g r a p h i c a l
l o c ation
FIGURE

2

C O N C E P T U A L R E P R E S E N T A T I O N OF T H E V A R I A B L E S
IN TH E L I F E S P A C E OF T H E S E C O N D A R Y
T E A C H E R IN C O N S U M E R A N D
HOMEMAKING PROGRAMS
Symbols:
C — Ce ntr al p e r s o n a l zon e of the in ner p e r s o n a l reg i o n
P = P e r i p h e r a l p a r t s of the inner p e r s o n a l reg i o n
M - M o t o r - p e r c e p t u a l r e g i o n (behavior) of the p e r s o n
E = Psychological and/or objective environment
V = V e c t o r s or e n v i r o n m e n t a l for c e s
Behavior:
the i n f e r r e d or o b s e r v a b l e
the pe rson and the e n v i r o n m e n t

interaction between

28

or gl obal

forces

in the e n v i r o n m e n t .

a functi on of the life
motor-perceptual
behavior of
(teacher)

(M)

space,

Behavior, which

is d e s i g n a t e d w i t h i n the

r e g i o n of the person.

in t erest

is the

is

The p a r t i c u l a r

i n t e r a c t i o n b e t w e e n the p e r s o n

an d the e n v i r o n m e n t

(school si tuation)

concerning

s e c o n d a r y ho me e c o n o m i c s c u r r i c u l u m d e c i s i o n s and

selection

of c u r r i c u l u m content.
U t i l i z a t i o n of thi s
the

final d e c i s i o n m a k e r

theory views

for d e t e r m i n i n g

a c c o r d i n g to field theory,

the t e a c h e r as
c urriculum.

one would expect

that

me nt in the c u r r i c u l u m d e c i s i o n p r o c e s s w o u l d be

Also

involve­
individu­

ally s p e c i f i c and unique.
Theory f r o m E c o l o g i c a l
Psychology
There appears
lapping b e t w e e n

to be some

interdependence

the b a s i c c o m p o n e n t s of L e w i n i a n

theory and the theory of e c o l o g i c a l
the po ints of e m p h a s i s
vary.

While Lewin

psy c h o l o g y .

field
H o w ever ,

and p o s i t i o n s t a k e n by e a c h t h e o r y

fo c u s e d his t h e o r y on the

life sp ace p h enom ena,

an d o v e r ­

i n d i v i d u a l and

p r o p o n e n t s of e c o l o g i c a l p s y c h o l o g y

place their focus on the e c o l o g i c a l e n v i r o n m e n t .
T h e view of e c o l o g i c a l p s y c h o l o g y

spa n d s

e n v i r o n m e n t - o r g a n i s m - e n v i r o n m e n t c o n t i n u u m uni t

the e n t i r e
(E-O-E a r c ) .

The three m a j o r sec t o r s of this c i r c u l a r u n i t are d e s c r i b e d
r e s p e c t i v e l y as
physica l

(1)

th e e c o l o g i c a l

events that b e c o m e

s e c t o r of o b j e c t s and

stimu li,

(2)

th e o r g a n i s m or

29
in trap ers ona l se c tor of rece p t i v e ,
processes,

and

(3)

th e b e h a v i o r a l

cent ral,

and e f f e c t o r

sector of

ac ti on s an d

ac c o m p l i s h m e n t s that o c c u r in t h e e c o l o g i c a l
Since p a r t i c u l a r a t t e n t i o n is g i v e n
in which b e h a v i o r t a k e s place,

i d e nti fy t h e n a t u r a l units

of the p h e n o m e n o n to be in ves tiga ted.
the b a s i c prop e r t i e s

of

As p o i n t e d o u t by

the u n i t s with w h i c h

ec olog y d e a l s r e m a i n const a n t w h e t h e r they
physical,

social,

or b e h a v i o r a l

qualiti es

include

(1)

locus,

and

to the c o n t e x t

the first s t e p in d e a l i n g

wi th eco logical p s y c h o l o g y is to

Darker,

e n v i r o n m e n t .21

units.

self-generation,

The
(2)

are b i o l o g i c a l ,
essential
a time-space

(3) an u n b r o k e n b o u n d a r y s e p a r a t i n g an i n t e r n a l

pattern from a d i f f e r i n g e x t e r n a l pattern.
these criteria,

a pers on,

a s chool,

A c c o r d i n g to

or a c i t y could e a c h

serve as an ex a m p l e of an e c o l o g i c a l unit.
W r i g h t and

B a r k e r 2 3

nally d e s c r i b i n g the
havior setting.

ha v e b e e n c r e d i t e d w i t h o r i g i ­

idea of an e c o l o g i c a l

A s e t t i n g has b e e n d e f i n e d

"ho me ostatic s y s t e m w i t h c o n t r o l s
intact and o p e r a t i n g at a st a ble

unit as a b e ­
as a

that m a i n t a i n the
fun c t i o n a l

s etting

level u n d e r

wi del y v a r y i n g c o n d i t i o n s .
2lRoger G. Darke r, E c o l o g i c a l P s y c h o l o g y ;
Concepts
and M etho ds for S t u d y i n g the E n v i r o n m e n t o f Human B e h a v i o r
(St anford, C a l i f .:
S t a n f o r d U n i v e r s i t y P r e s s , 1968) , pT T 3 7 .
2 2 i b i d . , p . 11.
23

Deutsch, op.

^Darker

c i t . , p.

and Gump,

op.

194.
c i t . , p.

19.

30

T h e r e are
b ehavio ral
tion,

four basic c o n s t r u c t s

setting s.

As implied

in the t h e o r y of

in the p r e c e d i n g d e f i n i ­

the f irst d e a l s w i t h the id ea of s t ability .

trols or forces s t e m m i n g fr o m m u l t i p l e a n d

The

con­

independent

sources aid in p r o v i d i n g a d e g r e e of s t a b i l i t y to a setting.
C o n trols m a y o r i g i n a t e

from b o t h i n t e r i o r and e x t e r i o r

sources.^

Fo r e x a m p l e ,

trols w hich

i n h e r e n t l y tend to c o e r c e b e h a v i o r

simi lar p a t t e r n s

t h r o u g h time

str uctural a r r a n g e m e n t .
such as fin anci al
imposed on that

a sch ool

s e t t i n g has i n t e r i o r c o n ­

sch edules,

into h i g h l y

regulations,

E x t e r i o r c o n d i t i o n s or c o n t r o l s

s u p p o r t f r o m th e c o m m u n i t y m a y also be

same

school settin g.

The second t h e o r e t i c a l c o n s t r u c t d e a l s w i t h
medium relationships.
sodes w hich c o m p o s e
of "tiling" to

thi n g -

Th e s e t t i n g and th e b e h a v i o r e p i ­

it o p e r a t e

"medium."

s trai ned e n t i t i e s

an d

in a r e s p e c t i v e r e l a t i o n s h i p

I n t e r n a l l y or

intrinsically con­

are c o n s i d e r e d things.

A thing

is c h a r ­

acte riz ed by the fact that it is no t e a s i l y m a n a g e d s i n c e
it is r e l a t i v e l y i n d e p e n d e n t of e x t r i n s i c eve n t s
form a nd the d i s t r i b u t i o n of e n e r g y w i t h i n
the basi c c o m p o n e n t s of a t h i n g are
e ssential to its form.
features of a thing.

Thus

there

is l i t t l e v a r i e t y

op.

c i t . , pp.

163-64.

to the

a m e d i u m is h i g h l y

forces th a t p l a y u p o n

fore, m e d i a are c h a r a c t e r i z e d as o b e d i e n t
25Barker,

In addit i o n ,

i n t e r d e p e n d e n t and

On the o t h e r hand,

c o n s t r a i n e d by e x t e r n a l

it.

for its

it.

in their

There­

31
c o mpliance to the

forces of things.

The

for m and e n e r g y

c h a r a c t e r i s t i c s d i s p l a y e d by m e d i a are r e l a t i v e l y d e ­
pend ent u p o n e x t r i n s i c events.
uses that m e d i a ca n e x h i b i t

However,

the v a r i e t y of

is i n t r i n s i c a l l y re str icted.

26

A m e d i u m is c o n s i d e r e d a c o m p o s i t e of elem e n t s ;
however,

the m e d i u m - q u a l i t y

or ma nif old ,
function

is a p r o p e r t y of the c o m p o s i t e

not of the s e p a r a t e e lements .

i n d e p e n d e n t l y a nd do n o t have an

arr angement.

A single e l e m e n t

usual ly ha s t h i n g - p r o p e r t i e s .
One book on a s i n g l e t o p i c

a much b e t t e r
medium-quality

inherent

internal

of the m e d i u m c o m p o s i t e
A book

is an e x a m p l e of this.

in a l i b r a r y p r o v i d e s a v e r y

limited l i t e r a r y m e d i u m - q u a l i t y ,
is s l i g h t l y better,

The elements

whereas

a book of r e a d i n g s

but a v a r i e t y of m a n y book s p r o v i d e s

l i t e r a r y mediu m.

It ma y be s u m m a r i z e d t h a t

is a f f e c t e d by the

and by the num b er of e l e m e n t s

f l e x i b i l i t y of th e p a rts

in the m e d i u m m a n i f o l d . 2?

A third t h e o r e t i c a l c o n s t r u c t of b e h a v i o r s e t t i n g s
is that for e v e r y h o m e o s t a t i c

level of a s e t t i n g t h e r e

an optima l

in its in ter nal ,

fold.

num b er of e l e m e n t s

medium mani­

W h e n the m e d i u m - q u a l i t y of a c o m p o n e n t m a n i f o l d

lowered w i t h i n a l imited r a n g e b e l o w the o p t i m a l
to a d e c r e a s e

in the n u m b e r of

i n t e r i o r units,

ho m e o s t a t i c m e c h a n i s m s of a s e t t i n g o p e r a t e
2 6 I b i d . , pp.
27 I b i d .

159-61.

is

is

l evel du e

t h e n the

to m a i n t a i n the

32
setting and keep its fun c t i o n a l
these c i r c u m s t a n c e s

level u n c hanged.

Under

the b e h a v i o r unit and the p e r s o n s p r o ­

viding the b e h a v i o r m a n i f o l d in a s etting face an i n c rease
in both the s t r e n g t h of the

forc es and the v a r i e t y in the

direction o f the forces a c t i n g u p o n them.

Simply stated,
2g

undermanned
Th e
ting.

setti ngs d i f f e r

f r o m o p t i m a l l y m a n n e d settings.

last t h e o r e t i c a l

construct concerns

the s e t ­

A se t t i n g ha s b e e n d e t e r m i n e d as a p l a c e w h i c h

offers o p p o r t u n i t i e s

for its i n d ividuals.

it is a p l a c e

where m u l t i p l e s a t i s f a c t i o n s c a n be achieved,

and w h e r e a

number of p e r s o n a l m o t i v e s can b e s a t i s f i e d by m o s t of the
individuals.

In a d d i t i o n ,

d i f f e r e n t c l u s t e r s of s a t i s f a c ­

tions are a c h ieved by d i f f e r e n t
The unity of a b e h a v i o r
larity of m o t i v e s of

pe ople

s etting does n o t come

the indiv id ua ls.

geneity in p e r s o n a l m o t i v e s of th e
cont rib ute s

in the same setting.
fro m a s i m i ­

In fact,

individuals

hetero­
in a s e t t i n g

to the s t a b i l i t y of that s e t t i n g . 29

setting serves m u l t i p l e sati s f a c t i o n s ,
and i n terlacings of
setting se rve

Since a

maintenance

i n d ividu al o b l i g a t i o n s

for ces

i mposed by the

to s t r e n g t h e n the total c o e r c i v e p o w e r of the

setting and g e n e r a l i z e the s o u r c e of its
2 8 I b i d ., pp.

164-65.

2 9 I b i d . , pp.

154-56.

f o r c e s .

30

^ R o g e r G. B arker, " E x p l o r a t i o n s in E c o l o g i c a l
Psy cho log y," A m e r i c a n P s y c h o l o g i s t , XX (January, 1965),
11 - 1 2 .
----

33
According

to the

person w h o f u n c t i o n s
behavior setting.

theory of b e h a v i o r setti n g s ,

in a se t t i n g

In t h i s

plac eab le and h i s b e h a v i o r
unit.

is a c o m p o n e n t of the

sen se the i n d i v i d u a l

individual

is c o n c u r r e n t l y u n i q u e

p syc hological a ttributes.

is r e ­

is s u b j e c t to the s u p e r o r d i n a t e

It is a c k n o w l e d g e d t h a t e v e r y

havior sett ing

Howev er ,

in a b e ­

in his p r i v a t e

in a s e t t i n g p e o p l e as

a whole tend to h a v e c o m m o n

a t t r i butes.

als of ide ntic al

units would bo expected

ecological

displ ay a c h a r a c t e r i s t i c o v e r a l l
of behavior.

In turn,

a

That

is,

extra-individual

individu­
to

pattern

i n d i v i d u a l s of d i f f e r e n t e c o l o g i c a l

units w o u l d be e x p e c t e d

to show d i f f e r e n t o v e r a l l e x t r a ­

individual b e h a v i o r pa tte rns.
From the

th eor y of b e h a v i o r s e t t i n g s

cluded that the e c o l o g i c a l
overall b e h a v i o r

e n v i r o n m e n t of an i n d i v i d u a l ' s

c o n s i s t s o f bou nde d,

locales and d i v e r s i f i e d b u t
people on m a s s e . 32

functional i m p o r t a n c e of

physical-temporal

stable b e h a v i o r p a t t e r n s of

Further,

behavior s etting d e c r e a s e s

it m a y be c o n ­

it ma y be e x p e c t e d t h a t as the

in size the r e s p o n s i b i l i t y and

the

ind i v i d u a l w i t h i n the s e t t i n g

will increase.
In a p p l y i n g the t h e o r y of b e h a v i o r s e t t i n g s
inv est igation of a t e a c h e r ' s
^Barker
3 2 Ibid.

an d Gump,

involvement

op.

c i t . , p.

to the

in the c u r r i c u l u m
9.

34

deci sio n process,

it m a y be e x p e c t e d t h a t the d e g r e e of

i n v o l vemen t w i l l v a r y
school units.

across size of th e e n v i r o n m e n t a l

A second expectation

is that p a t t e r n s of

i nvo lvement or i n f l u e n c e w i l l emerge

a m o n g g r o u p s of

teach ers f rom h i g h l y s i m i l a r b e h a v i o r
The two t h e o r e t i c a l
differing r e l a t i o n s b e t w e e n

settin gs.

f r a m e w o r k s p r e s e n t e d set

forth

the inputs,

an d

p r o perties of the co m p o n e n t s .

the o u t p u t s ,

The v i e w of L e w i n i a n f i e l d

theory com es fr o m th e b a s i c p e r s p e c t i v e of the organ i s m ,
while the th eory of b e h a v i o r

settings

takes a b r o a d e r v i e w

across the e n v i r o n m e n t - o r g a n i s m - e n v i r o n m e n t unit.

Consid­

erati ons from both t h e o r i e s have s u p p l i e d the b a s i s of the
h y p otheses

formulated

for this

investigation.

S u p p o r t i n g L i t e r a t u r e R elated to Each V a r i a b l e
Literature
cluded

related

to each of

in the h y p o t h e s e s w a s revi ewe d.

to the two d e s i g n v a r i a b l e s
by that w h i c h p e r t a i n s

the v a r i a b l e s

in­

That w h i c h p e r t a i n s

is p r e s e n t e d first,

followed

to the r e m a i n i n g six d e s c r i p t i v e

variables.

Ge o graphical L o c a t i o n
Geographical
e nvi r o n m e n t a l

location

is c o n s i d e r e d as one of the

facts w h i c h c o n t r i b u t e s

in the c o m p l e x i t y and o r g a n i z a t i o n o f
ph ysical e n vironment.

The

to the v a r i a b i l i t y
the s o c i a l

term geographical

be br o a d l y v i e w e d as a d e s c r i p t i o n o r

and

l o c a t i o n ma y

c h a r a c t e r i z a t i o n of

35

the s y s t e m a t i c a r r a n g e m e n t a n d spat ial
stituent e l e m e n t s of g e o g r a p h i c
The g e o g r a p h i c
and its life,

r e l a t i o n s of c o n ­

fe atures w i t h i n an area.

f e a tures of a d e s i g n a t e d

ar ea invol ve

i n c l u d i n g man a n d his in d u s t r i e s .

e arth

The dis­

tribution and o r g a n i z a t i o n of m a n and hi s

industries

dependent upon the nat u r e of the c o m b i n e d

featu r e s w i t h i n

an area or location.
physical e n v i r o n m e n t

is

Thus the nature of the social and
in d i f f e r e n t g e o g r a p h i c a l

locations

varies w i t h the c o m p l e x i t y an d o r g a n i z a t i o n of the c o n ­
stituent el emen ts.
I n s i g h t into t h e o r g a n i z a t i o n a l

s t r u c t u r e of ma n

and his indu s t r i e s w i t h i n M i c h i g a n m a y be a c q u i r e d t h r o u g h
a d e s c r i p t i o n of the p o p u l a t i o n d i s t r i b u t i o n .

A perspective

on wh ere M i c h i g a n st a n d s in r e l a t i o n to th e re st of the
United Sta tes

in terms of p o p u l a t i o n w a s g a i n e d t h r o u g h a

review of c e n s u s data.

Re c ent data r e v e a l e d

that the

state of M i c h i g a n r a n k e d s e v e n t h in the n a t i o n for h i g h e s t
en umerated p o p u l a t i o n .33

Ov e r

the p a s t s e v e r a l d e c a d e s

there lias been a d o w n w a r d t rend

in the n u m b e r of p e o p l e

habiting M i c h i g a n rural areas.

The s t e a d y r e d u c t i o n of

p opulat ion

the c o n t r a s t

in

p o pulation p r o p o r t i o n s be t w e e n rural and u r b a n ar eas

in

Michigan.
33

in rural area s has

increased

in­

C u r r e n t l y 73.4 p e r c e n t of M i c h i g a n ' s p o p u l a t i o n

U. S.
D e p a r t m e n t of C o m m e r c e , B u r e a u of the
Census, The A m e r i c a n Alman ac:
T h e U. S. B o o k of F a c t s ,
Statistics & I n f o r m a t i o n for 197Q (New Y o r k : G r o s s e t t &
Dun 1 a p , 1969) , p. 12~.

36
resides

in areas c l a s s i f i e d as urban.

Bureau of Census,

this

includ es

According

to the

all the p o p u l a t i o n r e s i d i n g

in u r b a n - f r i n g e a reas and in u n i n c o r p o r a t e d p l a c e s of two
thousand

five h u n d r e d peo ple or more.
A closer e x a m i n a t i o n of

34

the c e n s u s data s h o w e d tha t

the De t r o i t m e t r o p o l i t a n area of Oa kland,
counties

compr i s e d a l m o s t half of

entire state.

Although Michigan

United States

in land area,

popula tio n resi ded
area,

Flint,

the p o p u l a t i o n of the
ranked

twenty-third

in three m e t r o p o l i t a n areas:
Thus,

there

balance in p o p u l a t i o n d i s p e r s i o n w i t h i n
disproportionate population distribution

of the social
geo gra phi cal

an d W a y n e

in c o m p l e x i t y

the D e t r o i t

is a g r e a t i m ­

the state.

This

reflects

the e x ­

and o r g a n i z a t i o n a l

locati ons

have provided some
Sha rp

structure

and p h y s i c a l e n v i r o n m e n t w i t h i n d i f f e r e n t
throughout

the state.

Prev iou s s t u d i e s d e a l i n g with e n v i r o n m e n t a l

tion.

in th e

the m a j o r i t y of M i c h i g a n ' s

and G r a n d Rapids.

pected v a r i a b i l i t y

Maco mb,

35

information related

facts

to g e o g r a p h i c a l

lo ca-

st u d i e d the r e l a t i o n s h i p b e t w e e n p a r t i c i p a ­

tion in e x t r a c u r r i c u l a r a c t i v i t i e s and r u r a l or u r b a n
background,

living c o n d i tions,

among c ollege students.
34 I b i d . , p.
35

and part-time employment

The s a m p l e of 12 1 juniors,

including

16.

. . .
M a r i a n Sharp, "Fa cto rs r e l a t e d t o P a r t i c i p a t i o n
of 121 Jun i o r s in E x t r a - C u r r i c u l a r A c t i v i t i e s " ( unpub lis hed
Master's thesis, O h i o State Un i v e r s i t y , 1956).

37
males and females

from rura l and u r b a n b a c k g r o u n d s ,

checked t h e i r p a r t i c i p a t i o n
activities.

in a list of t w e n t y - f i v e

The f i n d i n g wa s

that s t u d e n t s

fr om r ural

b a c k g round s ten ded to r e m a i n in rural a c t i v i t i e s s u c h as
the Grange,

4-H,

urban b a c k g r o u n d s
activ iti es

an d

the F a r m Bureau.

church,

fraternities,

teacher's

in a s t u d y by P e t e r s o n

role,

an d the

ting also r elates to b a c k g r o u n d .
the study was

all-campus

and p o l i t i c a l o r g a n i z a t i o n s .

One of the f i n d i n g s
cerning age,

from

t e n d e d to join m o r e g e n e r a l i z e d c a m p u s

such as m u s i c group s,

activities,

Students

to i d e n t i f y

institutional

the w a y s

that t e a c h e r s

stratified according

marit al status.

for th e s tudy w e r e s e c u r e d

high school

tea che rs

fifty-six white

in an u r b a n sc h o o l

m e d i u m - s i z e d city of m i d w e s t e r n
recorded i n terviews a v e r a g e d
sample was d r a w n

adjusted

from

female p u b l i c

system within a

location.

two h o u r s

to age and

Th e

tape-

in length.

Th e

fr om a m o n g a d i s t r i b u t i o n of h i g h sc hool

units and high school

subject

thirds of the t e a chers w e r e
rural areas.

set­

and to one anoth er .

The random sample w a s

c o m p r e h e n s i v e i n t e r v i e w s of

con­

T h e p r i m a r y p u r p o s e of

to age and g e n e r a t i o n a l d i f f e r e n c e s

Data

36

fields.

reared

A p p r o x i m a t e l y two-

in smal l

The b a c k g r o u n d of t e a c h e r s

towns an d

in v o c a t i o n a l

36W a r r e n A. P e t e r s o n , "Age, T e a c h e r ' s Role, and the
I nst i t u t i o n a l S etting," C o n t e m p o r a r y R e s e a r c h on T e a c h e r
E f f e c t i v e n e s s , eds. B r u c e J. B i d d l e a n d W i l l i a m J. E l l e n a
(New York:
iTolt, R i n e h a r t and W i n ston, 1964), pp. 264-315.

38
subjects w as

found to v a r y f r o m that of

"solid" subjects.

The

teach ers

teachers who originated

in

f r o m small

towns and r ural areas an d f r o m l o w e r - m i d d l e - c l a s s and
lower-class

f a m ilie s w e r e m o r e

vocational s u b j e c t s
On the other hand,

likely to be f o und tea ch i n g

such as c o m m e r c e

and home eco n o m i c s .

teachers who originated

from c i t i e s

and from u p p e r - m i d d l e - c l a s s an d u p p e r - c l a s s
more

inclined to teach
In a n a t i o n a l

selected a c c o r d i n g
each state,

Coon

38

stud y of

3,796

academic

fo und that

Cen tr al,

from 54 p e r c e n t
ties over ten

in all

(less than

four r egions

an d Pacific)

of the

to 79 p e r c e n t of

49 per cen t to 52 p e r c e n t of t h ose

38

2, 500 and

dis­

two
2, 500-

(North A t l a n t i c ,
study.

In general,
in c o m m u n i ­

n o n v o c a t i o n a l , and

in c o m m u n i t i e s

thousand p o p u l a t i o n w e r e v ocation al.

~*^I b i d . , pp.

for

The voca­

in th e

the p r o g r a m s

th ousand p o p u l a t i o n w e r e

were

sizes.

te nde d to be c o n c e n t r a t e d

smallest sized c o m m u n i t i e s

Southern,

fraction

types of home e c o n o m i c s p r o g r a m s

tributed a m o n g c o m m u n i t i e s of d i f f e r e n t

9,999 population)

37

region s v a r i e d in th e way

n o n v o c a t i o n a l , and c o mbination)

tional p r o g r a m s

subjects.

schools r a n d o m l y

to a p r e a s s i g n c d s a m p l i n g

schools with d i f f e r e n t
(vocational,

the t r a d i t i o n a l

f a m i l i e s were

u n d e r ten

The contrasts

found

282-83.

B e u l a h I. Coon, Home E c o n o m i c s in the P u b l i c
Secondary Schools:
A R e p o r t of a N a t i o n a l Study (Wash­
ington , D. C .:
G o v e r n m e n t P r i n t i n g Office, 1962),
pp. 8-10.

39
raise the q u e s t i o n of w h e t h e r the d i f f e r e n c e s w e r e r e l a t e d
to the u r b a n versus r u r a l nat u r e of

the s i t u a t i o n s or r e ­

gions .
Th e p r e c e d i n g d a t a i n d i c a t e
ground of i n d i v i d u a l s
ting variable.

ten d e d to f u n c t i o n as a d i f f e r e n t i a ­

Although

preceding s tudies v a r i e d
the a s soc iations

that g e o g r a p h i c a l b a c k ­

the p e r s p e c t i v e
from the

in e a c h of th e

f ocus of thi s res earch,

found ten d e d to s u g g e s t f u r t h e r i n v e s t i ­

gation of the possible

link b e t w e e n g e o g r a p h i c a l

location

and other variables.
School Size
The

r e l a t i o n s h i p of the s c h o o l

other v a r i a b l e s has b e e n
levels.

Ryans

39

to

i n v e s t i g a t e d at v a r i o u s e d u c a t i o n a l

d i r e c t e d an e x t e n s i v e s t u d y w h e r e a p p r o x i ­

mately one hu n d r e d s e p a r a t e r e s e a r c h
out in vol ving 6,179 t e a c h e r s
secondary

size v a r i a b l e

s chools w i t h i n

study was c o m p r e h e n s i v e

projects were carried

in 837 e l e m e n t a r y and 910

446 school
in scope,

systems.

Although

th e

a random sampling des i g n

was not p o s s i b l e sinc e c o o p e r a t i o n of each s c h o o l system,
school,

and teacher u l t i m a t e l y h a d to r e m a i n o n a v o l u n t a r y

basis.

Th e

fu nda ment al p u r p o s e s of

istics St udy were s t a t e d by Ryans as

the T e a c h e r C h a r a c t e r ­
follows:

The T e a c h e r C h a r a c t e r i s t i c s S t u d y w a s c o n d u c t e d
with two p o s sible u s e s of the r e s u l t s in mind:
first,
39

D a v i d G. Ryans, C h a r a c t e r i s t i c s of T e a c h e r s :
Their De scrip tio n, C o m p a r i s o n , an d A p p r a i s a l (Washington,
D . C . : A m e r i c a n C o u n c i l o n E d u c a t i o n , 1960) , p. 60.

40
by school syste ms as an ai d in i d e n t i f y i n g t e a c h e r s
who, at the time of s e l e c t i o n for e m p l o y m e n t or
p e r h a p s in c o n n e c t i o n w i t h prom o t i o n , have c h a r a c t e r ­
ist ic s sim ila r to t h o s e d e e m e d i m p o r t a n t and d e s i r ­
ab le by the p a r t i c u l a r s c h o o l s y s t e m a n d the c u l t u r e
it rep resents; and, second, by t e a c h e r e d u c a t i o n
i n s t i t u t i o n s as an aid to a b e t t e r u n d e r s t a n d i n g of
t e a c h e r c h a r a c t e r i s t i c s an d a s s o c i a t e d c o n d i t i o n s ,
w h i c h w o u l d c o n t r i b u t e to i m p r o v e d p r o c e d u r e s for
s e l e c t i n g t e a c h e r c o n d i d a t e s and to t h g g i m p r o v e m e n t
of p r o f e s s i o n a l c o u r s e s an d curri cul a.
O n e of the m a j o r o b j e c t i v e s of the s t u d y w a s d i ­
rected to ward

the c o m p a r i s o n of v a r i o u s g r o u p s of

Teac her c h a r a c t e r i s t i c s w e r e c o m p a r e d
of school,
nity,

size of c o m m u n i t y ,

and the g e o g r a p h i c
Of m a j o r

school

size.

area

Ryans d e f i n e d

in r e l a t i o n to size

socioeconomic
in w h i c h

i n t e r e s t are t h o s e
school

te ach ers .

the

status

of c o m m u ­

t e a c h i n g occu rr ed .

findings

r e l e v a n t to

size a c c o r d i n g

to the

number of teachers c o n s t i t u t i n g

a t e a ching

findings r e l a t e d to s c h o o l

sh owed th at e l e m e n t a r y and

secon d ary teache rs
teachers)
schools

scored

in l a r g e r s c h o o l s

significantly higher

(five or fewer

standing and

size

teac her s)

staff.

The

(sevent een or more
than those

in s m a l l e r

on sc ales m e a s u r i n g

frien dly c l a s s r o o m b e havior,

s t i m u l a t i n g and

imag ina tiv e c l a s s r o o m b e h a v i o r ,

favorable attitudes

administrators

per s o n n e l ,

standing,

and o t h e r

and e m o t i o n a l

In general,

th e

sch o o l

tre n d s

for size of
by

verbal

under­

scho o l

also held

size of c o m m u n i t y .

mean scores w e r e a c h i e v e d by t e a c h e r s

Ibid* , P • 1 1 *

toward

stability.

when t e a c h e r s we r e c a t e g o r i z e d

40

under­

from

smaller

bower

41
commu nit ies t h a n those

f r o m large c o m m u n i t i e s

size f r o m p o p u l a t i o n s of
lion) .

five h u n d r e d t h o u s a n d to o n e m i l ­

H o w e v e r , teachers

from the v e r y l a r g e s t c o m m u n i t i e s

(those o f on e m i l l i o n o r m o r e po p u l a t i o n )
low as those

teachers

(ranging in

sc or e d a l m o s t as

f r o m the v e r y s m all c o m m u n i t i e s on

most c h a r a c t e r i s t i c s .

One exceptional difference

teachers

from th e very

l a r g e s t an d v e r y s m a l l e s t c o m m u n i ­

ties wa s

found w i t h r e s p e c t to the c h a r a c t e r i s t i c

un ders tan din g,"

where teachers

ties s c o r e d h i g h and t h o s e

between

"verbal

from the v e r y l a r g e s t c o m m u n i ­

from the v e r y s m a l l e s t c o m m u n i ­

ties s c o r e d low.
W h e n t e a c h e r s w e r e c l a s s i f i e d by s o c i o e c o n o m i c
level of

the c o m m u n i t y

in w h i c h

then c u r v i l i n e a r r e l a t i o n s h i p s

the s c h o o l s w e r e
appeared

so cioe conomic l e v e l and a n u m b e r of
measured.

A t r end t o w a r d h i g h

economic

to e x i s t b e t w e e n

the c h a r a c t e r i s t i c s

t e a c h e r c h a r a c t e r i s t i c scor e s

was a t t a i n e d in both s o c i o e c o n o m i c a l l y
ties but not by t e a c h e r s

locate d,

low and h i g h c o m m u n i ­

in c o m m u n i t i e s of a v e r a g e

socio­

level.
In terms of g e o g r a p h i c a r e a

occurred,

one f inding w a s

that

in w h i c h the t e a c h i n g

teachers

in the m i d w e s t e r n

states te nded to be lowest in s t i m u l a t i n g c l a s s r o o m b e ­
havior.

Also,

teachers

te nde d to be m o r e

viewpoints.

the m i d w e s t e r n an d the
traditional

east-southern
in t h e i r e d u c a t i o n a l

42
In s u m m a r i z i n g the r esearch,

R y a n s n o t e d t h a t a few

of the finding s a p p e a r e d to be ge n e r a l

in n a t u r e a n d p e r ­

mi tted sta t e m e n t s of p r i n c i p l e s w h i c h a p p l i e d b r o a d l y
across d i f f e r e n t g r o u p i n g s of tea cher s.

Howe ver ,

he s p e ­

cifically p o i n t e d o u t that the d a t a in t he study i n d i c a t e d
that m a n i f e s t a t i o n s of m a n y t e a c h e r c h a r a c t e r i s t i c s w e r e
specific to a p a r t i c u l a r t e a c h e r p o p u l a t i o n w i t h i n a c u l ­
tural setting.

T h e r e f o r e g r e a t e r c o n f i d e n c e c o u l d be

placed in the c o n c l u s i o n s w h e n a p p l i e d

to g rou p s of t e a c h e r s

according to d i f f e r e n t c l a s s i f i c a t i o n s a n d
to ind ividual cases.

less w h e n a p p l i e d

A 1

Dark e r and G u m p s t u d i e d
school size and st u d e n t

the r e l a t i o n s h i p b e t w e e n

i n t e r a c t i o n at the s e c o n d a r y

The h y p o thesis g u i d i n g B a r k e r a n d Gu mp's w o r k was

level.

that "the

essential e q u i v a l e n c e of sma ll an d large h i g h s c h o o l s w i t h
respect to kinds of parts,
in number of

together with

stude nts pe r part,

ent environ ment for s t u d e n t s . "
in high schools

provides

42

thei r d i f f e r e n c e
a crucially differ-

Investigations were made

lo c a t e d in e a s t e r n Kansas w i t h e n r o l l m e n t s

which varied from 35 to 2,287

st ude nts .

I n t e n s i v e s tudies

were car ri ed out in t h i r t e e n h i g h schools,

and speci al,

limited i n v e s t i g a t i o n s w e r e c o n d u c t e d in t h i r t y - n i n e high
schools.

E a c h of th e s choo ls

in the s t u d y wa s

cording to a set of c r i t e r i a e s t a b l i s h e d
4 1 I b i d ., p.
42

Darker,

398.

o p . c i t ., p.

195.

selected ac­

for the study.

The

43
research f o c u s e d on th e n a t u r e of s t u d e n t p a r t i c i p a t i o n ,
which took p l a c e in v a r i e t i e s

of cla ss a n d n o n c l a s s b e ­

havioral s e t t i n g s w i t h i n d i f f e r e n t siz ed school s.
behavioral

se ttings r a n g e d

f r o m cla ss a c t i v i t i e s

biology and chor u s to n o n c l a s s
and drama c l u b mee t i n g s .

The

activities

large and small high sc h o o l s h a d a p p r o x i m a t e l y
number of b e h a v i o r a l

settings

s u c h as

such as

findings revealed

Th e

sock hops

that,

although

the sam e

(facilities a n d a c t i v i t i e s

in which s t u d e n t s p a r t i c i p a t e d ) , the a v e r a g e n u m b e r of e x t r a ­
curricular a c t i v i t i e s

an d k i n d s of a c t i v i t i e s

students p a r t i c i p a t e d d u r i n g t h e i r
school wa s

in w h i c h

four y e a r s of h i g h

twice as g r e a t in the sm all as

in the l a r g e

schools.
B a r k e r and G u m p ' s m o s t d e c i s i v e
eleventh g r a d e r s
with those

in four h i g h

studies compared

s c h o o l s of 83 to 151 s t u d e n t s

in a hi gh sc hool of

2,287 s tudents.

revealed t h a t the larg e hi gh s c h o o l p r o v i d e d

Findings

its e l e v e n t h

graders w i t h a lar g e r n u m b e r a n d g r e a t e r v a r i e t y o f n o n ­
class b e h a v i o r s e t t i n g s
less, the sma ll sc hool

than th e small sch ools.
students participated

number an d in m o r e v a r i e t i e s o f
an average,

than the

the a v a i l a b l e

large s c h o o l

students.

a much l a r g e r p r o p o r t i o n of th e sm all s c h o o l
positions of r e s p o n s i b i l i t y
tings they joined,

Neverthe­

in th e same
s ettings,

on

Furthermore,
students held

in th e n o n c l a s s b e h a v i o r s e t ­

a n d the y h e l d these p o s i t i o n s

in a

greater v a r i e t y of s e t t i n g s t h a n the s t u d e n t s of th e l a rge
school.

44

An a d d i t i o n a l

fi nding w a s

th at the s m all and la rge

school e l e v e n t h g r a d e r s r e p o r t e d d i f f e r e n t k i n d s of s a t i s ­
factions from thei r e x p e r i e n c e s
settings

they entered.

in the n o n c l a s s b e h a v i o r

Specifically,

eleventh graders

in

small s chools r e p o r t e d m o r e p e r s o n a l t y p e s of s a t i s f a c t i o n s
such as d e v e l o p m e n t of c o m p e t e n c e and a c h i e v i n g v a l u e c l a r i ­
fication c o n c e r n i n g m o ral an d c u l t u r a l values.
other hand,

more

goal di rec ted ,

impersonal

satisfactions which were

as l e a r n i n g a b o u t p e r s o n s and a f f a i r s ,

reported b y the l a rge school e l e v e n t h grader s.
concl usi on was
students'

O n the

that the v e r s a t i l i t y a n d

less
were

Th e g e n e r a l

i m p o r t a n c e of

e x t r a c u r r i c u l a r a c t i v i t i e s w e r e r e l a t e d to the

size of the sc hool setting.
In d i s c u s s i n g

4 3

factors w h i c h m a y e f f e c t v a r i a t i o n s

in patt erns of t e a c h i n g in e a r l y e d u c a t i o n p rograms ,
pointed out

that tw o m a j o r

Beller

fa c t o r s w h i c h m a y be s i n g l e d ou t

are the e n v i r o n m e n t of an e d u c a t i o n a l p r o g r a m an d the

s taff

variables.

and

School

size,

44

loca tion,

activity,

setti ng,

social cl i m a t e of the p r o g r a m w e r e p r e s e n t e d as e x a m p l e s of
envir onmental d e t e r m i n a n t s .
to include training,
4 3 I b i d . , p.
44

Staff variables were considered

personality,

and r o l e con cepts.

196-97.

E. Kuno Beller, " R e s e a r c h on O r g a n i z e d P r o g r a m s
of Early E d u c a t i o n , " Se cond H a n d b o o k of R e s e a r c h o n T e a c h ­
ing , ed. Rob e r t M, W. Tr a v e r s ( C h i c a g o : TRanct M c N a l l y & Co. ,
T973 ) ,

pp.

5 8 3 - 8 4 .

45
Pres cott,

Jones,

prec eding v a r i a b l e s

and K r r t c h e v s k y

45

in th ei r o b s e r v a t i o n a l

f o c u s e d on the
study of the

r e l a tionships b e t w e e n size of day c a r e c enters a n d t e a c h e r
behavior.

F o u r v i s i t s of a p p r o x i m a t e l y

two h o u r s e a c h in

length w e r e m a d e to e a c h of fifty da y c a r e c e n t e r s

in Lo s

Angeles C o u n t y by two to three o b s e r v e r s dur i n g e a c h visit.
The i n v e s t i g a t i o n f o c u s e d on teacher behavior,
diffe r ences w e r e
care centers.

but

found to be r olated to the size of

The n u m b e r of c h i l d r e n

tuted ce nter size in this study.

the
the d a y

in a c e n t e r c o n s t i ­

Results

sho wed that

teachers of m e d i u m - s i z e d c e n t e r s m o r e o f t e n used e n c o u r a g e ­
ment as a technique;

e m p h a s i z e d p leasure,

interact ion w i t h o t h e r chil dre n;
quency of r e s t r i c t i v e rules of
of children.

In contrast,

cr e a t i v i t y ,

and e v i d e n c e d a low f r e ­

social

t e a chers

li ving an d c o n t r o l

in la rge c e n t e r s w e r e

found to m a k e mo re f r e quent u se of c o n t r o l
guidance t e c h n i q u e s

to stress

an d

rules of

The m a j o r d i f f e r e n c e b e t w e e n

and of d i r e c t

social living.

larg e and s m a l l c e n t e r s

concerned the e f f e c t i v e r e l a t i o n s h i p b e t w e e n the s t a f f a nd
the children.

L arge ce n t e r s w e r e

found to have

less w a r m

and acce p t i n g r e l a t i o n s h i p s b e t w e e n s t a f f and chil dren.
The op posit e was found in s m a l l center s,
45

w h e r e the staff

E. Prescott, E. Jo nes, and S. K r i t c h e v s k y ,
"Group Day C a r e as a C h i l d - R e a r i n g E n v i r o n m e n t , " R e p o r t
to C h i l d r e n ' s Bureau, U. S. D e p a r t m e n t o f Health, E d u c a ­
tion, and W e l f a r e (Pasadena, Calif.:
P a c i f i c Oaks C o l l e g e ,
1967).

46
relat ed mo r e c l o s e l y and i n t i m a t e l y w i t h
a d i s tinct r e l a t i o n s h i p b e t w e e n

situations

c h a r a c t e r i s t i c s of

studies of c o l l e g e e n v i r o n m e n t s .

fr iendliness,

iveness of t h e i r ca mpu ses .
r eport ed less c o n c e r n

little

s tudents'

the data s h o w e d t h a t

we re more s u p p o r t i v e e n v i r o n m e n t s

both

per­

an d s u p p o r t ­

from l a r g e r c o l l e g e s
s t u dent,

la c k of

f a m i l i a r i t y w i t h th e

greater competitiveness,

In general,

47

in

i n s t i t u t i o n had

cohesiveness,

Students

level

and P a c e

to c o l l e g e

for the i n d i v i d u a l

invol vem ent in class es,
structor,

46

sh owed t h a t size of

a strong n e g a t i v e r e l a t i o n s h i p
ception s of th e

Astin

in the study.

school a n d class

size have b e e n p r e s e n t e d at a n o t h e r e d u c a t i o n a l

summarized d a t a w h i c h

Thus

size of c e n t e r a n d te a c h e r

be hav ior e x i s t e d w i t h i n the o b s e r v e d
Organizational

th e c h i l d r e n .

in­

and l o w e r c o h e s i v e n e s s .

smaller-sized

institutions

for e f f e c t i v e g r o u p p r o ­

cesses .
The d a t a on sch ool

size lias t e n d e d

to i n d i c a t e

that i n v o l v e m e n t an d p a r t i c i p a t i o n are n o t e n c o u r a g e d by
large and i m p e r s o n a l
organ i z a t i o n

ten ds

schools.

Frequently,

to bo a s s o c i a t e d w i t h

bureaucratic

large-scale

insti­

tuti ons .

D. C. :

46
A. W. Ast in, The C o l l e g e E n v i r o n m e n t
A m e r i c a n C o u n c i l on E d u c a t i o n , 1968).

(Washington,

47
C. R. Pace, A n a l y s e s of a N a t i o n a l S a m p l e of
C oll ege E n v i r o n m e n t s , Final Repo rt, C o o p e r a t i v e R e s e a r c h
Projec t No. 50764 (Washington, D. C.:
O f f i c e of Ed ucation,
U. S. D e p a r t m e n t of Health, E d u c a t i o n , an d W e l f a r e , 1967).

47
In c o n t r a s t ,

Koontz

his survey of s e l e c t e d

48

f o und d i f f e r e n t r e s u l t s

secondary schools

purpos e of the s tudy w a s

to d e t e r m i n e

of the teacher,

edu c a t i o n ,

The

teachers

and the

teaching experience,

and size of the scho o l

A r k ansas h i g h s c h o o l s

in A r k a n s a s .

th e r e l a t i o n s h i p

b etw een the p r o b l e m s of s e c o n d a r y s c h o o l
factors of p r o f e s s i o n a l

from

system.

Sixteen

(grades n i n e t h r o u g h twelve)

were

sel ect ed f r o m the same g e n e r a l

s o c i o e c o n o m i c a r e a on the

basis of five d i f f e r e n t

size c a t e g o r i e s .

size c a t e g o r i e s w e r e
at t endance f igures as

school

Sc hoo l

e s t a b l i s h e d a c c o r d i n g to a v e r a g e d a i l y
follows:

1.

Very

2.

L arg e h i g h scho o l

3.

Medium high schools

. .

•

•

400 - 550;

4.

Small h i g h s c h o o l s

. .

•

*

200 - 350;

5.

V e r y smal l h i g h s c h o o l s

•

•

150 or

la rgo h i g h s c h o o l s

continuum.

•

•

. . .

e x p l a n a t i o n w as g i v e n c o n c e r n i n g
age daily a t t e n d a n c e

sex

800 or more;
600 - 750;

the

loss.

fact t h a t the

fig u r e s w e r e not p l a c e d o n a c o m p l e t e

Neither was

that a l t h o u g h the s a m p l e

t h e r e an e x p l a n a t i o n
selection was

for the f a c t

b a s e d on schoo ls,

the unit of a n a l y s i s wa s te ach e rs.
48

J. E. Koontz, "A S t u d y of the R e l a t i o n s h i p
b e t w e e n the P r o b l e m s of A r k a n s a s S e c o n d a r y S c h o o l T e a c h e r s
in Ce r t a i n S e l e c t e d S c h o o l s an d the F a c t o r s of P r o f e s s i o n a l
Preparation, T e a c h i n g E x p e r i e n c e , the S e x of the Tea cher,
and the Size of the S c h o o l Sy s t e m " (unpub l i s h e d D o c t o r ' s
di sser tat ion , U n i v e r s i t y of A r k a n s a s , 1963).

48

All

229 t e a c h e r s

for the s i x t e e n sch ool s s e l e c t e d

across the size c a t e g o r i e s

r e s p o n d e d to a w r i t t e n q u e s t i o n ­

naire a d m i n i s t e r e d by the r e s e a r c h e r d u r i n g s c h e d u l e d
faculty meetings.

Th e q u e s t i o n n a i r e

pa rticular typ es of p r o b l e m s
were c l a s s i f i e d as p r o b l e m s
lems in p e r s o n n e l r e l ations,
fields and m eth od s,
matters,

ite ms f ocused o n the

f a c e d by teac her s.

The

in c o m m u n i t y r e l ations,

items
prob­

p r o b l e m s p e r t a i n i n g to subjec t

problems pertaining

to c o n t r a c t u a l

and p r o b l e m s p e r t a i n i n g to p e r s o n a l matters.

trary to o t h e r r esearch,

Con­

the s t u d y r e p o r t e d that t h e r e was

little e v i d e n c e of a r e l a t i o n s h i p b e t w e e n the size of
school in w h i c h the t e a c h e r w a s e m p l o y e d an d the t y p e s of
problems encounter ed.
noted o c c u r r e d

The o n l y o b v i o u s p a t t e r n t h a t was

in m e d i u m - s i z e d h i g h schools,

generally rate d all p r o b l e m s

teachers

s l i g h t l y h i g h e r in p e r c e n t a g e

of incidence than did t e a c h e r s of

the o t h e r school

A l t h o u g h the v a r i a b l e o f sc hool
to be a d i f f e r e n t i a t i n g v a r i a b l e
is suffici ent e v i d e n c e

where

sizes.

s i z e di d n o t appear

in e v e r y case cited,

t h r o u g h o u t the l i t e r a t u r e

there

to i n d i ­

cate further c o n s i d e r a t i o n of the fact th at school siz e
could funct ion as a s o u r c e of v a r i a t i o n r e l a t e d to o t h e r
outcomes.

Thus,

able to c ontrol
49

it w a s c o n c l u d e d

that it w o u l d be d e s i r ­

for p o s s i b l e v a r i a t i o n in sch ool

I b i d . , p.

97.

49

size.

49
Teacher C e r t i f i c a t i o n
A variable over which educators have expressed in­
creasing c o n c e r n in r e c e n t y ears
teachers.

is the c e r t i f i c a t i o n of

Th e l i c e n s i n g of t e a c h e r s

to t e a c h in a g i v e n

state is r e f e r r e d to as te a c h e r c e r t i f i c a t i o n .
license is fu n d a m e n t a l

This

state

in a t e a c h e r ' s l e g a l a u t h o r i t y to

practice hi s p r o f e s s i o n w i t h i n s p e c i f i e d g r a d e l e v e l s or
in p a r t i c u l a r

s ubject m a t t e r areas.

assump tio n of t eacher c e r t i f i c a t i o n
process d i s t i n g u i s h e s
perform as

tea che rs

not qua lif ied.

50

T he u n d e r l y i n g

is t h a t the l i c e n s i n g

t h o s e p e r s o n s wh o a r e q u a l i f i e d to

in p u b l i c s c h o o l s

f r o m those w h o are

51

Although

the b a s i c a s s u m p t i o n u p o n w h i c h t e a c h e r

certi f i c a t i o n rests ha s b e e n q u e s t i o n e d b y
(e.g., B u r r u p

52

and S t i l e s

53

), s o m e

some e d u c a t o r s

r e s u l t s of the s t a t e

c e r t i f i c a t i o n pr o c e s s a r e n o t e w o r t h y .

S i n c e the t u r n of

^ J e f f e r s o n N. Eas tmond, T h e T e a c h e r and S c h o o l
A d m i n i s t r a t i o n (Boston:
H o u g h t o n M i f f l i n Comp any , 1959),
p T 27*7.
51

J o e l L. B u r d i n and M a r g a r e t T. R e a g a n ( e d s . ),
P e r f o r m a n c e - B a s e d C e r t i f i c a t i o n of School P e r s o n n e l
C Was hington,
c .:
ERIC clearinghouse on T e a c h e r E d u c a ­
tion and the A s s o c i a t i o n of T e a c h e r E d u c a t o r s , 1971), p. 5.
52

P e r c y E. Burr up, The T e a c h e r an d the P u b l i c Scho o l
S y s t e m , (2nd e d . ; Ne w York:
H a r p e r & Row, Pu b l i s h e r s ,
1967), p. 155.
53

L i n d l e y J. Sti les , " C e r t i f i c a t i o n and P r e p a r a t i o n
of E d u c a t i o n a l P e r s o n n e l in M a s s a c h u s e t t s , " Phi D e l t a Kappan,
L (April, 1969), 478.

50

the century,

w h e n c e r t i f i c a t i o n b e c a m e the

function of most

state d e p a r t m e n t s or s t a t e b o a r d s of edu c a t i o n ,
able tre nds h a v e emerged.

First,

two n o t i c e ­

t h e r e ha s b e e n a g r a d u a l

eliminat ion of life c e r t i f i c a t e s w h i c h w e r e g r a n t e d as
permanent l i c e n s e s
gradual

to teach.

Second,

t here h a s b e e n a

r a i s i n g of s t a n d a r d s an d r e q u i r e m e n t s

ing c e r t i f i c a t e s

in all s t a t e s

at all levels.

Since p u b l i c e d u c a t i o n
jurisdiction,

th e state or

process

professional

its schools.

standards

requirem ent s a l s o

Thus

for e a c h s tate

f u n c t i o n as a b e n c h m a r k

within the s e v e r a l

states.

necessary

in e f f e c t i n g

Certification
for the p r o f e s ­

55

Although certification

and school s,

and n a t i o n a l

recom­
associa­

e a c h stat e is u n i q u e an d

acts i n d e p e n d e n t l y in s e t t i n g c e r t i f i c a t i o n s t andards .
sequently c o n s i d e r a b l e v a r i a t i o n
spent in ge n e r a l

edu c a t i o n ,

state to state and s o m e w h a t

continues

55

op.

Eastmond,

c i t . , pp.

op.

and

in

to e x i s t f r o m

from i n s t i t u t i o n to i n s t i t u ­

tion w i t h i n a state.
Burrup,

Con­

in p r o p o r t i o n a t e t i m e

academic preparation,

professi ona l e d u c a t i o n c o u r s e s

54

for

in c o l l e g e s and u n i v e r s i t i e s

mend ations are e s t a b l i s h e d by r e g i o n a l
tions of c o l l e g e s

the

the c e r t i f i c a t i o n

for its teachers.

sional e d u c a t i o n p r o g r a m s

54

its d e s i g n a t e d a g e n c y ha s

f u n c t i o n s as a l over

teach-

legally comes within state

power to p r e s c r i b e the m i n i m u m q u a l i f i c a t i o n s
all tea chers w i t h i n

for all

236-37.

c i t . , pp.

277-78.

51

Some of th e v a r i a t i o n in s t a t e c e r t i f i c a t i o n r e ­
quirements m a y be a res ult of the d i f f i c u l t y
the m a n y e l e m e n t s

in m e a s u r i n g

that m a k e up the q u a l i f i c a t i o n s of a
C C

competent teacher.
has s t r e s s e d

Th e N a t i o n a l E d u c a t i o n A s s o c i a t i o n

that th e one q u a l i f i c a t i o n

accurate m e a s u r e m e n t
at formal e d u c a t i o n a l

susceptible

to

is the su m of the t e a c h e r ' s e f f o r t s
improvement evidenced through

college credits.
The need for p r e p a r a t i o n in p r o f e s s i o n a l e d u c a ­
tion has b e e n e m p i r i c a l l y s u p p o r t e d by sev e r a l
In a n a t i o n a l

st ud y by the N a t i o n a l

of f i r s t - y e a r t eache rs,

Education Association

the o p i n i o n s of on e t h o u s a n d e l e ­

mentary and s e c o n d a r y t e a c h e r s c o n c e r n i n g
prep ara tio n w e r e c o l lec ted.
ported that their g r e a t e s t
ties wa s

Teachers

their professional

at b o t h levels r e ­

lack in n e e d e d s k i l l s and abi l i -

in m e t h o d s of teac hin g.

study of S o u t h C a r o l i n a

resear c h e r s .

57

Also,

secondary school

Livingston's

58

teachers revealed

that s u p e r i o r t e a c h e r s as i d e n t i f i e d by t h e i r p r i n c i p a l s
56

N a t i o n a l E d u c a t i o n A s s o c i a t i o n , R e s e a r c h Division ,
The Po s t w a r S t r u g g l e to P r o v i d e C o m p e t e n t T e a c h e r s ( W a s h i n g ­
ton^ D~! C. : N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 19 57), p. 119.
57

N a t i o n a l E d u c a t i o n A s s o c i a t i o n , R e s e a r c h Divis i o n ,
Fi rst-Year T e a c h e r s E v a l u a t e their P r e p a r a t i o n for T e a c h i n g
( W a s h ington, d T C .:
N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1956),
P* 3.
r p

W i l b u r D. L i v i n g s t o n , "An E v a l u a t i o n of R e q u i r e ­
ments for the C e r t i f i c a t i o n of S e c o n d a r y S c h o o l T e a c h e r s "
(unpublished D o c t o r ' s d i s s e r t a t i o n , U n i v e r s i t y of S o u t h
Carolina, 1957) .

52

were those w i t h
education.

A

a relatively greater amount of professional

fu r t h e r c o n c l u s i o n w a s

cates on such a basis w a s
Ostler

59

set o u t

that i s s u i n g c e r t i f i ­

justified.
to d e t e r m i n e the i n f l u e n c e of t h e ­

oretical p r e p a r a t i o n u p o n p e r f o r m a n c e
omics at the s e c o n d a r y l e v e l

(grades

in t e a c h i n g h o m e e c o n ­
s e ve n t h r o u g h twelve)

in terms of t e a c h e r c o m p e t e n c i e s and

teaching procedures

as perc e i v e d by home e c o n o m i c s t e a c h e r s
York.

In i d e n t i f y i n g t h e d e s c r i p t i v e

respondents,

sh e

in t h e stat e of Ne w

a s p e c t s of the

246

found t h a t a l t h o u g h all r e s p o n d e n t s h a d

completed the b a c c a l a u r e a t e degree,

there were noticeable

differences c o n c e r n i n g t h e c e r t i f i c a t i o n s t a t u s of th e
teachers.

Findings showed

that 41 p e r c e n t of

the N e w Yo rk

City tea cher s w e r e e m p l o y e d w i t h o u t a n y t ype of c e r t i f i c a ­
tion, w hile o n l y

7 p e r c e n t of the u p s t a t e N e w York t e a c h e r s

were e m p l o y e d u n d e r the s a m e c i r c u m s t a n c e s .
50 percent of th e

s e c o n d a r y home e c o n o m i c s

were u n c e r t i f i e d at the t i m e of the

study.

Thus,
teachers

almost
sampled

60

The c e r t i f i c a t i o n p r o f i l e o f home e c o n o m i c s
ers in M i c h i g a n wa s f o und to be s o m e w h a t d i f fer ent.

teach­
In a

study of p r o f e s s i o n a l r o l e p e r c e p t i o n s of 192 r e s p o n d e n t s
from a r a n d o m s a m p l e of M i c h i g a n p u b l i c h i g h
59

school h o m e

R u t h - E l l e n O s t l e r , "A S u r v e y of B e l i e f s an d
Practices R e l a t i v e to T e a c h i n g Home E c o n o m i c s in N e w Y o r k
State," Part 1 (u npublished D o c t o r ' s d i s s e r t a t i o n ,
Syracuse Un i v e r s i t y , 1967).
^ I b i d . , pp.

247 -49.

53
Gconimics

teachers,

McKinney

held v a l i d c e r t i f i c a t e s
ever,

it s h o u l d be

pe rmission
the st ate

from the

foun d t h a t

n o t e d that

sc hool

teachers

s y s t e m in

in the study.

s t a t u s of the M i c h i g a n home

is not c o m p l e t e l y c o m p a r a b l e

of the N e w Yo rk t e a c h e r s r e p o r t e d
In 1964 G e r l o c k

62

How­

she wa s u n a b l e to a c q u i r e

l argest c i t y p u b l i c

the c e r t i f i c a t i o n
teachers

81.3 p e r c e n t

for t e a c h i n g h o m e e c o n o m i c s .

for i n c l u s i o n of t h e i r

Therefore,
economics

6X

in O s t l e r ' s

investigated

to that

study.

the d i f f e r e n c e s

between p r o f e s s i o n a l l y and p r o v i s i o n a l l y c e r t i f i e d t e a c h ­
ers in s e l e c t e d a r e a s of p e r s o n a l
formance as

and p r o f e s s i o n a l

judg e d by a d m i n i s t r a t o r s '

consisted of

34 2 w h i t e F l o r i d a

through twelve)

school

secondary

teach ers,

which they ha d b e e n c e rtified,

teaching

(grades

T h e s tudy
s e ven

in a f i e l d

who completed their

term of t e a c h i n g d u r i n g the 1 9 6 0 - 6 1
ings r e v e a l e d

ratin gs.

per­

s c h o o l year.

for

first
The f i n d ­

that p r o f e s s i o n a l l y c e r t i f i e d t e a c h e r s w e r e

rated s i g n i f i c a n t l y h i g h e r than p r o v i s i o n a l l y c e r t i f i e d
teachers o n the t e a c h e r e v a l u a t i o n

instrument used

in the

^ C a r o l y n D o m m e r M c K i n n e y , " P r o f e s s i o n a l Role P e r ­
ceptions of M i c h i g a n Home E c o n o m i c s T e a c h e r s " (u npublis hed
Doctor's d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1972),
p. 75.
co
D o n a l d E. Gerlock, "An A n a l y s i s of A d m i n i s t r a t o r s '
Evaluati ons of S e l e c t e d P r o f e s s i o n a l l y a n d P r o v i s i o n a l l y
Certified S e c o n d a r y Scho ol T e a c h e r s ," The J o u r n a l of
Teacher E d u c a t i o n , XVI (June, 1965), 240-41.

54
study.

In a n o t h e r F l o r i d a study,

Ellis

61

foun d tha t

teachers w i t h t e m p o r a r y c e r t i f i c a t i o n w e r e r a ted as deficient by t heir p r i n c i p a l s .
conclu sio n f r o m his s tudy of

Shuster

64

r e a c h e d the same

"untrained"

beginning teachers

in Virg inia.
Gray^

s t u d i e d the r e l a t i o n s h i p b e t w e e n th e a m o u n t

of p r o f e s s i o n a l p r e p a r a t i o n of b e g i n n i n g F l o r i d a t e a c h e r s
(as i n d i c a t e d by t he ir c e r t i f i c a t i o n rank)
of that p r e p a r a t i o n
their p r i n c i p a l s

(as r e p o r t e d by the t e a c h e r s

and by

an d as m e a s u r e d o n the M i n n e s o t a T e a c h e r

At tit ude I n v e n t o r y ) .
as "untrai ned "

an d th e a d e q u a c y

O n e h u n d r e d te n t e a c h e r s c l a s s i f i e d

teachers holding

temporary certificates were

compared w i t h an eq ua l n u m b e r of r a n d o m l y s e l e c t e d t e a c h e r s
holding c e r t i f i c a t e s

and c l a s s i f i e d as

Teachers c l a s s i f i e d as
more r atings

"fully trained"

indicating

teaching

with p r e s e r v i c e p r o g r a m s

th an d id

In his c o n c l u s i o n s ,

stated:

Gray

"ful ly train e d . "
had s i g n i f i c a n t l y

s u c c e s s and s a t i s f a c t i o n
th e

"untrained"

teacher s.

^ C h a r l e s M. Ellis, "Needs a n d D e f i c i e n c i e s of the
Temp orarily C e r t i f i e d T e a c h e r in F l o r i d a " (u npublish ed
Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Florida , 1955).
64

A l b e r t H. Shus ter, J r . , "A S t u d y of the A d v a n t a g e s
and D i s a d v a n t a g e s of the C o l l e g i a t e C e r t i f i c a t e in V i r g i n i a "
(unpublished D o c t o r ' s d i s s e r t a t i o n , U n i v e r s i t y of V i r g i n i a ,
1955).
65

H or a c e B. Gray, "A S t u d y of the O u t c o m e s of P r e ­
service E d u c a t i o n A s s o c i a t e d w i t h T h r e e L e v e l s of T e a c h e r
Certifica tion " (unpub l i s h e d D o c t o r ' s d i s s e r t a t i o n . The
Florida S t a t e U n i v e r s i t y , 1962) .

55
C o m p a r i s o n s b e t w e e n c a t e g o r i e s of teac h e r s ,
such as e l e m e n t a r y or s e c onda ry, s u g g e s t that
"success" in t e a c h i n g is a f u n c t i o n of f a c t o r s
some of w h i c h resi d e in the t e a c h e r and hi s p r o ­
f ess ional p r e p a r a t i o n , and so me of w h i c h r e s i d e
in c o n d i t i o n s s p e c i f i c a l l y a s s o c i a t e d w i t h the
teaching assignment.
Varying conditions may re­
qui re d i f f e r e n t p a t t e r n s of o p e r ation.
Similar conclusions
of e d u c a t o r s

involved

fication pa tte rns.
along w i t h

6V

the en d

in a n a t i o n a l
Th e

i n c r e a s i n g c o m p l e x i t y of t eaching,
ha s c a u s e d n e w

in t e a c h e r c e r t i f i c a t i o n and,

in turn,

i n s e r v i c e t e a c h e r e d u c a t i o n progr a m s .

The high p r o d u c t i o n
has g r e a t l y a s s i s t e d
The st ate u s u a l l y

e f f o r t to c h a n g e c e r t i -

to the t e a c h e r shor tag e,

pri orities to e m e r g e
in p r e s e r v i c e and

h a v e b e e n r e a c h e d by a g r o u p

rate of t e a c h e r s

in o v e r c o m i n g

ranks

in the U n i t e d Stat es,

the

in M i c h i g a n

te a c h e r

f if th as a p r o d u c e r of

shorta ge.
teachers

w i t h M i c h i g a n Stat e U n i v e r s i t y

ing the lis t of s i x M i c h i g a n

lead­

institutions ordinarily

in­

cluded in the top s i x t e e n i n s t i t u t i o n a l p r o d u c e r s of ne w
teachers.

68

Th e i m p a c t of the a b u n d a n c e of q u a l i f i e d

teachers on the M i c h i g a n t e a c h e r c e r t i f i c a t i o n c o d e
vealed sc .lowhat by
changes.

the rat e of r e c e n t c e r t i f i c a t i o n co de

The M i c h i g a n C e r t i f i c a t i o n C o d e w h i c h w as

in 1967 w a s

the f i r s t c h a n g e

G 6 I b i d ., p.
G ^Burdin,

is r e ­

163.

op.

c i t . , p.

ftp

I b i d . , p.

s i nce the

104.

iv.

1939 version.

adopted

56
Since

1967 t h e r e have b e e n two m a j o r

r e v i s i o n s of the

c e r t ification code.
During

the 1971-72

this study was conduc ted,
fied t e a c h e r s

sch o o l year,

w h e n the s u r v e y for

it was p o s s i b l e

for full y c e r t i ­

in M i c h i g a n s e c o n d a r y p u b l i c

one of two b a s i c

levels of c e r t i f i c a t i o n :

scho ols

secondary pro­

visional or s e c o n d a r y p e r m a n e n t c e r t i f i c a t e s .
tion to teach v o c a t i o n a l

for such.

Authoriza­

h o m e e c o n o m i c s c o u l d a p p e a r on

either c e r t i f i c a t e of t h o s e
requ ire men ts

to hold

t e a c h e r s who m e t the p a r t i c u l a r

Although not

t e c h n i c a l l y corre c t ,

the d i s t i n c t i o n b etween t h o s e c e r t i f i c a t e s w i t h a n d w i t h o u t
vocational a u t h o r i z a t i o n h a s been p o p u l a r l y m a d e b y r e f e r ­
ring to the m as
respectively.

"vocational"

and "gene r a l "

H o w e v e r it is i d e n t i f i e d ,

componen t of a t e a c h e r ' s c e r t i f i c a t e
ments to be m e t w h e n a s c h o o l

certificates

th e v o c a t i o n a l

is o n e of the r e q u i r e ­

s y s t e m se eks v o c a t i o n a l

bu rsement for s p e c i f i e d c o n s u m e r a n d

reim­

h o m e m a k i n g prog r a m s .

A ckn ow l e d g e d is the fact t h a t not al l

schools

seek s u c h r e ­

imbursement .
W i t h the

ample s u p p l y of

it could be e x p e c t e d that

f u l l y c e r t i f i e d teac hers,

sc hool a d m i n i s t r a t o r s h a v e an

o pport uni ty to b e hi ghly s e l e c t i v e
retention of t e a c h e r s c e r t i f i e d fo r
lar school syst em.

Since p r e v i o u s

in the r e c r u i t m e n t and
the n e e d s of th e p a r t i c u
research

indicated

teacher c e r t i f i c a t i o n is a d i f f e r e n t i a t i n g varia b l e ,

that
the

57
q u e s t i o n is r a i s e d w h e t h e r d i f f e r e n c e s

e x i s t b e t w e e n s chools

in the o c c u r r e n c e of v o c a t i o n a l l y and g e n e r a l l y c e r t i f i e d
teachers.
Undergraduate Major
C l o s e l y r e l a t e d to the laws g o v e r n i n g t e a c h e r c e r ­
tif ication is th e n a t u r e of the p r o f e s s i o n a l p r o g r a m of the
under g r a d u a t e major.

T h e u n d e r g r a d u a t e m a j o r in t e a c h i n g

d eve loped as p a r t of the p r o g r a m of u n i v e r s i t i e s
colleges at the turn o f
there has been g e n e r a l
teacher ed ucation.

the c e n t u r y .

and

S i n c e that time

d i s a g r e e m e n t o v e r the n a t u r e of

T h o s e in the u n i v e r s i t i e s and th ose

outside p r o f e s s i o n a l e d u c a t i o n h a v e t e n d e d

to ta ke the

stance that k n o w l e d g e o f sub j e c t m a t t e r a u t o m a t i c a l l y p r e ­
pared a p e r s o n to t e a c h the k n o w l e d g e s
in an area.

T h e o ther vie w p o i n t ,

a n d ski lls n e e d e d

p r i m a r i l y held b y those

teaching in e l e m e n t a r y an d s e c o n d a r y scho ols ,
methods c o u r s e s

has b e e n that

in how to teach w e r e n e c e s s a r y in a d d i t i o n

to subject m a t t e r courses.
B u r r u p has c o n t e n d e d t h a t

"professional educators

have always p l a c e d m a s t e r y of s u b j e c t m a t t e r

first in the

order of i m p o r t a n c e in t e a c h e r p r e p a r a t i o n . " ^
tion can be s u p p o r t e d b y an e x a m i n a t i o n of

His c o n t e n ­

the m a n n e r in

which most t e a c h e r e d u c a t i o n p r o g r a m s a r e des igned.
69

Burrup,

op.

.
c i t ., p.

A

.
153.

I

58
review of co l l e g e catal o g s

revealed that most teacher

preparation p r o g r a m s are i m p l e m e n t e d t h r o u g h a m a j o r

in a

subject m a t t e r discipline.
The i n t e r d i s c i p l i n a r y nature a n d scope of
economics lends

it sel f to d i v e r g e n c e

in m a j o r r e q u i r e m e n t s

among home e c o n o m i c s units in colle g e s
The pr i m a r y issu e of w h e t h e r m a j o r s

home

an d u n i v e r s i t i e s .

in home e c o n o m i c s shou l d

be p r e p a r e d as s p e c i a l i s t s or g e n e r a l i s t s has r e s u l t e d in
many and va ried p r o f e s s i o n a l p r o g r a m s w i t h i n i n s t i t u t i o n s
of hig h e r educ atio n.
A n i n d i c a t i o n of th e d e g r e e of c o n t r o v e r s y o n the
specialist v e r s u s g e n e r a l i s t

issue has b e e n r e v e a l e d in

results of a r e c e n t study.

J o h n s o n an d S w o p e ^

a n a t ionall y r e p r e s e n t a t i v e

sa mple of 108

economics p r o g r a m s

surveyed

f o u r - y e a r home

in h i g h e r e d u c a t i o n to co m p a r e

and ad m i n i s t r a t o r s '

o p i n i o n s of cu r r e n t

in home eco nom ics .

In r e s p o n s e to the c u r r i c u l u m

58 p e r c e n t of th e a d m i n i s t r a t o r s a g r e e d

issues an d tren ds
issue,

that home e c o n o m i s t s

should be p r e p a r e d p r i m a r i l y as g e n e r a l i s t s .
a de fini te split

curricula

This

indica tes

in p h i l o s o p h y among d e c i s i o n m a k e r s

in

higher education.

70

Lydia J o h n s o n and M a r y R. Sw ope, "Facts A b o u t
Curricula in Ho me E c o n o m i c s in I n s t i t u t i o n s of H i g h e r
Education," J o u r n a l of Home E c o no mics, L X I V (February,
1972), 11-171

59
The p o s i t i o n h e l d by the A m e r i c a n Home E c o n o m i c s
Association^

is that t e a c h e r p r e p a r a t i o n p r o g r a m s

sh ould

be planned a c c o r d i n g to the i n t e r d i s c i p l i n a r y n a t u r e of the
field.

The p h i l o s o p h i c a l

v i e w p o i n t of the A s s o c i a t i o n

suggests that a t eacher p r e p a r e d

in a s i n g l e d i s c i p l i n e

wo uld not b e e q u i p p e d w i t h the i n t e g r a t i v e p e r s p e c t i v e n e c ­
essary for i m p l e m e n t i n g t h e p u r p o s e of e d u c a t i o n a l p r o g r a m s
in home e c o n o m i c s .
In t h e J o h n s o n a n d Swop e

72

study,

it w a s

f o u n d th at

97.2 percen t of the i n s t i t u t i o n s o f f e r e d p r o g r a m s
economics e d u c a t i o n m a j o r s .

F u r ther,

it was d i s c o v e r e d

that all m a j o r s we re v e r y t i g h t l y p r e s c r i b e d .
proportion of e l e c t i v e c r e d i t s
study was 11 percent.
institutions

credits r e q u i r e d

it a p p e a r s

average
in the

50 p e r c e n t of the

than 10 p e r c e n t of the

for g r a d u a t i o n

Fr om the p r e c e d i n g

The

among institutions

Slightly more than

a l l o w e d less

for hom e

total

to c o n s i s t of e l e c t i v e s .

t h a t at p r e s e n t t h e r e

latitude for a studen t t o d e v i a t e
gram implemen ted t h r o u g h e i t h e r

is lit t l e

from an y p r o f e s s i o n a l p r o ­

the s p e c i a l i s t o r g e n e r a l i s t

position in h o m e e c o n o m i c s u n i t s w i t h i n c o l l e g e s

and univer­

sities t h r o u g h o u t the cou ntry .
^ C o m m i t t e e on P h i l o s o p h y and O b j e c t i v e s o f Home
Economics, H o m e E c o n o m i c s N e w D i r e c t i o n s :
A S t a t e m e n t of
Philosophy a n d O b j e c t i v e s ^ D o r o t h y D. S c o t t , c h a i r m a n
^ W a s h i n g t o n , D"I C . ; A m e r i c a n H o m e E c o n o m i c s A s s o c i a t i o n ,
1959), p. 5.
72

J o h n s o n and Swope,

op.

c i t ., pp.

13-14.

60

At the o t h e r e n d of the c o n t i n u u m ,

S teidle

identified c e r t a i n c o n s e q u e n c e s of e x t r e m e
profes sio nal p r o g r a m s .

f l e x i b i l i t y in

He c o n d u c t e d a t w o - y e a r s t u d y w h i c h

focused on i n v e s t i g a t i n g the n a t u r e

and e x t e n t of s e c o n d a r y -

school sc i e n c e t e a c h e r - p r e p a r a t i o n p r o g r a m s
Ohio i n s t i t u t i o n s of h i g h e r edu c a t i o n .
221 t e a chers w h o

F r o m a t o t a l of

the year 1962- 63,

their fi rst t e a c h i n g f i e l d or m a j o r

fields showed a s u b s t a n t i a l
rather than f i rst t e a c h i n g
Although an o v e r - s u p p l y

in

o n l y e i g h t e e n had

in the s u b j e c t of p h y s i ­

S t e i d l e a l s o no te d t h a t

teachers exist ed ,

in f o r t y - s e v e n

received Ohio teaching certificates

physical sc i e n c e d u r i n g

cal science.

73

figures

in o t h e r

increase when certification
field o r m a j o r w a s co n s i d e r e d .

in number of a v a i l a b l e s c i e n c e

there w a s a c t u a l l y a s h o r t a g e a m o n g thos e

classified as h a v i n g t h e i r

first t e a c h i n g m a j o r in science.

Steidle n oted t h a t a m b i g u o u s c e r t i f i c a t i o n r e q u i r e m e n t s and
loosely d e f i n e d u n d e r g r a d u a t e m a j o r s
functional p a t t e r n s
In the main,

contributed

in t e a c h e r p r e p a r a t i o n .
undergraduate

built on the p r e m i s e t h a t one m u s t
belief is that s u b s t a n c e

to dys -

74

t e a c h i n g p r o g r a m s are
t e a c h som e t h i n g .

The

is a n e c e s s a r y c o n d i t i o n of te ac h-

73

W a l t e r E. St eid le, "The P r e p a r a t i o n , C e r t i f i ­
cation, and T e a c h i n g E m p l o y m e n t of G r a d u a t e s of S c i e n c e
Education P r o g r a m s in O h i o , 1 9 61-1963" ( u n p u b l i s h e d
Doctor's d i s s e r t a t i o n . T h e O h i o s t a t e U n i v e r s i t y , 1964).
7 4 I b i d . , pp.

178-79.

61
ing, bu t it is also r e c o g n i z e d t h a t s u b s t a n c e
operation.
on.

is no t an

S u b j e c t m a t t e r is w h a t o n e o p e r a t e s w i t h or

75
Research evidence

supports

the c o n t e n t i o n that

m ast ery of s u b j e c t m a t t e r a l o n e is not all that is n e e d e d
to be a success.ful teacher.
G r a y ’s study,

One of the q u e s t i o n s w h i c h

r e p o r t e d ear lie r,

se t o u t to ans w e r w a s

"Is

there a s i g n i f i c a n t r e l a t i o n s h i p b e t w e e n t e a c h i n g in, o r
out of,

the fi el d of c e r t i f i c a t i o n

’success*

in te ac h i n g ? "

76

an d

Significant differences were

found to e x i s t b e t w e e n t e a c h e r s
"out of the field."

(teaching major)

"in the field"

and t hose

Th e r a tings on t e a c h i n g s u c c e s s

ably we re r e l a t e d to t e a c h e r s

"in the

invari­

field" of c e r t i f i c a ­

tion .
A l t h o u g h c o n s i s t e n t l y hi gh c o r r e l a t i o n s b e t w e e n
teaching s uccess and t e a c h e r s
tion were r e p o r t e d in G r a y ' s

"in the
study,

field" of c e r t i f i c a ­

it is r e c o g n i z e d t h a t

a simple o n e - t o - o n e c o r r e l a t i o n d o e s not p r o v i d e an e x p l a n a ­
tion for t e a c h i n g com p e t e n c e .

The numerous variables

to teacher p e r f o r m a n c e ha ve bee n w e l l
study,

d e s c r i b e d earlier.

cha rac teristics

linked

i l l u s t r a t e d by Ryans'

F o l l o w i n g a c o m p a r i s o n of t e a c h e r

in l i ght of c o n d i t i o n s of the t e a c h e r ' s

75

R i c h a r d L. Turn er, " C o n c e p t u a l F o u n d a t i o n s of
Research in T e a c h e r E d u c a t i o n , " R e s e a r c h in T e a c h e r E d u c a ­
tion;
A S y m p o s i u m , ed. B. O t h a n e l S m i t h (Eng le wo od Cl if fs,
New Jersey:
P r e n t i c e - H a l l , Inc., 1971), p. 12.
^Gray,

op.

c i t . , p.

135.

62
current e mployment,

R y a n s c o n c l u d e d that t e a c h e r p e r f o r m a n c e

appeared to be a f u n c t i o n of the p a r t i c u l a r t e a c h i n g s i t u a tion.

77

T h r o u g h o u t the l i t e r a t u r e th e n a t u r e of the p a r t i c u ­
lar t e a c h i n g s i t u a t i o n has e m e r g e d as b e i n g
to certain othe r v a r i a b l e s .

This

strongly linked

is to be e x p e c t e d s i n c e

different t e a c h i n g s i t u a t i o n s v a r y

in t h e i r needs.

variability am ong d i f f e r e n t a c a d e m i c m a j o r s

The

to m e e t d i f f e r ­

ent needs oc c urs no t o n l y thr o u g h o b v i o u s d i f f e r e n c e s
subject spec i a l i t i e s ,

in

bu t also t h r o u g h a s o m e w h a t d i f f e r e n t

focus and p e r s p e c t i v e w i t h i n r e l a t e d
Thus, it seems that i m p l i c a t i o n s
grams ma y b e a c q u i r e d

subject specialities.

for t e a c h e r e d u c a t i o n p r o ­

t h r o u g h i d e n t i f i c a t i o n of

the e x t e n t

to which d i f f e r e n t t e a c h i n g s i t u a t i o n s have e m p l o y e d h o m e
economics e d u c a t i o n m a j o r s to m e e t the n e e d s of t h e i r h o m e
economics pr ogr ams .
Age of the T eacher
R y a n s o b s e r v e d tha t t h ere ha s

seem e d to be l i t t l e

doubt a b out the e x i s t e n c e of i m p o r t a n t d i f f e r e n c e s c o n c e r n ­
ing a n u m b e r of t e a c h e r b e h a v i o r s
age groups.

78

In hi s study,

among teachers

which was

reported earlier,

comparisons among fo ur age c l a s s i f i c a t i o n s
40-54,

55 yea rs of a g e
77
78

Ryans,

op.

I b i d . , p.

and above)

c i t . , p.
390.

322.

in v a r y i n g

(under

w e r e made.

30,

30-39,

He f ound t h a t

63
the y ounger t e a c h e r s g e n e r a l l y a t t a i n e d h i g h e r scores on
emotional

stability;

classroom behavior;
istrators,

democratic,

friendly,

f a v o r a b l e o p i n i o n s of

and o t h e r s c h o o l p e r s o n n e l ;

and s t i m u l a t i n g
stu dents,

admin­

verbal understanding;

and c h i l d - c e n t e r e d e d u c a t i o n a l v i e w p o i n t s .

79

Those

teachers

between the ages of t h i r t y and t h i r t y - n i n e y e a r s r e c e i v e d
somewhat h i g h e r a s s e s s m e n t s than o t h e r s o n the o n e b e h a v i o r
pattern of warm,
aloof,

und e r s t a n d i n g ,

ego-centric,

In general,

friendly behavior versus

and r e s t r i c t e d c l a s s r o o m be hav ior.

the c o n c l u s i o n was t h a t the s u b s t a n t i a l l y

scores of th ose

te a chers

80
lower

f i f t y - f i v e y e a r s of age or a b o v e

identified t h e m as b e i n g d i s t i n c t l y d i s a d v a n t a g e d
parison w i t h y o u n g e r te ach ers .

in c o m ­

T h e one e x c e p t i o n to this

was in terms of s y s t e m a t i c and b u s i n e s s l i k e c l a s s r o o m b e ­
havior, w h e r e o l d e r t e a c h e r s

s c o r e d higher.

In M c K i n n e y ' s study,
economics teacher s,
(25 years and under,
age and over)

i n v o l v i n g 192 M i c h i g a n h o m e

r e p o r t e d earlie r,
26-35,

w e r e used.

36-45,

Results

five age g r o u p i n g s

46-55,

and

56 y e a r s of

sh owed t h a t t w o - t h i r d s

of the r e s p o n d e n t s were b e t w e e n t w e n t y - s i x an d f i f t y - s i x
years of age.
the first

However,

the p e r c e n t a g e d i s t r i b u t i o n a m o n g

four a ge g r o u p s was

f a i r l y even,

17.2 p e r c e n t to 24.0 p e r c e n t a c r o s s
7 9 I b i d . , p.

289.

^ ^ I b i d . , p.

129.

w i t h a r a n g e of

t h ese c a t e g o r i e s .

T he

64
sharpest d r o p o c c u r r e d for o l d e r te ach ers,

with

9.9 p e r c e n t

of the teachers r e p o r t e d as f i f t y - s i x years of age or
older.

81

A n a l y s i s of the d a t a sh owed that for p e r s o n a l

image of the home e c o n o m i c s

te a c h e r t h e r e w e r e

significant

positive c o r r e l a t i o n s w i t h b o t h age a n d t e a c h i n g e x p e r i ence.

82
McLeish

male and 291

83

surveyed educational

female t e a c h e r s

o p i n i o n s of 290

from Engl and ,

S cotland,

an d

the United States.

Th e s a m p l e s e l e c t e d was c a t e g o r i z e d

according to ca reer

level,

job s a t i s f a c t i o n and age.
classified as young,

reli gion,

middle-aged,

and fort y and over,

and older,

age groups.

respectively.

The s c o r e s of

In addi tio n,

older teachers were
more opposed

M cKi nney,

8 2 I b i d . , p.
83

op.

slightly more

and w e r e s l i g h t l y

Young t e a c h e r s t e n d e d to

value new e x p e r i e n c e s m o r e but,
8X

two

to c o r p o r a l p u n i s h ­

held g r e a t e r v a l u e on w o r k m a n s h i p ,

more s atisfied in t h e i r work.

the

s i g n i f i c a n t l y less

and less n e u r o t i c than th e o t h e r

radical t h a n the younger,
ment,

w i t h age ran ges

twenty-six through thirty-

older te achers s h o w e d that they we re
formal, m o r e certain,

affiliation,

T h r e e s p e c i f i c age g r o u p s w e r e

of t w e n t y-five y e ars and under,
nine,

political

c i t . , p.

at the

same time,

they

72.

132.

J o h n Mc Lei sh, T e a c h e r s 1 A t t i t u d e s :
A S tudy of
National and Othe r D i f f e r e n c e s ( C a m b r i d g e : C a m b r i d g e
Institute a£ Educat ion , 1969), p. 14.

65

expressed a h i g h e r

s u b m i s s i o n need.

Findings

indicated

that the g r e a t e s t n e e d for p o w e r and r e c o g n i t i o n e x i s t e d
among the m i d d l e - a g e d tea cher s.
As described previously,
pr ehensive

i n t e r v i e w study

Peterson

in w h i c h the

84

conducted a c o m ­

range of

inquiry

included the full w o r k c a r e e r w i t h s p e c i a l e m p h a s i s on ag e
and c a r e e r chan ges .
female h i g h sc hoo l

The r a n d o m sample of
teache rs w a s

sampling r a t i o c a t e g o r i e s

s t r a t i f i e d a c c o r d i n g to

for ag e and m a r i t a l status.

the time the s a m p l e wa s drawn,
teachers in the sc h ool

less t h a n

system were under

The final s a m p l e c l o s e l y a p p r o x i m a t e d

At

12 p e r c e n t of the
forty y e a r s of age.

this distribution.

Appro x i m a t e l y t w o - t h i r d s of t he t e a c h e r s
single an d ra ng ed

fifty-six white

in age f r o m thirty to

interviewed were
sev e n t y years.

The t e a c h e r s we r e f o u n d to be h i g h l y s e n s i t i v e a b o u t
age.

On e of the d o m i n a n t r e a s o n s

identified as the s tudent r o l e
It was r e p o r t e d tha t s t u d e n t s

in a g e - g r a d i n g of
appeared

by a g e - d i s t a n c i n g t e a chers a w a y
siderable e v i d e n c e

that this

for t h i s s e n s i t i v i t y w a s
teach ers .

to a g e - g r a d e t e a c h e r s

from them.

T h e r e was c o n ­

p r o c e s s b e g i n s to be n o t i c e d

by teache rs in the age b r a c k e t of the thir tie s.

Those t e a c h ­

ers in t h eir t h i r t i e s were t h e m o s t s e l f - c o n s c i o u s and c o n ­
cerned a b o u t a g e - p r o p e l l e d c h a n g e s
with students.
84

in t h e i r r e l a t i o n s h i p s

C o n c e r n a b o u t a ging w a s

Peterson,

loc.

cit.

als o s h o w n by t e a c h e r s

66

in their late

fo r t i e s and fifties,

emphasis o n the lo ss of i n f o r m a l

b u t they p l a c e d

less

s t u d e n t c o n t a c t s and

more e m p h a s i s on d e c l i n i n g p h y s i c a l vigor.
In general,

teachers

in t h e i r e a r l y

found to be mor e s e c u r e and rela xed ,
their teaching,

s u b j e c t to r o u t i n i s m .

fact t h a t

early f orties felt g r e a t e r a u t o n o m y
administration.

less w o r r i e d a b o u t

an d c o n s i d e r a b l y m o r e

Of p a r t i c u l a r i n t e r e s t is the

th ose in t h e i r

relative

T h i s was a l s o the g r o u p

greater n u m b e r of p r o f e s s i o n a l

f orti es w e r e

to the s c h o o l

found to h o l d a

responsibilities when c o m ­

pared to o t h e r age groups.
A n a l y s i s of
differences were b y

the i n t e r v i e w d a t a r e v e a l e d that age
far the m o s t i m p o r t a n t v a r i a b l e

relation to e d u c a t i o n a l vie w p o i n t .

Older teachers were

o ver whel mi ngly d e f e n s i v e l y t r a d i t i o n a l .
sive ver sus

traditional

i d e o l o g y wa s

flict b e t w e e n y o u n g e r and o l d e r

in

Further ,

progres­

found to c r e a t e c o n ­

t eachers.

Th e c o n f l i c t s

typically c o n c e r n e d

the p r o m o t i o n a n d d e f e n s e of s e n i o r i t y

privileges by olde r

t e a c h e r s an d y o u n g e r te achers'

to gain i n c r e a s e d s t a t u s
Gulliver

85

for t h e m s e l v e s .

pointed out

structure is c o n c e r n e d wi th

that a n y a n a l y s i s of s o c i a l

the i n t e g r a t i o n of s o c i a l g r o u p s

and the r e c o g n i z e d n e t w o r k o f
85

efforts

status p o s i t i o n s

th at ar e pa rt

P. II. G u l l i v e r , "Age D i f f e r e n t i a t i o n , "
tional E n c y c l o p e d i a o f the S o c i a l S c i e n c e s , Vol.
David L. S ills (New York:
The Macmillan Company
Free Press, 1968), pp. 157-62.

Interna­
eel.
& Th e

67
of, or cut acro ss,

those groups.

Expectations

in te rms of

interpe rso nal b e h a v i o r p a t t e r n s are f o r m e d a c c o r d i n g to the
role d i f f e r e n t i a t i o n a p p r o p r i a t e
Two r e f e r e n c e p o i n t s
be u niversal

to st atus d i s t i n c t i o n s .

for the a s c r i p t i o n of st atus

in all socie tie s:

sex a n d age.

s e e m to

Gulliver

further not ed t h a t the i n s t i t u t i o n a l i z a t i o n of age m akes
it clear tha t c u l t u r a l

rather than biological

f acto rs are

of m a jor i m p o r t a n c e in d e t e r m i n i n g the c o n t e n t of status.
This factor has

interesting ramifications

past tr end in fem ale t e a c h e r w i t h d r a w a l

in t e r m s of the

patterns

in M i c h i ­

gan .
U s i n g b a s i c da ta
Department of P u b l i c
Michigan,

I n s t r u c t i o n an d c e n s u s

the T e a c h e r E d u c a t i o n S t u d y G r o u p

factors r e l a t i n g
the state

from a n n u a l r e p o r t s of t he State

for the

figures
86

for

analyzed

to the s u p p l y an d d e m a n d of t e a c h e r s
1 9 5 4 - 1 9 7 0 period.

T h e d a t a s h o w e d that

withdrawals of w o m e n t e a c h e r s w e r e h e a v y b e t w e e n
of twe n t y - f i v e and t h i r t y - f i v e d u e
fi ndings

show e d

in

the ages

to r e s p o n s i b i l i t i e s of

family life.

The

that s e v e r a l

thousand fe­

male teach ers

in M i c h i g a n r e - e n t e r the p r o f e s s i o n at a b o u t

forty years of age.
A tren d of this n a t u r e c o u l d c r e a t e a d ded
generational c onflict,
departments.

in ter-

p a r t i c u l a r l y in m u l t i p l e - t e a c h e r

Situations

calling

for c o o p e r a t i o n n e e d e d for

® 6T e a c h e r E d u c a t i o n S t u d y Group, T e a c h e r D e m a n d an d
Supply in M i c h i g a n :
1 9 5 4 - 1 9 7 0 (Ann Ar bor^ M i c h i g a n : JT w T
E d w a r d s , P u b l i s h e r , I n c . , 1956), pp. 30-31.

68
unified c u r r i c u l u m e f f o r t s c o u l d be g r e a t l y a f f e c t e d by
age-r ela ted confl ict s.

In general,

the l i t e r a t u r e

implied

that i n v e s t i g a t i n g the p o s s i b i l i t y of a r e l a t i o n s h i p b e ­
tween age of the tea c h e r a n d th e n a t u r e of the g r o u p s and
individuals e x e r t i n g i n f l u e n c e o n c u r r i c u l u m d e c i s i o n s c o u l d
provide u s e f u l
programs.

information

Overa ll,

for i n s e r v i c e

it is also a p p a r e n t

teach er e d u c a t i o n
from the l i t e r a t u r e

review that a m o r e d e s c r i p t i v e p r o f i l e of t e a c h e r s
to occur w i t h age c a t e g o r i e s
benchmarks

is like l y

that f o l l o w c o m m o n l y - v i e w e d

in the a g i n g process.

Extent of T e a c h i n g
Experience
The

fact that a s u b s t a n t i a l n u m b e r of te ac hers,

p art icu la rly

females,

various p o i n t s

drop

in and o u t of the p r o f e s s i o n at
Q7

in their l i f e t i m e s 0

would

indicate

tha t

teaching e x p e r i e n c e w o u l d no t n e c e s s a r i l y p a r a l l e l

age.

Despite this,

re­

search b e t w e e n

the ge n e r a l

trends

f o u n d in p r e v i o u s

teac her b e h a v i o r a nd e x t e n t of t e a c h i n g e x p e ­

rience ar e r e l a t i v e l y s i m i l a r to t h o s e note d w h e n

teachers

have been c l a s s i f i e d a c c o r d i n g to age.
R yan s r e p o r t e d t h a t ther e wa s an ov e r a l l
for less e x p e r i e n c e d t e a c h e r s

tendency

to s c o r e h i g h e r than t e a c h e r s

with e x t e n d e d e x p e r i e n c e on m o s t of the t e acher b e h a v i o r s
examined.

As w i t h the age v a r i a b l e ,

the one n o t a b l e

69
exc ept ion was

in the c a s e of

class roo m b e h a v i o r , " w h e r e

"res p o n s i b l e ,

the m o r e e x p e r i e n c e d

scored s i g n i f i c a n t l y h i g h e r than the

89

McLeish

ity in terms of a c t u a l

teaching experience.

graduate

younger n o n - g r a d u a t e

students
student

defined professional matur­

t e a c h e r s of
interning

te achers.

His t h r o e e x ­
"some"

found are of p a r t i c u l a r

only did the n o n - g r a d u a t e
terms,

and m a t u r e

teachers

to p r o f e s s i o n a l m a t u r i t y ,
inating variab les .
scored highest,
lowest.

interest.

showed

No t

graduate

in terms

of

student

shifts

the h i g h and

teachers

the m i d d l e

from e a c h of

regard

teachers
sc o r e d

g r o u p of

the o t h e r

low c a t e g o r i e s .

A v a r i e t y of e x p e r i e n c e groupings, have boon
by d i f f e r e n t

investigators.

In an invest igat: ion of

relationship b e t w e e n a m o u n t of t e a c h i n g
types of p r o b l e m s

88
89

Ryans,

o p . c i t ., pp.

390-91.

o p . c i t ., pp.

16-17.

used
the

e x p e r i e n c e and

e n c o u n t e r e d by s e c o n d a r y

McLeish,

in­

the d i s c r i m ­

F o r a t t i t u d e s on w h i c h m a t u r e

The c o m p o s i t e a t t i t u d e s of

in b o t h

significant

t eachers,

lout also

and

Th e p a t t e r n of

form a p r o g r e s s i o n w i t h

the n o n - g r a d u a t e

graduate s t u d e n t s
groups

stud ent

y e a r s of

as te achers,

results on the t w e n t y - t h r e e v a r i a b l e s w h e r e
diffe ren ces w e r e

88

a c c o r d i n g to te achers'

profes sio nal m a t u r i t y ,

perience g r o u p i n g s w e r e m a t u r e

teachers

less e x p e r i e n c e d .

In a n a l y z i n g t e a c h e r a t t i t u d e s

experience,

businesslike

teachers,

Koontz

classified teachers

gories.

Hi s c a t e g o r y r a n g e s were b a s e d o n

that each d i v i s i o n
development.

The

into four e x p e r i e n c e c a t e ­
the r a t i o n a l e

i l l u s t r a t e d a s t a g e of p r o f e s s i o n a l
four s t a g e s w e r e

i d e n t i f i e d as

follows:

years of o r i e n t a t i o n to th e p r o f e s s i o n

(first t h r o u g h s e c ­

ond) , years of p r o f e s s i o n a l m a t u r a t i o n

(third t h r o u g h ninth)

years of c a r e e r s t a b i l i t y
declining y e a r s

(tenth t h r o u g h n i n e t e e n t h ) , and

(twen tie th y e a r and above).

the third t h r o u g h n i n t h y e a r s of e x p e r i e n c e
sistently n o t e d p r o b l e m i t e m s r e l a t e d
greater f r e q u e n c y
gories.

than t h o s e

experience.

those

and a d e q u a c y

category con­

to t e a c h i n g w i t h

l e ast c o n c e r n e d w i t h

in the f i r s t and s e c o n d y e a r s of

This w a s a u n i q u e

items i n c l u d e d s u c h

in

in the o t h e r e x p e r i e n c e c a t e ­

The group which appeared

problem i tems w e r e

Teachers

topics

trend,

since

as d i s c i p l i n e ,

in s u b j e c t ma t t e r ,

the p r o b l e m

self-confidence,

a r e a s w h i c h are u s u a l l y

identified as p r i m a r y c o n c e r n s of b e g i n n i n g

te ac hers.

intere sti ng w a s

i n c i d e n c e of

the fact t h a t p e r c e n t a g e o f

Also

problems o n l y s l i g h t l y d e c r e a s e d a m o n g t e a c h e r s w i t h tw en ty
or more y e a r s of e x p e r i e n c e .

Thus,

there w a s a t r e n d t o ­

ward a c u r v i l i n e a r r e l a t i o n s h i p b e t w e e n y e a r s of e x p e r i e n c e
and incide nce of prob lems.

9 ^Koontz,

91

o p . c i t ., p.

^ I b i d . , p . 95 .

11.

71

McKinney

92

used t e a c h i n g e x p e r i e n c e c a t e g o r i e s

similar to K o o n t z ' s to d e s c r i b e h e r s a m p l e of M i c h i g a n
high school ho me e c o n o m i c s
groupings w e r e used,
through five yea rs,
fifteen years,

teachers.

including:

Five experience

tw o y e a r s or

six t h r o u g h te n years,

and s i x t e e n or m o r e years.

less,

three

eleven through
Th e t e a c h e r s

were fairly e v e n l y d i s t r i b u t e d a m o n g e x p e r i e n c e c a t e g o r i e s
with a range of
or less,

and

16.1 p e r c e n t in the two l a r g e s t

six to ten years.)

Gray's

93

research,

d e s c r i b e d earlier ,

years of e x p e r i e n c e was a s i g n i f i c a n t

Prin c i p a l s

ers as mo re successful.

ratings on t e a c h ­

r a t e d the m o r e e x p e r i e n c e d
However,

th e teachers'

ratings on s u c c e s s did n o t d i s c r i m i n a t e

T u r n e r and F a t t u

94

teach­

s elf -

in this area.

In term s of a b i l i t y to s o l v e p r o b l e m s
sional teacher s meet,

showed that

fa ctor in c o m p a r i ­

sons of the d i s t r i b u t i o n of pr i n c i p a l s *
ing success.

(two y e a r s

that p r o f e s -

found s i g n i f i c a n t

differences in type of p r e p a r a t i o n a n d e x t e n t of e x p e r i e n c e
among e l e m e n t a r y

teachers.

Differences

investigated were

between those t e a c h e r s w h o had c o m p l e t e d a m e t h o d s c o u r s e
and those w h o h ad not;
92

McKinney,

93
Gray,
94

op.

t h o s e w h o h a d an e d u c a t i o n d e g r e e

cit.,

o p . c i t ., pp.

p.

77.

140-41.

R i c h a r d L. T u r n e r and N. A. Fattu, P r o b l e m S o l v ­
ing P r o f i c i e n c y a m o n g E l e m e n t a r y T e a c h e r s :
iT
The D e v e l ­
opment of C r i t e r i a ) M o n o g r a p h of the I n s t i t u t e of E d u c a tional R e s e a r c h (Bloomington:
I n d i a n a U n i v e r s i t y , May, 1960),
p. 60.

72
and those w h o h a d a li b e r a l arts degre e;

t h o s e w h o had on e

year teach i n g e x p e r i e n c e an d those w h o had none;

thos e w h o

had three or m o r e years of t e a c h i n g e x p e r i e n c e and t hose
who had on ly one.

All d i f f e r e n c e s

f avored t h o s e w i t h the

greater p r o f e s s i o n a l t e a c h i n g b a c k g r o u n d an d p r e p a r a t i o n .
C r o s s - s e c t i o n a l d a t a have i n d i c a t e d
rated e f f e c t i v e n e s s at f i r s t
experience and

incre a s e s

fai r l y ra p i d l y w i t h

t h e n levels off at five y e a r s o r beyond.

There has b e e n a t e n d e n c y

for little c h a n g e

rated p e r f o r m a n c e of the t e a c h e r
twenty years,

that t e a c h e r s '

after which

decline in e f f e c t i v e n e s s .
In gener al,

the

to show in

for the n e x t

f ift een to

t here has b e e n a ten dency t o w a r d
95

findings indicated that differences

in number of y e a r s of t e a c h i n g e x p e r i e n c e e x i s t e d
tion to othe r va riables .

Thus,

an i n v e s t i g a t i o n of the

possible d i f f e r e n c e s b e t w e e n years of e x p e r i e n c e
tion to so urces

used

in r e l a ­

for i d e n t i f i c a t i o n of h o m e e c o n o m i c s

class c ontent w o u l d p r o v i d e

teacher educators with a d d i ­

tional i n f o r m a t i o n about i n s e r v i c e te ach ers.
cations may be d r a w n fr om such i n f o r m a t i o n
the field wh o w i s h

in r e l a ­

He l p f u l

for lea der s

to b r i n g about c u r r i c u l u m c h a n g e

impli­
in

through

inservice prog r a m s .

95

A m e r i c a n A s s o c i a t i o n of S c h o o l A d m i n i s t r a t o r s ,
Who's a Good T e a c h e r ? (Washington, D. C.:
National School
Boards A s s o c i a t i o n , 1961), p. 25.

73
Individuals a n d Groups
Having I n f l u e n c e on
Curr iculum D e c i s i o n s
The m a j o r s o u r c e s of i n f l u e n c e on c u r r i c u l u m d e ­
cisions have sh i f t e d a m o n g v a r i o u s p a t t e r n s of p a r t i c i p a ­
tion since the

i n c e p t i o n of A m e r i c a n

1900's the m a j o r

schoo ls.

P r i o r to the

influences were exerted through legisla­

tion r e g a r d i n g w hich s u b j e c t s
concerning c o n t e n t to b e

to t e ach an d t e x t b o o k w r i t e r s

taught.

T h i s era wa s

followed by

a period in w h i c h c u r r i c u l u m d e v e l o p m e n t to ok p l a c e
national commi tt ees.

D u r i n g this time c o l l e g e p r o f e s s o r s

and c o n t e n t s p e c i a l i s t s
curricula.

through

exerted

the g r e a t e s t i n f l u e n c e o n

Teacher participation

did no t begin to be e m p h a s i z e d
emphasis c o n t i n u e d u n t i l
tion of r e c o m m e n d a t i o n s

in c u r r i c u l u m d e v e l o p m e n t
Q£
u n til the 1930's.
This

the e a r l y

1 9 5 0 's, w h e n i m p l e m e n t a ­

to i n c l u d e

lay p e o p l e in c u r r i c u l u m

planning took p l a c e as a m e a n s of i n c r e a s i n g p u b l i c s u p p o r t
for education.
Since

97
the 1950's

in the type a n d number o f

there

has b e e n a c o n t i n u a l

fo rce s e x e r t i n g v a r i o u s p r e s s u r e s

and de m a n d s on school

systems concerning curricula.

result d r a s t i c

in the i n f l u e n t i a l

shifts

lum m a k i n g h a v e o c c u r r e d
96

in r e c e n t ye ars.

gro u p s

As a

in c u r r i c u ­

Indirect action

H i lda Taba, C u r r i c u l u m D e v e l o p m e n t :
Practice (New York:
H a r c o u r t , B r a c e & Wo rld,
pp. 44 6-47.
97

ris e

T h e o r y a nd
I n c . , 1£ £ 2) ,

B.
O t h a n e l Smith# W i l l i a m O. Stanl ey, a n d J.
Harlan Shores, F u n d a m e n t a l s of C u r r i c u l u m D e v e l o p m e n t (New
York:
W orld B o o k C o m p a n y , 1950) , pp. £49-50.

74
groups h a v i n g no legal a u t h o r i t y to m a k e c u r r i c u l u m
changes have e x e r c i s e d an a u t h o r i t a t i v e v o i c e
lum affairs.
ities has b e e n

in c u r r i c u ­

A c h a r a c t e r i s t i c r e s p o n s e by s c h o o l a u t h o r to s t e p up t h e i r p o w e r - d e c i s i o n s .

98

B o r m a n has s u p p o r t e d the c o n t e n t i o n t h a t v a r i o u s
groups of p e r s o n s have

i n c r e a s i n g l y e n t e r e d the a r e n a of

developing e d u c a t i o n a l p r o g r a m s
fied an i n c r e a s e
scholars,

in a c t i v i t y

private

industry,

for children.

and g o v e r n m e n t and
for p ersons

N e w t h e o r i e s and m a t e r i a l s

developed by o u t s i d e s p e c i a l i s t s w h i l e ,
in the roles o f p r i ncipal,
lum coordina tor ,

identi­

ta kin g p l a c e a m o n g a c a d e m i c

quent e m e r g e n c e of d i f f e r e n t roles
in curriculum.

She

assistant

an d t e a c h e r

the s u b s e ­
interested

c o n t i n u e to be

in g e n e r a l ,

superintendent,

sele ct m a t e r i a l s

tho se
curricu­

and develop

99
the school p r o g r a m s .
One o f

the m a j o r

ro l e shifts

part of tod a y ' s ad o l e s c e n t .
school as a m a t t e r of c our se.

has

In the pa st,
Today's

taken p l a c e on the
children attended

adolescents

are

different in that they ar e s p e a k i n g o u t and i n s i s t i n g o n
greater v o i c e

in c u r r i c u l u m d e c i s i o n s . ^ 00

98_. . ,
I b i d ., p.

Tanner pointed

53.

99

.
L o u i s e M. Berman, N e w P r i o r i t i e s in t h e C u r r i c u l u m
(Columbus, Ohio:
C h a r l e s E. M e r r i l l P u b l i s h i n g Com pany,
1968), pp. 16-17.
^ ^ W i l l i a m W. W a t t e n b e r g , " Y o u t h E d u c a t i o n :
A
Psych oph ysi cal P e r s p e c t i v e , " Y o u t h Edu c a t i o n :
Problems/
P e r s p e c t i v e s / P r o m i s e s , p r e p a r e d by th e ASCD 1966 Y e a r b o o k
Committee ( W a s h i n g t o n , D. C.:
A s s o c i a t i o n for S u p e r v i s i o n
and C u r r i c u l u m D e v e l o p m e n t , NEA, 1968), p. 51.

75
out that as new g e n e r a t i o n s of h i g h school y o u t h have b e ­
come more soph isticated,

they have

i n c r e a s i n g l y mad e d e ­

mands upon the natu r e of thei r studies.
Most c u r r i c u l u m specialis ts,

i n c l u d i n g An derson,

102

Hass,^"* and T a b a , " ^ ^ have p r o m o t e d a d e m o c r a t i c a p p r o a c h
to ma king c u r r i c u l u m deci sio ns.

This a p p r o a c h has sugge s t e d

participation of all inte r e s t e d ci tizens,
ers, and scholar s

to w o r k at v a r i o u s

with school p e r s o n n e l and s u p e r v i s o r s
Not expected,

however,

paren ts,

learn­

levels of i n v o l v e m e n t
t h r o u g h o u t the process.

w o u l d be for all p a r t i c i p a n t s

in­

volved in the p rocess of c o o p e r a t i v e c u r r i c u l u m d e c i s i o n
making to exert an equal
Re sponses

amou n t of

influence.

from a study at the n a t i o n a l

level i n v o l v ­

ing e l e menta ry a nd s e condary school p r i n c i p a l s supp o r t e d
the idea that v a r i a t i o n in i n f l u e n c e exists.

Pr inci pal

ratings of four tee n p o s s i b l e s ourc es of i n f l u e n c e on loca l
decisions a f f e c t i n g the n at u r e of the e d u c a t i o n a l p r o g r a m
revealed that local school o f f i c i a l s e x e r t e d the g r e a t e s t
influence.

Sc ho ol

facu lty ra nked seco nd in am ount of

^^"Danie l Tanner, S e c o n d a r y C u r r i c u l u m :
Development (New York:
The M a c m i l l a n Co mpan y,
p. 413.

Th eory and
1971),

102

Ve rnon E. An der son, P r i n c i p l e s an d Pro c e d u r e s of
Curriculum I m p r o vement (2d ed.7 Ne w York:
The Ronald P r e s s
Company, 1965) , p p . 53".
^ ^ G l e n Hass, "who Sh oul d Pl an the Curric u l u m ? "
Educational L e a d e r s h i p , XIX (October, 1961), 3.
104

Taba,

op.

c i t . , p.

456.

76
influence,

state school o f f i c i a l s ranked third,

and r e ­

search studies w e r e ran k e d as fourth.^"05
Sasse

106

i n v e s t i g a t e d the relat i o n s h i p s b e t w e e n

staff p e r c e p t i o n s of p a r t i c i p a t i o n

in d e c i s i o n m a k i n g and

curriculum d e v e l o p m e n t thr oug h a t wo-phase study of
Wisconsin school dis tri ct s.

ten

F i n d i n g s d i s c l o s e d that tea che r

decison-making b e h a v i o r wa s rela t i v e l y s imilar a m o n g the
school systems,

w i t h a su b s t a n t i a l p r o p o r t i o n of the t e a c h ­

ers exp eriencing

little

i n v o l v e m e n t in the

making process.

The on e area of g r e a t e s t

pation was in de a l i n g w i t h students.

Th is

total d e c i s i o n ­
teach er p a r t i c i ­
inclu ded

teac her -

studont r e l a t i o n s h i p m a t t e r s of h o m e w o r k , reten tio n,
rules of conduct.

A m o n g the a d m i n i s t r a t o r s group,

and

the h i g h ­

est cur riculum d e c i s i o n scores w e r e a c h i e v e d by principals,
followed by s u p e r v i s o r s or d i r e c t o r s of ins truction.

107

105

The P r i n c i p a l s Look at the S c h o o l s , A Sta t u s Study
of Selected I n s t r u c t i o n a l Practic es, A W o r k i n g P a p e r P r e ­
pared for the P roject on the I n s t r u c t i o n a l P r o g r a m of the
Public Schools (Washington, D. C.:
The N a t i o n a l E d u c a t i o n
Association, 1962), pp. 28-29.
^■^^Edward B. Sasse, "T eacher and A d m i n i s t r a t o r P a r t i c i ­
pation in D e c is ion M a k i n g and C u r r i c u l u m D e v e l o p m e n t " (un­
published D o c tor's Di sse rtat ion, Th e U n i v e r s i t y of Wis consin,
1966) .
1Q7I b i d ., p.

159.

77
Johansen

108

e x p l o r e d the r e l a t i o n s h i p of c u r r i c u l u m

developm ent a c t i v i t i e s
twenty-nine larg e

to c u r r i c u l u m i m p l e m e n t a t i o n in

(one h u n d r e d or m o r e teachers)

elementary s c h o o l s

in Ill inois.

O n e of his m a j o r

was that w h e n t e a c h e r s p e r c e i v e d t h e y were
the c u r r i c u l u m d e c i s i o n - m a k i n g p r o c e s s
curriculum i m p l e m e n t a t i o n
was that g r e a t e r s uccess

incr eas ed.

facul ty

f actors

in

the c o n c l u s i o n

i n volvement.
i n i t i a t i o n and i m p l e ­

is n o t pr esu med.

D r i c k e l l was u n a b l e to find e v i d e n c e

shared d e c i s i o n m a k i n g or
critical

influential

the l i k e l i h o o d of
Thus,

relationship between

mentation of c u r r i c u l u m c h a n g e
contrary,

findings

in i m p l e m e n t i n g c u r r i c u l u m c h a n g e

was ac hieved t h r o u g h total
A direct

ur ba n

init ial

th at e i t h e r

teacher willingness were

i n t r o d u c t i o n to change.

He

found that t e a c h e r s s e l d o m evo k e d n e w w o r k i n g patt ern s

for

themselves.

109

in s u c c e s s f u l

On the

Basic ally ,

ch a n g e s

grams wore by a d m i n i s t r a t o r s .

in i n s t r u c t i o n a l p r o ­

Brickcll

also n o t e d

that

parents and c i t i z e n g r o u p s

and b o a r d s of e d u c a t i o n were

not strong c h a n g e agents.

However,

was exerted,

when

their

infl u e n c e

it wa s d ecisive.

108

Jo h n H. J ohansen, "An I n v e s t i g a t i o n of the R e l a ­
tionships b e t w e e n T e a c h e r s ’ P e r c e p t i o n s of A u t h o r i t a t i v e
Influences in L o c a l C u r r i c u l u m D e c i s i o n - M a k i n g an d C u r r i c u ­
lum Im p l e m e n t a t i o n " (unpubl ishe d D o c t o r ' s d i s s e r t a t i o n ,
No rthwestern Un i v e r s i t y , 1965), pp. 197-198.
109

Henry M. Brickell , O r g a n i z i n g N e w Y o r k Stat e for
Educational C h a n g e (Albany, N e w Y o r k : N e w York S t a t e Department of E d u cation, 1961), p. 31.
1 1 Q I b i d . , pp.

22-24.

78

G ene ral d i s s a t i s f a c t i o n e x p r e s s e d b y t e a c h e r s
cerning lack of p r o f e s s i o n a l

autonomy was

recent stud y r e p o r t e d by B e l o k . ^ ^

con­

r e v e a l e d in a

His s a m p l e i n c l u d e d

fifty-one teach er s w h o had had o n l y on e y e a r of t e a c h i n g
ex perience and w h o t a u g h t

in l a rge city schoo l s .

the c a t e g o r i e s in the d e s c r i p t i v e
study w a s

"teacher

written r esponses

freedom."
indicated

lieve th ey had m u c h
methodology.

O n e of

i n s t r u m e n t u s e d in the

A c o n t e n t a n a l y s i s of the
t h a t m a n y t e a c h e r s did n o t b e ­

f r e e d o m in te rms of c u r r i c u l u m an d

Their comments

i n c l u d e d the fol l o w i n g :

Ther e s e e m to be m a n u a l s and g u i d e s for
everything.
T e a c h e r s h a v e v e r y li t t l e f r e e d o m o n the job
becaus e the c u r r i c u l u m m u s t be p r e s e n t e d in a
very limited way, as s u p e r v i s o r s and o t h e r a d m i n ­
is trators have planne d.
T e a c h e r s a r e d i r e c t e d in all m a j o r a r e a s of
d e c i s i o n by loca l r e g u l a t i o n s , p r i n c i p a l , P.T.A.,
etc.112
In general,

the c o m p l a i n t s m a d e by the t e a c h e r s w e r e

to those expr e s s e d
personal,

literature concerning

b u r e a u c r a t i c n a t u r e of

fortunately,
in small

in c u r r e n t

the

large o r g a n i z a t i o n s .

c o m m e n t s w e r e no t al so c o l l e c t e d

schools

similar
im­
Un­

from t e a c h e r s

for p u r p o s e s of c o m p a r i s o n .

^ ^ M i c h a e l V. Beloc k, " T e a c h e r F r e e d o m — H o w M u c h ? "
The J ournal of T e a c h e r E d u c a t i o n , XVI (December, 1965),
450-52.
1 1 2 Ibid. , p.

451.

J'

79

In a s t u d y i n v o l v i n g a

sam p l e o f

metropolitan area school

syste ms,

teachers'

in a f f e c t i n g

s e n s e of p o w e r

t w e n t y St.

Moeller

113

school

w i t h i n school s of d i f f e r i n g o r g a n i z a t i o n a l
c o n trast to th e e x p e c t e d ,
bu re aucratic s y s t e m s

he f o u n d that

those in

pla nation w a s

th at h i g h l y v i s i b l e

polici es a p p e a r e d
opportunitie s
on de cisions.

investigated
system policy

structures.

teachers

reported a significantly

of p o w e r than

loss b u r e a u c r a t i c

to p r o v i d e

rules,

In

in h i g h l y

higher

sys tem s.

sens e

His e x ­

regulations,

and

teachers with more clear-cut

for a d o p t i n g an e f f e c t i v e
In the a n a l y s i s

factors to s e n s e of po we r,

L o uis

of

c o u r s e of

influence

r e l a t i o n s h i p s of c o n t r o l

he stated:

Sense of p o w e r app e a r s to be i n f l u e n c e d b y m a n y
d ive rse v a r i a b l e s ly ing w i t h i n the t e a c h e r hi mself,
in his past, in his social g ro ups, in his r e l a t i o n s
w i t h s u p eriors, a n d in the o r g a n i z a t i o n a l s t r u c t u r e
of his s c h ool.. ..
Thus, th e sch ool s y s t e m se ts the
gener al lev el of s e n s e of p o w e r and the t e a c h e r
va rie s f r o m this level by h i s ow n p e r s o n a l o r i e n t a ­
tion t o w a r d p o w e r . 114
With a l l
potential

the d i f f e r e n t p e o p l e an d g r o u p s

influence

lum decisi ons ,

in d i f f e r e n t

it seems

influence w h i c h v a r i o u s

scho o l

systems on c u r r i c u ­

that i n f o r m a t i o n c o n c e r n i n g
individuals

and g r o u p s

teacher educators.

113

the

h a v e on home

economics c u r r i c u l u m d e c i s i o n s w o u l d be e x t r e m e l y
to home e c o n o m i c s

having

helpful

Teacher perceptions

G e r a l d H. M o e l l e r , " B u r e a u c r a c y an d T e a c h e r s '
Sense of P owe r," A d m i n i s t r a t o r ' s Notebook', XI {November,
19G2 ) .
114 . . .
.
I b i d ., p . 4.

80
about this
programs

factor c o uld p r o v i d e

implications

for e d u c a t i o n a l

f ocused on i n i t i a t i n g c u r r i c u l u m change.

C u r r i c u l u m So u r c e s
The

te a c h e r of th e p a s t r e l i e d v e r y h e a v i l y o n

textbook as a s i n g l e s o u r c e
matter conte nt.

for i d e n t i f i c a t i o n of s u b j e c t

In cont ras t,

to d a y ' s m o d e r n

school ha s

great v a r i e t y of both p r i n t e d a n d n o n - p r i n t c d
Because p r i n t e d m a t e r i a l
edu cational

resou rce s,

current p r o b l e m
selections
In add ition

and leaflets

than m o s t o t h e r

tex tb oo ks,

is to ma ke w i s e

there are w o r k b o o k s ,

paperbacks,

as free and

periodicals,

l o w - c o s t booklets,

p r e p a r e d by c o m m e r c i a l

companies.

c u r riculum guides p r o d u c e d by the sch o ol
and e x p e r i m e n t a l

pro gra ms,

erroneous
know about
Hass

117

as A n d e r s o n

to a s s u m e

115
116
117

Anderson,

116

Hass,

loc.

p o i n t e d out,

that b e c a u s e m a t e r i a l s

o p . c i t ., p.

cit

There

are

the

state,

teachers

399.

it w o u l d

e x ist

the best use

the nee d w h i c h

Ibid

bulleti ns,

115

them and how to m a k e

illustrated

system,

and

and r e s o u r c e u n i t s p r o d u c e d

either l o c a l l y or c o m m e r c i a l l y .
However,

The

the a b u n d a n c e of p r i n t e d m a t e r i a l s .

to h a r d b o u n d

as well

teachers

a

re sources.

it is a w i d e l y used medium.

cla ssroom l ibrary books,
magazines,

is less c o s t l y

faced by m a n y

from a m o n g

the

teachers

>1 them.
hav e

be

for

81
scholarly a s s i s t a n c e

in an acc o u n t o f a n i n c i d e n t w h i c h

occurred in the e a r l y

1960's.

the area of m a t h e m a t i c s

Curriculum consultants

a n d sc ie nc e

in

f o u n d that t e x t b o o k s

in use at the time c o n t a i n e d almost n o n e of the m o d e r n
concepts in t h e s e

fields.

placement of the m a t e r i a l

Further,

m u c h of the g r a d e

appeared inappropriate

for

its

selected use.
Numerous

stud ies h a v e been u n d e r t a k e n a n a l y z i n g

ef fectiveness of c o m m u n i c a t i o n m a t e r i a l s ,
books,

for v a r i o u s

s t u d e n t groups.

peared to be an a b s e n c e of

particularly text­

H o w ever,

any r e l i a b l e

teacher p r e f e r e n c e s a m o n g a v a i l a b l e

t h e r e has a p ­

i n d i c a t i o n of

sources

for i d e n t i f i ­

cation and c o m m u n i c a t i o n of c u r r i c u l u m content.
words,

r e s e a r c h has

media rather t h a n
Sc hwa b

119

in t e r m s of the m e d i a
st ated t h a t there

themselves.

facts,

118

is no wa y to i d e n t i f y

a r e needed b e c a u s e

s t u d y of w h a t

structures a re conveyed.

t h ere ha s b e e n

principles,

and concept

He further e m p h a s i z e d

count of t e x t b o o k a d o p t i o n s w ould n o t p r o v i d e
because there

In o t h e r

f o c u s e d on the a t t r i b u t e s of v a r i o u s

what c u r r i c u l u m c h a n g e s
no em pi rical

the

that a

the a n s w e r

is no a s s u r a n c e of h o w the t e x t b o o k s

are b eing

118

W. H o w a r d Levie, "The A n a l y s i s and A p p l i c a t i o n of
Media," Se con d H a n d b o o k o f R e s e a r c h o n T e a c h i n g , ed. Rob e r t
M. W. T ravers ( C h i c a g o : R a n d M c N a l l y & C o m p a n y , 197 3),
p. 860.
119

J o s e p h J. Sch wab , The P r a c t i c a l :
A L a n g u a g e for
C u r r i c u l u m , A u x i l i a r y S eries^ Sc h o o l s for the 7 0's (WasHington, D. C.:
National Education Association Publications,
1970) .

82

used.

He also rej ected the idea of c h e c k i n g

jectives,

lists of o b ­

f r equently found in c u r r i c u l u m guides,

as a means

of iden tify ing c u r r i c u l u m c o n t e n t due to th e a m b i g u i t y of
most objectives.

Since S i n c o c k

120

found that

adapt the p r o c e s s e s and m e t h o d s e x p e r i e n c e d
curriculum projects,

few t e a c h e r s

in i nservice

it c o u l d also be q u e s t i o n e d w h e t h e r

lists of c l e a r l y stat e d o b j e c t i v e s w o u l d e v e n be a v a l i d
check on content.
Sch wab con cluded that

"we have not the

fai nte st

reliable k n o wledge" of w h a t m a t e r i a l s are u s e d nor h o w
they are used.

121

Thus,

i n f o r m a t i o n relat ed to d i f f e r e n t

sources of p r i n t e d m a t e r i a l s use d by var ious home e c o n o m i c s
teachers in ide n t i f i c a t i o n of home e c o n o m i c s class c o n t e n t
would provide

i m plications

for lead ers

in the

field w h o

wish to use the m e d i u m as a m ean s of c o m m u n i c a t i n g c u r r i c u ­
lum innovations.

120

W i l l i a m R. Sincock, "Teacher R e a c t i o n to C e r t a i n
Practices in C u r r i c u l u m Stud y Prog ram s" (unpublished
Doctor's d i s s erta tion, U n i v e r s i t y of Chicago , 1959).

121

Schwab,

op.

c i t . , p.

30.

83
Summary
Fr o m the r e v i e w of th e t h e o r e t i c a l

f rameworks,

it

may be c o n c l u d e d t h a t p o i n t s of i n v e s t i g a t i o n w h i c h deal
directly w i t h
spective of

the

t e a c h e r m a y be a p p r o a c h e d from the p e r ­

f i eld theory.

A p p l i c a t i o n of fi eld t h e o r y

focuses the c e n t e r of a t t e n t i o n on the t e a c h e r a nd v i e w s
teacher b e h a v i o r as a f untion of the
situation w h i c h e x i s t s
From this p e r s p e c t i v e

at the

teacher.

from e c o l o g i c a l p s y c h o l o g y

the the o r y of b e h a v i o r s e t t i n g s
f o c u s e s a t t e n t i o n o n the e c o l o g i ­

F r o m this p e r s p e c t i v e

considered as on e of the c o m p o n e n t s o f
rather than th e c e n t e r of at tention.
theory c o n t i n u e s
however,

that t e a c h e r

in c u r r i c u l u m d e c i s i o n s w o u l d be

On the o t h e r hand,

cal en vironment.

time the b e h a v i o r occurs.

it c o u l d be e x p e c t e d

behavior or i n v o l v e m e n t
unique for e a c h

life spac e or total

is

the e n v i r o n m e n t
A p p l i c a t i o n of this

to v i e w the tea c h e r as

f r o m the b r o a d e r p e r s p e c t i v e

the i n d i v i d u a l

i n d i v i d u a l l y unique;

it w o u l d be e x p e c t e d

that b e h a v i o r p a t t e r n s of t e a c h e r s en m a s s e

in c u r r i c u l u m

decisions w o u l d be r e l a t i v e l y

similar behavior

sta ble a c r o s s

settings.
F r o m the l i t e r a t u r e r e v i e w r e l a t e d to e a c h of the
variables,

it m a y be c o n c l u d e d tha t the v a r i a b l e s c h o s e n

warrant p a r t i c u l a r c o n s i d e r a t i o n .
cated that b o t h the g e o g r a p h i c a l

Previous research

indi­

l o c a t i o n v a r i a b l e and the

84
school size v a r i a b l e

f u n c t i o n as s o u r c e s of v a r i a t i o n

associated w i t h o t h e r o utcomes.

This

led to the d e c i s i o n

to identify these as d e s i g n v a r i a b l e s

and to c o n t r o l

the

variation for each.
The c o m p l e x i t y of o r g a n i z a t i o n w i t h i n
cal location w a s noted as a d i s t i n c t i v e
characterizes

the n a t u r e of the s o c i a l

ment therein.

a geographi­

feature which
and p h y s i c a l e n v i r o n ­

The o r g a n i z a t i o n of M i c h i g a n w a s r e f l e c t e d

in terms of the cu r r e n t p o p u l a t i o n d i s t r i b u t i o n ,

which was

described as p r e d o m i n a t e l y u r b a n and d i s p r o p o r t i o n a t e l y d i s ­
persed w i t h i n the state.
Organizational characteristics

of the

school s i z e

variable w e r e r e v i e w e d

for a n u m b e r of e d u c a t i o n a l

Although c o n t r a d i c t o r y

findings were

larger the school
alizarion,

the g r e a t e r wa s the

fewer p e r s o n a l

reaucratic o r g a n i z a t i o n ,

ty pes of
and

In terms of the

more b u ­

included variables
le vel of

th e

tea ch er c e r t i f i c a t i o n v a r i a b l e ,
there no

certification status of teac her s.

se­

teac hers.
there w a s

lon g er is a t e a c h e r

there still r e m a i n n o t i c e a b l e d i f f e r e n c e s
Th us,

quantity ve rsus q u a l i t y of t e a c h e r s w a s
tion also o c c u r r e d

the

i n c i d e n c e of i m p e r s o n -

satisfaction,

the p r o f e s s i o n a l

an ind ication th at a l t h o u g h
shortage,

in genera l,

re d u c e d t e a c h e r au tonomy.

The l i t e r a t u r e r e v i e w also
lected to d e s c r i b e

found,

levels.

in th e

a q u e s t i o n of
raised.

The q u e s ­

in t e rms of the u n d e r g r a d u a t e major,

85
since p r e v i o u s

r e s e a r c h s h o w e d that a s u b s t a n t i a l n u m b e r

of t e a c h e r s did n o t t e ach in their f i r s t t e a c h i n g f i e l d or
major.
The e x i s t e n c e
te ac her s
of this

of i m p o r t a n t d i f f e r e n c e s b e t w e e n

in v a r y i n g age g r o u p s was a l s o o bserved.
study,

t he most

important differences

In terms

related

to

the c o n s i d e r a t i o n of i n f l u e n c e on c u r r i c u l u m d e c i s o n s w e r e
that

(1)

the p r o g r e s s i v e e d u c a t i o n a l

teach ers was

i d e n t i f i e d as a source of

when p i t t e d a g a i n s t the o l d e r
points,

and

v i e w p o i n t of y o u n g e r

(2) m i d d l e - a g e d

staff

teac her s'

relative

to the s c h o o l

Findings

reported

in terms of

age d i f f e r e n c e s

closely paralleled

te ac hin g e x p e r ie nce.
Michigan

t e a c hers w e r e

traditional v i e w ­

tea c hers w e r e

gre ater a u t o n o m y

Previous

conflict

r e p o r t e d to have

administration.

t e a c h e r b e h a v i o r an d

those

found

for y e a r s of

r e s e a r c h also i n d i c a t e d

f a i r l y well d i s t r i b u t e d

that

amon g v a r i o u s

e x p e r i e n c e cat egor ies .
A shift in p a t t e r n s of p a r t i c i p a t i o n w a s o b s e r v e d
in the i n d i v i d u a l s
de cisions.

and g r o u p s h a v i n g

The m a j o r

as an i n c r e a s i n g l y

shif t

i n f l u e n c e on c u r r i c u l u m

tak ing p l a c e was a m o n g

influential

body o n c u r r i c u l u m d e c i s i o n s .

Increas ed i n f l u e n c e was a l s o n o ted a m o n g a c a d e m i c
pri vate

industry,
Although

students

sc hol ars,

and g o v e r n m e n t .
ther e w e r e

the p r e c e d i n g var i a b l e s ,

i n d i c a t i o n s c o n c e r n i n g e a c h of

t h e r e v i e w of

to d i s c l o s e any r e s e a r c h d e a l i n g w i t h

literature

failed

i d e n t i f i c a t i o n of

86
sources u s e d by t e a c h e r s
It was noted,

h o w ever,

sources avai lab le
Th e

in s e l e c t i o n of c l a s s conten t.

t h a t the v a r i e t y of e d u c a t i o n a l

to t e a c h e r s

re­

is g r o w i n g in abu n d a n c e .

lit e r a t u r e r e v i e w led to the g e n e r a l c o n c l u s i o n

that g r e a t e r d e s c r i p t i v e

information concerning teachers

within spec i f i e d s c h o o l s i t u a t i o n s m a y be a c q u i r e d t h r o u g h
the v a r i a b l e s u n d e r
for p res c r v i c c and

inv e s t i g a t i o n .
inservice

tea c h e r

Further,

educ a t i o n ,

for genera l pu blic e d u c a t i o n m ay be g l e a n e d
information.

implications
as w e l l

f r o m such

as

C H A P T E R III
DE S I G N A N D P R O C E D U R E S O F THE S T U D Y

In t his c hapter a p r e s e n t a t i o n of the d e s i g n

for

the study is follo wed by a d e s c r i p t i o n of the v a r i o u s p r o ­
cedures used

throughout

concerning sam p l e

the study.

T h e sec o nd

s e l e c t i o n pr o c e d u r e s ,

overall s a m p l i n g model a n d

which the s a m p l e

for this

begins w i t h the

then p r o c e e d s

tion of the s a m p l i n g p r o c e d u r e s of

the

study wa s

to an e x p l a n a ­

la rger

drawn.

study

Th e

procedures s e c t i o n c o n c l u d e s w i t h the s p e c i f i c
lection for t h i s study.

T h e third

the data c o l l e c t i o n p r o c e d u r e s ,

section,

procedures,
definitions,

administration.

contains

the

sampling
samp l e

se­

i n c l u d e s d e s c r i p t i o n of

Th e

final

the p r o ­

sectio n,

stated h y p o t h e s e s ,

analysis

operational

an d t r e a t m e n t of the data.
D e s i g n of the

The s t u d y was d e s i g n e d to
to reach the

from

dealing with

the q u e s t i o n n a i r e used in the study a l o n g w i t h
cedures of its

section,

objectives

pendent var iables,

stated

geographical

87

Study
be d e s c r i p t i v e in na tu r e

in C h a p t e r I.

T h e two

l o c a t i o n and s c h o o l

inde­
size,

88
were each s t r a t i f i e d

into four d e s c r i p t i v e c a t e g o r i e s

sulting in a s i x t e e n - c e l l d e s i g n ove r subjects;
were 528 f u l l - t i m e s e c o n d a r y h o m e
Michigan p u b l i c

secondary schools,
TABLE

re­

subjects

economics

teachers

in

as s h o w n

in T a b l e

1.

1

DESIGN MATRIX
Geographical

- h

,

location

Zone 1:
Zo ne 2:
Zone 3:
Southern
Northern
Upper
lower
lower
peninsula
peninsula peninsula

Zone 4:
Detroit
area

Totals

Size 1:
299 or fewer
students

14

26

22

Size 2:
300 - 549
students

33

41

10

16

100

Size 3:
550 - 1199
students

54

36

39

51

180

101

184

170

528

Size 4:
1200 or m o r e
students
Totals

24
156

127

75

64

89
Sample Selection Procedures
The sa mple

for this s t u d y wa s

of resp ond ent s a v a i l a b l e

t h r o u g h a larger

for the larger s t u d y w e r e d r a w n
cluded all home e c o n o m i c s

selected

f r o m a pool

study.^

Subjects

from a p o p u l a t i o n w h i c h i n ­

teachers

in p u b l i c

secondary

schools in M i c h i g a n hav i n g a n y c o m b i n a t i o n of any of the
grades seven t h r o u g h
programs d u r i n g the

twelve w i t h c o n s u m e r and h o m e m a k i n g
1971-72

sc hool year.

2

The t o tal p o p u ­

lation i n c luded 1, 072 publ i c s e c o n d a r y s c h o o l s
with 1,986

teachers

in M i c h i g a n

in c o n s u m e r and h o m o m a k i n g prog r a m s .

The sample of s c h o o l s wa s d r a w n

from this p o p u l a t i o n a c ­

cording to a s t r a t i f i e d r a n d o m s e l e c t i o n p r o c e d u r e w i t h o u t
3
replacement.
U s i n g the c l u s t e r sa mple a p p r o a c h , all p a r t time and full- t i m e

t each e r s

making p r o g r a m s w i t h i n
as subjects

for the

involved

in c o n s u m e r

the s e l e c t e d s c h o o l s w e r e

and homeincluded

la rg er study.

To m e e t the o b j e c t i v e s of the p r e s e n t
additional c r i t e r i o n wa s e s t a b l i s h e d

study,

an

for s a m p l e selection.

^Al be rta D o b r y an d N o r m a Bobbitt, "The D e v e l o p ­
ment and I m p l e m e n t a t i o n of a C u r r i c u l u m A p p r o a c h for the
Conceptual R e o r i e n t a t i o n of S e c o n d a r y Ho me E c o n o m i c s P r o ­
grams wit h E m p h a s i s on M e e t i n g Ne ed s of Spe c i a l Gro up s:
Phase I" ( u n published report, M i c h i g a n S t a t e U n i v e r s i t y ,
Fall, 1972) .
2

I n f o r m a t i o n for the sam p l e s e l e c t i o n w a s c o m p i l e d
by the M i c h i g a n D e p a r t m e n t of Edu c a t i o n .
^The p o p u l a t i o n and s a m p l e ce ll sizes for the
larger study are g i v e n in T a b l e 21 and T a b l e 22 r e s p e c t i v e l y
in Ap pendix A.

90
The sample of t e a c h e r s

for this s t u d y wa s r e s t r i c t e d to

those subj ect s w h o were e m p l o y e d as f u l l - t i m e
Thus the unit of a n a l y s i s

teachers.

for the larger s t u d y w a s

schools,

whereas the ind i v i d u a l t e a c h e r w a s u s e d as the u n i t of a n a l y
sis for this study.
Selection and D e s c r i p t i o n
of the Strata
A s t r a t i f i e d s a m p l i n g p r o c e d u r e w a s c h o s e n to i n ­
sure a r e p r e s e n t a t i v e

s a m p l e of sc h o o l s

The strata c o n s i s t e d of g e o g r a p h i c a l
M i c h i g a n was d i v i d e d

into

throughout Michigan.

zones and sc h ool sizes.

four g e o g r a p h i c a l are as

using cou n t y lines as na t u r a l b o u n d a r i e s
Each area was d e t e r m i n e d a c c o r d i n g

pattern

t h r o u g h o u t the state.

to d i v i d e the state

geographical c l a s s i f i c a t i o n s

into three

i n d i c a t i n g the u r b a n to rural

from s o u t h to n o r t h in the state.

considera tio n of

zone.

to r ough a p p r o x i m a t i o n s

of the b a s i c p o p u l a t i o n d i s t r i b u t i o n
The initial d e c i s i o n wa s

for e a c h

Ho wever ,

further

the u n i q u e c h a r a c t e r i s t i c s of the D e t r o i t

area led to the d e c i s i o n to t r e a t that area as a s e p a r a t e
zone .
Justification

for the

zone d i v i s i o n s wa s b a s e d on

the following o b s e r v a t i o n s :
1.

The s o u t h e r n p o r t i o n of the s t ate is c h a r a c t e r ­

ized w i t h c l u s t e r s of u r b a n settings.

91
2.

In general,

upper peni n s u l a

as one p r o c e e d s n o r t h on i n t o the

there is a n o t i c e a b l e d e c l i n e

in p o p u l a t i o n

density.
3,

The

Wayne counties

t r i - c o u n t y area of Maco mb,
(Detroit area)

as shown

contain­

t otal p o p u l ation.

in A p p e n d i x B, the g e o g r a p h i c a l a r e a s wer e

grouped by c o u n t i e s
1.

an d

is d e n s e l y p o p u l a t e d ,

ing a p p r o x i m a t e l y o n e - h a l f of M i c h i g a n ' s
Thus,

Oakland,

into

the f o l l o w i n g zones:

Z o n e one i n c l u d e d c o u n t i e s

in the s o u t h e r n half

of the lower p e n i n s u l a w i t h the e x c e p t i o n of t h o s e in zone
four.

The a d j o i n i n g c o u n t i e s of B a y and Sagi naw ,

located more

in the n o r t h e r n l ower p e n insula,

although

were also

included in zone one b e c a u s e of t h e i r r e l a t i v e l y h i g h p o p u ­
lation density.
2.

Z o n e two i n c l u d e d c o u n t i e s

of the lower p e n i n s u l a

incl u d i n g

the

in the n o r t h e r n half

"thumb"

area,

but ex­

cluding Bay a n d S a g i n a w coun ties.
3.

Zone

three i n c l u d e d all c o u n t i e s

Zone

four e n c o m p a s s e d

in the u p p e r

peninsula.
4.

ing m e t r o p o l i t a n area of Macomb,
School
The four sc hoo l

D e t r o i t and the s u r r o u n d ­
O a k l and,

a n d W a y n e co unties.

size was a l s o s t r a t i f i e d i n t o

four groups.

size d i v i s i o n s u s e d by the M i c h i g a n A t h l e t i c

Association w e r e chosen b e c a u s e o f

the c o m m o n a c c e p t a n c e

of that ca teg orization .

school s i z e s w e r e

Therefore

92

grouped a c c o r d i n g to the f o l l o w i n g r a n g e s

in s t u d e n t

population:
1.

Size o n e s c h o o l s
fewer stu dents.

included

those with

299 or

2.

Size two s c h o o l s i n c l u d e d
thr o u g h 54 9 stud ents.

those with

300

3.

Size t hree s c h o o l s i n c l u d e d
t h r o u g h 1199 st ud ents.

4.

Size four sc h o o l s
or m o r e st udents.

included

th ose w i t h
t h ose w i t h

The s t r a t i f i c a t i o n p r o c e s s of s e l e c t i n g
according to g e o g r a p h i c a l
chosen to en s ure
wore inclu de d
tive nu merical

l o c a t i o n and

that c a ses

in the sa mple
importance

fication also d e c r e a s e d

in each of

school

1200

the

sample

size was

the d i f f e r e n t

in p r o p o r t i o n

in the total

550

st rat a

to their rela-

p o p u l ation.

some of the v a r i a b i l i t y of

4

Strati­
the

environmental e l e m e n t s an d

in s u r e d g r e a t e r h o m o g e n e i t y of
5
schools w i t h i n each stratum.
Sampling P r o c e d u r e
the larger St udy
Preparation

for
for d r a w i n g

pertinent i n f o r m a t i o n on e a c h

the s a m p l e began by c o d i n g

teacher

in the p o p u l a t i o n and

transferring that i n f o r m a t i o n to d a t a - p r o c e s s i n g cards.
4

W. J. R e i c h m a n n , Us e and A b u s e of S t a t i s t i c s , A
Pelican Book (Baltimore:
P e n g u i n B o o k s I n c ., 19 64), p. 252.
5
G i l b e r t Sax, E m p i r i c a l F o u n d a t i o n s of E d u c a t i o n a l
Research (Englewood Clif fs, N e w Jersey:
Prentice-Hall, Inc.,
1968), p. 135.

93
The p o p u l a t i o n was

first m a c h i n e - s o r t e d b y

sorted by school size w i t h i n e a c h

zone.

then m e c h a n i c a l l y

followed

alphabetically

and then by t eacher w i t h i n e a c h

final roster w as

a n d then

This was

by h a n d - s o r t i n g the d a t a - p r o c e s s i n g c a r d s
by school,

zone,

listed

school.

Th e

for samp l e

selec­

tion .
As e xpected,
strata

the p a r t i c u l a r c h a r a c t e r i s t i c s of

led to c o n s i d e r a b l e d i f f e r e n c e s a m o n g

cells in the d e s i g n matrix.
tion in cell sizes,

B e c a u s e of

variable sampling

to increase u n i f o r m i t y among

the

cells,

a systematic

each cell.
ing c as es

Since

in any cell,

first school

large v a r i a ­

to be sampled.

for e a c h cell to a v o i d bias

Due

the s c h o o l s w i t h i n the
foll owe d

the la r g e s t s p r e a d

a die w a s

used

the c e l l s . ^

sampling procedure was

six wa s

the s i x t e e n

fractions were

size of

to the p o s s i b i l i t y of a l p h a b e t i z i n g

the

for

for s e l e c t ­

rolled to deter m i n e

This

the

the

p r o c e d u r e war, r e p e a t e d

in d e t e r m i n i n g

the

systematic

s a m p l e .^
Once the s a m p l e of s c h o o l s
study w as selected,
teachers w i t h i n e a c h

used

in the

larger

then the c l u s t e r of h o m o e c o n o m i c s
sc ho ol w a s

id en tifie d.

All h o m e

economics teac her s w i t h i n the s a m p l e of s c h o o l s w e r e
cluded on the q u e s t i o n n a i r e m a i l i n g

list

in­

to insure

6Alan Stuart, B asic Ideas of S c i e n t i f i c S a m p l i n g ,
Griffin's S t a t i s t i c a l M o n o g r a p h s and C o u r s e s , W o . 4 (New
York:
Hafnor P u b l i s h i n g Comp a n y , 1968), pp. 47-48.
7
Sax, op. c i t . , p. 140.

94
complete r e p r e s e n t a t i o n of total h o m e e c o n o m i c s p r o g r a m s
wi thin each school.
schools was d r a w n

p r o p o r t i o n of

h

in the

sample of

38 p e r c e n t of the

the la rger

involved 35 p e r c e n t of all t e a c h e r s

teachers,

s a m p l e of

as shown in T a b l e

Sampling P r o c e d u r e
this Study

Th is

in s e c o n d a r y c o n s u m e r

and h o m o m a k i n g p r o g r a m s w i t h i n the p u b l i c
result was an original

study.

schools.

403 s c h o o l s w i t h

The
696

21 l o c a t e d in A p p e n d i x A.

for

The m u l t i - s t a g e

8

or c l u s t e r

selection of t e a c h e r s w i t h i n

9

sampling procedure

the s a m p l e of s c h o o l s

for

from

the larger s t u d y was b e l i e v e d to r e s u l t in a r e p r e s e n t a t i v e
reflection of

the p o p u l a t i o n of i n t e r e s t

Therefore the

subj ect s

for this

fo r this s t u d y w e r e

the pool of t e a c h e r s a v a i l a b l e t h r o u g h

the

study.

selected
la rge r

from

s tud y

using those p r o c e dures.
The o b j e c t i v e s of
selection cri te ri on:
public school
teachers

The

this s t u d y
selected

r e q u i r e d on e a d d i t i o n a l

s e c o n d a r y ho mo e c o n o m i c s

te achers m u s t be i d e n t i f i e d as f u l l - t i m e

(employed for the e n t i r e

the school y e a r ) .
sample c r i t e r i o n

A t o t a l of 528

s c h o o l da y t h r o u g h o u t
respondents met

for p u r p o s e s of t h i s

0
Reichm ann ,
5I b i d ., pp.

loc.

cit.

141-42.

study.

the

95
Data Collection Procedures
Data

for this s t u d y w e r e c o l l e c t e d

t h r o u g h the

Profile of S e c o n d a r y H o m e E c o n o m i c s P r o g r a m q u e s t i o n n a i r e
developed by D o b r y and Bobbitt,"*"® as show n in A p p e n d i x C.
The ob ject ives
the entire

of this

study did not n e c e s s i t a t e u s e of

instrument.

The Q u e s t i o n n a i r e
The

instrument contains

clude p e r s o n a l data,
72 home e c o n o m i c s

general

information,

c lass perio ds,

content i n f o r m a t i o n . ^
located w i t h i n th e

first

items

ques tionnaire w a s
that the items an d

tested

c l ass

instrument

study.

in th e

s t ate s u p e r v i s o r s ,

in h o m e e c o n o m i c s

1971-

items

the q u e s t i o n n a i r e

to a p a n e l of e x p e r t s

cluding cit y s u p e r v i s o r s ,
educators

twenty-seven

for this

in­

p r o f i l e of

two s e c t i o n s of the

Init ial d e v e l o p m e n t of

these

a nd ho me e c o n o m i c s

T e n of the

supplied the i n f o r m a t i o n n e e d e d

submitting

fo ur sections;

in M i c h i g a n .

field,

in­

and t e a c h e r

The

structured

through a pilot study

t h e i r w o r d i n g y i e l d e d the

involved

to i n s u r e

information

needed. ^

*"®Dobry an d Bobbi t t ,
11Th e c o m p l e t e

12

loc.

instrument

D obry and B o b bitt,

loc.

cit.
is g i v e n
cit.

in A p p e n d i x C.

96
Psychometric

i ndices w e r e

reported

for the q u e s t i o n ­

naire t hrough the l a r g e r s tudy from w h i c h it wa s d e v e l o p e d .
Content v a l i d i t y

for the i n s t r u m e n t was e s t a b l i s h e d t h r o u g h

a panel of exper ts.

The t e s t - r e t e s t

m e t h o d of e s t a b l i s h ­

ing r e l i a b i l i t y was c o n d u c t e d w i t h a l i m i t e d n u m b e r of
respondents,

but r e v e a l e d a h i g h d e g r e e of r e l i a b i l i t y

(above 0.80) .
A d m i n i s t r a t i o n of the
Questi onn air e
Da ta c o l l e c t i o n a s s o c i a t e d w i t h c o n d u c t i n g
study i n v o l v e d t h ree p r o g r e s s i v e phases.
were s eeking nee d e d p e r m i s s i o n
study,

d i s t r i b u t i o n of

this

Basically

to i nclude t e a c h e r s

the q u e s t i o n n a i r e ,

and

t hese
in the

follow-up

to n o n-resp ondents.
Special

permission

by three d i f f e r e n t s c h o o l
included

the Detroit,

systems.

gathering

systems.

from t e a c h e r s

drawn in the

and G r a n d R a p i d s

These

p u b l i c scho o l

so u ght an d g r a n t e d by e a c h of

Bec a u s e of sc hool poli cy,
in the D e t r o i t p u b l i c

letter,

a questionnaire,

st a m p e d e n v e l o p e

q u e s t ionnaire were p r e p a r e d
the sample.

sel ected.

data

school s

sa mple w a s h a n d l e d s e p a r ately.

A cover
addressed,

s yst ems of thos e

Flint,

Permission was

these school

for d a t a c o l l e c t i o n wa s r e q u i r e d

for r e t u r n i n g

a n d a se lfth e c o m p l e t e d

for e a c h t e a c h e r

U l t i m a t e l y usable r eturns

identified

in

f r o m 82 p e r c e n t of

97
the full-time t e a chers s a m p l e d w e r e

re ce ived.

various

to the f i n a l p e r c e n t a g e

f o l l o w - u p steps c o n t r i b u t e d

Each o f

the

of retu rns as d e s c r i b e d b e l o w .
Q u e s t i o n n a i r e p a c k e t s were
1972,

d i r e c t l y to all t e a c h e r s

ception of those

fi rst se nt

in the

sample w i t h the e x ­

in the D e t r o i t p u b l i c

sc hoo l

initial p r o p o r t i o n of c o m p l e t e d r e t u r n s
time teachers wa s

41 p e r c e n t .

on F e b r u a r y 1,

system.

received

The

from f u l l ­

A f o l l o w - u p p o s t card to

non -re spondent s o n the i n i t i a l m a i l i n g was s e n t on F e b r u ­
ary 16,

1972.

This resulted

of 10 p e r c e n t returns.
naire p ackets wa s

A

in an a d d i t i o n a l

s e c o n d m a i l i n g of t h e q u e s t i o n ­

sent on F e b r u a r y

ing n o n - r e s p o n d e n t s

from t h e

yielded a 14 p e r c e n t

proportion

increase

28,

1972,

i nitial m a i l i n g
in r e t u r n s

to the r e m a i n ­
list.

fro m

This

full - t i m e

teachers.
In c o m p l i a n c e w i t h
ques tio nna ire p a c k e t s
homo econ o m i c s

Det r o i t

P u b l i c S c h o o l ' s pol icy,

to be d i s t r i b u t e d

teachers w e r e

tration of that s y s t e m d u r i n g
School p r i n c i p a l s of D e t r o i t
the q u e s t i o n n a i r e packet s

sent

the f i r s t wee k
Pu blic

Th e

adminis­

in March,

1972.

Sc h o o l s d i s t r i b u t e d
involved

An initial p r o p o r t i o n of 71 p e r c e n t of

tionnaires.

secondary

to the c e n t r a l

to teachers

included on the d i s t r i b u t i o n

to the

in the sample.

the D e t r o i t t e a c h e r s

list r e t u r n e d c o m p l e t e d q u e s ­

follow-up procedure

to d e t e r m i n e w h e t h e r

or not q u e s t i o n n a i r e s had b e e n r e c e i v e d by n o n - r e s p o n d e n t s

98

in the D e t r o i t g r o u p c o n s i s t e d of a l e t t e r w i t h an e n c l o s e d
self -ad dre sse d po st c a r d w h i c h was

to be return ed.

T he

question c o n c e r n i n g r e c e i p t of the q u e s t i o n n a i r e w a s
on the p o s t card a l o n g wit h a r e q u e s t
by checking

"yes" or

over r e c e i v e d
However,

that t e a c h e r s

"no" to the ques t i o n .

from e i g h t e e n of the D e t r o i t

a re turn of an a d d i t i o n a l

tionnaires was

r e c e i v e d a long w i t h

full-time

No r e s p o n s e was
teachers

the po st cards.

sampled.

These

from the D e t r o i t

teachers, w h i c h c o n s t i t u t e d a p r o p o r t i o n of
f r o m all

respond

1 percent completed q u e s ­

procedures net t e d a 72 p e r c e n t retu r n

ditional r e t u r n s

stat e d

15 p e r c e n t a d ­

teachers within

the

sam p l e .
M i s s i n g dat a

fr om an a d d i t i o n a l

teachers in the s c h o o l s
final t e l e p h o n e

sam p l e d w e r e a c q u i r e d

follow -up .

returned q u e s t i o n n a i r e s w ere
data from 82 p e r c e n t of
pleted in u s a b l e
Da ta
not included
co nsid era tio n

3 p e r c e n t of

the

A

remaining

the

through a

1 p e r c e n t of

the

i n c o m p l e t e and u nusable.
full-time

Thus,

teachers were c o m ­

form.

from the
in this
in this

full-time t e a c h e r s

forty-six part-time
study.

As n o t e d ea rlier,

study w e r e

limited

in M i c h i g a n p u b l i c

and h o m emaking p rograms.

teachers were
data

to those

for

from

secondary consumer

99
Analysis Procedures
The g e n e r a l o b j e c t i v e of this

s t u d y was to i n v e s t i ­

gate sel ected c h a r a c t e r i s t i c s of home e c o n o m i c s

teache rs

in relati on to the sc hool s i t u a t i o n s of t h e i r empl oym ent .
The u n d e r l y i n g p u r p o s e of this
rive at i m p l i c a t i o n s
and inservice

i n v e s t i g a t i o n was

for p l a n n i n g home e c o n o m i c s

teacher-education programs

to a r ­
preservice

and g e n e r a l pub l i c

education.
Hypotheses
In the r e v i e w of l i t e r a t u r e r e l a t e d
char act eri sti cs u n d e r c o n s i d e r a t i o n
disclosed that c o n t r a d i c t o r y
some of

the v a r i a b l e s w h i l e

evidence e x i s t e d

in this study,

it was

findings existed concerning
a lack of d i r e c t l y a p p l i c a b l e

for other s.

the fol lowing null

to the teacher

This

led to the t e s t i n g of

hypotheses:

Ho I : T h e r e are no d i f f e r e n c e s in th e p r o p o r t i o n s of
teachers w h o are graduates from v a r i o u s i n s t i t u t i o n s
(Michigan S tate U n i v e r s i t y and n o n - M i c h i g a n S tate
University) and ha ve a c q u i r e d f u l l - t i m e teach i n g
po siti ons in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r and
liomemaking p r o g r a m s w i t h r e s p e c t to the v a r i o u s school
sizes and/or g e o g r a p h i c a l l o c a t i o n s of their e m p l o y ­
ment .
Ho I I : T h e r e are no d i f f e r e n c e s in the p r o p o r t i o n s
of f ull-time t e a c h e r s in M i c h i g a n p u b l i c s e c o n d a r y
c o n sumer a n d h o m e m a k i n g p r o g r a m s w h o have d i f f e r e n t
types of v a l i d t e a c h e r c e r t i f i c a t i o n (vocational home
ec onom ics and g e n e r a l home e c o nomics) with r e s p e c t
to the v a r i o u s school sizes a n d / o r g e o g r a p h i c a l l o c a ­
tions of t h eir e m p l o yment.

100
Ho I I I : There are no d i f f e r e n c e s in th e p r o p o r t i o n s
of fu ll - t i m e t e a c h e r s in M i c h i g a n pu blic s e c o n d a r y
c o n s u m e r and h o m e m a k i n g p r o g r a m s wh o h a v e v a r y i n g
u n d e r g r a d u a t e m a j o r s (home e c o n o m i c s e d u c a t i o n , any
area of home e c o n o m i c s other t h a n home e c o n o m i c s
education, any o t h e r discip lin e) with r e s p e c t to the
v ari ous school s i z e s and/or g e o g r a p h i c a l l o c a t i o n s of
their employm ent .
Ho I V : Ther e are n o d i f f e r e n c e s in the a g e s of f u l l ­
time te achers in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r
and h o m e m a k i n g p r o g r a m s wh o h a v e d i f f e r e n t i n d i v i d u ­
als and groups e x e r t i n g the p r i m a r y i n f l u e n c e on
curriculum decisions.
Ho V ; T h e r e is no r e l a t i o n s h i p b etween age of fu lltime t e a c h e r s in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r
and h o m e m a k i n g p r o g r a m s and th e amount o f i n f l u e n c e
of v a r i o u s i n d i v i d u a l s and g r o u p s on c u r r i c u l u m d e ­
cisi ons .
Ho V I :
T h e r e a r c n o d i f f e r e n c e s in t h e n u m b e r s o f
y e a r s o f t e a c h i n g e x p e r i e n c e o f f u l l - t i m e t e a c h e r s in
Michigan public s e c o n d a r y c o n s u m e r and h o m e m a k i n g
p r o g r a m s w h o use d i f f e r e n t p r i m a r y s o u r c e s of help
for i d e n t i f i c a t i o n o f h o m e e c o n o m i c s c l a s s c o n t e n t .
Ho V I I :
T h e r e is n o r e l a t i o n s h i p b e t w e e n n u m b e r of
years of teaching experience of full-time teachers
in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r a n d h o m e m a k i n g
p r o g r a m s and the a m o u n t of h e l p r e c e i v e d f r o m v a r i o u s
s o u r c e s u s e d for i d e n t i f i c a t i o n of h o m e e c o n o m i c s
class content.

Ho V I I I : There a r e no d i f f e r e n c e s in t h e a m o u n t s of
i nfl uence of v a r i o u s i n d i v i d u a l s and g r o u p s on c u r r i ­
culum d e c i s i o n s w i t h resp ect to var io us s c h o o l sizes
and /or g e o g r a p h i c a l locations.
Operational

Definitions

T h e design v a r i a b l e s w e r e o p e r a t i o n a l l y d e f i n e d as
follows:
1.

School s i z e

size c l a s s i f i c a t i o n s

as

follows:

categories were grouped

into

four

101
a.

Size one

= Schools with
students;

299 or

b.

S i z e two

= Schools with

3 0 0-549

c.

Si ze t h r e e = S c h o o l s w i t h

550-1199

d.

Si ze four

1200 or m o r e

2.

= Schools with
students.

Geographical

zone c a t e g o r i e s as
a.

fewer

stude n t s ;
stud ents;

location was divided

into four

follows:

Zone one

= All

counties

in the s o u t h e r n

hal f of the l o w e r p e n i n s u l a w i t h the e x ­
c e p t i o n of t h o s e in zone

fo ur and i n c l u s i o n

of Bay and S a g i n a w c o u n t i e s ;
b.

Zone two

= All

counties

in the n o r t h e r n

h a l f of the l o w e r p e n i n s u l a
"thumb"

including

the

area, e x c l u d i n g B a y and S a g i n a w

counties;
c.

Zone t h ree = A l l

counties

in the u p p e r

peninsula;
d.

Zone

four

Oakland,

= The

t r i - c o u n t y area of M a c o m b ,

and W a y n e

The d e s c r i p t i v e v a r i a b l e s

counties.

under c o nsideration

were o p e r a t i o n a l i z e d a c c o r d i n g to the
1.
taught

at

Proportion
least

employed

for

the

Michigan

public

one

of

full-time

consumer

entire

day

secondary

and

schools

fol lowing:

toaohern

the

having

wore
class

homemaking

throughout

in this s t u d y

school

any

those
and
year

who

were
in

combination

of

the

102
grades s even t hrough twelve.
for this

The

symbolic representation

is P.
a.

C e r t i f y i n g institution
MSU = Michigan State University
NM S = N o n - M i c h i g a n State U n i v e r s i t y
p

b.

MSU
M S U = -----N

NMS
NM S =------N

and

Valid certification
VC = V o c a t i o n a l c e r t i f i c a t i o n (includes
pr o v i s i o n a l and permanent)
GC = Gen e r a l c e r t i f i c a t i o n (includes
pr o v i s i o n a l and pe rmanent)
p

c.

VC
VC = --------N

Undergraduate major
HEE = M a j o r
AHE = Major
other
OD = M a j o r
p

2.

GC
GC =-----N

and

in home e c o n o m i c s e d u c a t i o n
in any area of homo e c o n o m i c s
than HEE
in any o t h e r d i s c i p l i n e than HE

HEE
HE E = ------ and
N

AHE
AHE =

Age of the t ea cher r e f er red

p
and

N

OD
OD <= --N

to the c h r o n o l o g i c a l

age in years as r e p orted to the sc hool d i s t r i c t by the
teacher.
3.

Nu mbe r of year s t e a c h i n g e x p e r i e n c e r e f e r r e d

the total number of ye ars of full -ti me

t e a ching e x p e r i e n c e

in consu mer and h o m e m a k i n g p r o g r a m s as r e p o r t e d by the
teacher.

to

103

4.

Indi vidual s and gr oups e x e r t i n g

curriculum d e c i s i o n s included p o t e n t i a l
from local and s tate levels.

i nfluence on

i n f l u entia l bodies

The amo u n t of

infl uen ce

each was rated a c c o r d i n g to one of three catego rie s:
or none

(L), m o d e r a t e

influence was

(M), and great

(1)L or N +

(2)M +

( G).

(3)G.

little

Th e index of

Greatest

was indicated sep a r a t e l y by w r i t i n g the

for

i nfluence

letter of the one

choice.
5.

Va r i o u s

sources

for i d e n t i f i c a t i o n of home

economics class co n t e n t r e f erred to p r i n t e d m a t e r i a l s
available to teachers.

The h e l p f u l n e s s of each item was

rated a ccordi ng to one of four catego rie s:
some

(S), m o d e r a t e

ness was:
source was

(O)N +

(M), an d v e r y

(1)S +

(2)M +

(V).

(3)V.

Th e

none

(N)

index of h e l p f u l ­

The m o s t h elpfu l

i ndicated se parat ely by w r i t i n g the lett er of

the one choice.
Treatment of the Dat a
Data secure d

from items on the P r o f i l e of Secon d a r y

Home Economi cs P r o g r a m q u e s t i o n n a i r e w e r e h a n d - c o d e d and
quality checked.

Data were

then k e y - p u n c h e d

ing forms and m e c h a n i c a l l y verified.
were transfo rmed

from the c o d ­

Data p r o c e s s i n g cards

f r o m the o r i g i n a l de ck

for an alysis p r o ­

cedures .
The nature of the d i f f e r e n t h y p o t h e s e s d e v e l o p e d
this study called
cance.

The

chosen

for variou s

s t a t i stic al

alpha

for ea c h

level

in

tests for s i g n i f i ­

hypothesis

test

104
was 0.05.

Th e Co n t r o l D a t a C o r p o r a t i o n

(CDC)

computer was u s e d to perforin the c o m p u t a t i o n s

6500 m o d e l
for the

analysis.
Hypotheses

I,

IX,

an d III

focused on differences

in p r o p o r t i o n s of the p a r t i c u l a r d e p e n d e n t v a r i a b l e s o c c u r ­
ring wit h r e s p e c t to the
size and g e o g r a p h i c a l
designs,

the ch i

i n d e p e n d e n t v a r i a b l e s of s c h o o l

loca tio n.

sq uare

Using separate two-way

statistic was used

differences f r o m e x p e c t e d p r o p o r t i o n s
tribution.

in th e sample d i s ­

P o s t hoc a n a l y s i s p r o c e d u r e s w e r e also a p p l i e d

to the first t h r e e h y p o t h e s e s

to i d e n t i f y s p e c i f i c a l l y

where any s i g n i f i c a n t d i f f e r e n c e s
sumptions n e e d be made
for a chi s q u a r e test,

ex isted.

a b o u t n o r m a l i t y of
14

for the

dealing w i t h d i s c r e t e d a t a e x p r e s s e d
Hypothesis

IV c o n c e r n e d

pendent v a r i a b l e of age

A corresponding

three h y p o t h e s e s

in fr equencies.

th e d i f f e r e n c e s in th e d e ­

for t e a c h e r s w i t h d i f f e r e n t p r i ­
In this h y p o t h e s i s ,

f u n c t i o n e d as an i n d e p e n d e n t v a r i a b l e .

structure existed

in H y p o t h e s i s VI,

where

^ W i l l i a m L. Hays, S t a t i s t i c s for P s y c h o l o g i s t s
Holt, R i n e h a r t a n d W i n s t o n , 196 3) , pp. 4 5 9 - u O .
14

Methods
p. 160,

Since n o a s ­

the d i s t r i b u t i o n

fir st

mary in fluence s on c u r r i c u l u m d e c i s i o n s .
"primary in f l u e n c e s "

13

this t e s t w a s c o n s i d e r e d to b e a

useful and a p p r o p r i a t e c h o i c e

York:

to test for

(New

N. M. D o w m e an d R. W. He ath, B a s i c S t a t i s t i c a l
(2d e d . ; N e w York:
H a r p e r & Row,. P u b l i s h e r s , 1965),

105

the " number of y e a r s

t e a c h i n g e x p e r i e n c e " wa s

variable and " p r i m a r y s o u r c e s of help"
ind ependent v ari a b l e .

the d e p e n d e n t

f u n c t i o n e d as the

I n c l u d i n g the c a t e g o r y o f

a total of e l e v e n p o s s i b l e

"other,"

i n d i v i d u a l s or g r o u p s e x e r t i n g

influence on c u r r i c u l u m d e c i s i o n s and e i g h t p o s s i b l e
sources o f help for s e l e c t i n g class c o n t e n t w e r e c o n s i d e r e d
in the i n v e s t i g a t i o n .

T h e a n a l y s i s of v a r i a n c e

technique

was c o n s i d e r e d b e c a u s e the d e p e n d e n t v a r i a b l e s w e r e c o n ­
tinuous.

The t h r e e a s s u m p t i o n s to be m e t w i t h

of v a r i a n c e t e c h n i q u e ar e e q u a l varia n c e ,
tion, and

i n d e p e n d e n c e of errors.

reason to b e l i e v e

15

normal distribu-

S i n c e t h e r e was no

th ese a s s u m p t i o n s w e r e

way a n a l y s i s of v a r i a n c e w a s

the a n a l y s i s

no t met,

the o n e ­

ch ose n for b o t h H y p o t h e s e s

IV and VI.
H y p o t h e s e s V an d VII
as o c c u r r e d in th e

a p p r o a c h e d the same v a r i a b l e s

two p r e c e d i n g h y p o t h e s e s b u t

standpoint of p o s s i b l e r e l a t i o n s h i p s
ences.

In a ddition,

of sources"

we re

mary inf luence"
Hypotheses

from the

rather than dif f e r ­

" a m o u n t s of i n f l u e n c e "

and

"usefulness

u n d e r c o n s i d e r a t i o n r a t h e r t h a n the
or

"primary

IV an d VI.

Thus

Hypotheses V and V I I wa s

source"

as wa s th e c a s e

the poin t of i n t e r e s t

"pri­
in

for

the a s s o c i a t i o n or c o r r e s p o n d e n c e

between the i n d e p e n d e n t v a r i a b l e s of ag e and y e a r s of

15

Gene V. G l a s s and J u l i a n C. Stanl e y , S t a t i s t i c a l
Methods in E d u c a t i o n an d P s y c h o l o g y ( E n glewood C l i f f s , N e w
J e r s e y : P r e n t i c e - H a 11, I n c t , 1970) , p. 369.

106
teaching e x p e r i e n c e to the r e s p e c t i v e d e p e n d e n t v a r i a b l e s
of am ount of i n f l u e n c e and p r i m a r y sources.
was u s e d to t e s t s i g n i f i c a n c e

for the m u l t i p l e r e g r e s s i o n

analysis w i t h e l e v e n d e p e n d e n t v a r i a b l e s
and e igh t d e p e n d e n t v a r i a b l e s

T h e F rati o

in H y p o t h e s i s V

in H y p o t h e s i s VII.

In both

cases the c o n t r i b u t i o n of e a c h d e p e n d e n t v a r i a b l e w a s also
considered.
Hypothesis VIII

concerned differences

in a m o u n t of

influence on c u r r i c u l u m d e c i s i o n s w i t h re s p e c t to v a r i o u s
school sizes and g e o g r a p h i c a l

locat ion s.

In this h y p o t h e s i s

the amoun ts of i n f l u e n c e e x e r t e d by the ele ven

individuals

and groups on c u r r i c u l u m d e c i s i o n s c o m p r i s e d the d e p e n d e n t
variable# w h i l e

sc hool size an d g e o g r a p h i c a l

the i n d e p e n d e n t va riables.

The

analysis of v a r i a n c e wa s used
between groups

l o c a t i o n were

tw o - w a y m u l t i v a r i a t e

to d e t e r m i n e the d i f f e r e n c e

in r e l a t i o n to the i n d e p e n d e n t v a r i a b l e s .

The c o r r e s p o n d i n g u n i v a r i a t e a n a l y s e s of v a r i a n c e w e r e
applied to i d e n t i f y s p e c i f i c a l l y w h e r e a n y s i g n i f i c a n t
differences existed.
Summary
Basi cal ly#

the n a t u r e of the s t u d y was d e s c r i p t i v e ,

with two factors s t r a t i f i e d o n

four l e v e l s each,

ing in a s i x t e e n - c e l l d e s i g n o v e r s ubjects.
jects w e r e s a m p l e d

Th e

result­
528

f r o m a po ol of t e a c h e r s a v a i l a b l e

through a lar ger study.

sub­

107
E i g h t null h y p o t h e s e s w e r e g e n e r a t e d
theoretical

frameworks

and r e v i e w of li t e r a t u r e .

of the s t a t i s t i c a l p r o c e d u r e s
Table 2.

for data analysis

T h e alpha l e v e l was s e t at 0.05

null h y p o t h e s i s and

f r o m the
A summary
appears

in

for t e s t i n g e a c h

for c o n s i d e r i n g the u n i v a r i a t e s .

108
TABLE 2
SUMMARY OF DATA ANALYSIS
Hypothesis

Independent
v ariable (s)

Dependent
variables

Statistical
test

Chosen
alpha level

Ho 1

Geographical
location
School size

Certifying
institu­
tion

Two-way
chi square
analyses

0.05

Ho II

Geographical
location
School size

Type of
c ert i f i ­
cation

Two-way
chi square
analyses

0.05

Ho III

Geographical
location
School size

Undergradu­
ate major

Two-way
chi square
analyses

0.05

Ho IV

P rimary in­
fluence on
c u rriculum
decisions

Age

One-way
univariate
analysis of
variance

0.05

Ho V

Age

Influences on
curricu­
lum d e ­
cisions

Multiple
regression
analysis

0.05

Ho VI

Primary
source
for ide n ­
tification
of class
content

Years of
teaching
experience

One-way
univariate
analysis of
variance

0.05

Ho VII

Years of
teaching
experience

Sources for
identifi­
cation of
class
content

Multiple
regression
analysis

0.05

Ho VIII

Geographical
location
School size

Influences on
curr i c u ­
lum d e ­
cisions

Two- w a y m u l t i ­
variate and
univariate
analyses of
variance

0.05

C H A P T E R IV
F I N D I N G S O F T H E S TUDY

This chapter contains
h y p o t h e s i s a l ong w i t h

s t a t e m e n t of e a c h null

the r e s u l t s of e a c h s t a t i s t i c a l test.

The s e q u e n t i a l p r e s e n t a t i o n o f
ments is

th e

the e i g h t h y p o t h e s i s

followed by a c o m p o s i t e of the

state­

f i n d i n g s of the

study.
R e s u l t s of Each H y p o t h e s i s T e s t
T h r o u g h o u t the d i s c u s s i o n c o n c e r n i n g the r e s u l t s
of each h y p o t h e s i s

test,

any r e f e r e n c e to the t e r m

"teach­

ers"

ref e rs

to f u l l - t i m e t e a c h e r s

in M i c h i g a n p u b l i c

ary

(grades

s e ven t h r o u g h twelve)

c o n s u m e r and h o m e m a k i n g

programs.

Also

tion" re fer s

to be n oted is th at the t e r m " c e r t i f i c a ­

to that w h i c h w a s

state of M i c h i g a n

initially

for a m i n i m u m of

which wa s c u r r e n t at the time of
Null H y p o t h e s i s

second­

i s s u e d by the

five y e a r s w i t h v a l i d i t y

the study.

I

T h e r e ar e no d i f f e r e n c e s in the p r o p o r t i o n s of
te a c h e r s w h o are g r a d u a t e s from v a r i o u s i n s t i t u t i o n s
(Michigan S t a t e U n i v e r s i t y and n o n - M i c h i g a n S t a t e
Un iver sity) and h a v e a c q u i r e d f u l l - t i m e t e a c h i n g
p o s i t i o n s in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r an d
h o m e m a k i n g p r o g r a m s w i t h r e s p e c t to the v a r i o u s
school sizes a n d / o r g e o g r a p h i c a l l o c a t i o n s of t h e i r
employment.
109

110
This

hypothesis

focused o n

the d i f f e r e n c e s

category of c e r t i f y i n g i n s t i t u t i o n of the

full-time

ers in c o n s u m e r a n d h o m e m a k i n g p r o g r a m s a c r o s s
and g e o g r a p h i c a l

locations

tribution o f t eachers,

in M i c h i g a n .

The

sc hool sizes

frequency d i s ­

(MSU)

and

those

stitutions o t h e r t h a n M i c h i g a n S t a t e U n i v e r s i t y

from i n ­

(non-MSU),

i n d e p e n d e n t v a r i a b l e of v a r i o u s g e o g r a p h i c a l

tions is s h o w n in T a b l e
with 3 d e g r e e s of
hypothesis
level.

teach­

both thos e w h o a c h i e v e d c e r t i f i c a t i o n

through M i c h i g a n s t a t e U n i v e r s i t y

with the

in the

3.

square v a l u e of 2 2 . 9 3 9

f r e e d o m led to t h e r e j e c t i o n of the null

for g e o g r a p h i c a l

Therefore,

A ch i

l o c a t i o n at the

th e c o n c l u s i o n was

existed in the p r o p o r t i o n s of M S U

The post hoc procedure

for

0.001 a l p h a

that d i f f e r e n c e s

graduates

graduates in the v a r i o u s g e o g r a p h i c a l

and n o n - M S U

locations

the chi

Significant differences were

of the c o n t r a s t s .
graphical

A n a l y s i s of t h e

zones s h o w e d

greater p r o p o r t i o n o f

contrasts

MSU g r a d u a t e s was
(zone one)

than

Detroit a r e a

for g e o g r a p h i ­
found for e a c h
ac ros s g e o ­

that ther e w a s a s i g n i f i c a n t l y
full-time

t e a c h e r s w h o were M S U g r a d u ­

ates l o c a t e d in the n o r t h e r n l o w e r p e n i n s u l a
in any o t h e r zone.

in M i c h i g a n .

square test

consisted of all p o s s i b l e p a i r - w i s e c o n t r a s t s
cal lo cati ons.

loca­

(zone two)

tha n

A s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of
teaching

in the

southern

in th e upp er p e n i n s u l a

lower peninsula

(zone

three)

or the

(zone f o u r ) ; the c o n t r a s t b e t w e e n the l a t t e r

Ill

TABLE 3
CHI SQUARE A N A L Y S I S FOR HOME ECONOMICS TEACHERS
BY CATE G O R I E S OF INSTITUTION AND
G E O G R A P H I C A L LOCATION
G e o g r a p h i c a 1 location

Institution

Michigan State
University
Non-Michigan
State
University

Totals

Zone 1:
Southern
lower
peninsula

2onc 2:
Northern
lower
peninsula

Zone 3:
Upper
peni nsula

Zone 4:
Detroit
area

Totals

-15

43

11

23

122

111

U4

04

147

406

15G

127

75

1 70

52H

Chi square =■ 22.939
Degrees of freedom = 3
Alpha < 0,001

112

two p r o p o r t i o n s
MSU g r a d u a t e s

i n d i c a t e d t h a t t h ere w e r e

in zone t h r e e

than zone four.

As w o u l d be expected,

e a c h of the c o n t r a s t s b e t w e e n

zones was a l s o found to be s i g n i f i c a n t
were no n - M S U g r a d u a t e s
chi square

test.

portion of

full-time

for t e a c h e r s w h o

in the p o s t hoc p r o c e d u r e

for the

Ther e w a s a s i g n i f i c a n t l y g r e a t e r p r o ­
teachers who were non-MSU graduates

located in the D e t r o i t a r e a
geograph ica l

relatively more

zone.

(zone four)

t h a n in a n y o t h e r

The a n a l y s i s a l s o s h o w e d a s i g n i f i c a n t l y

greater p r o p o r t i o n of t e a c h e r s w h o w e r e n o n - M S U g r a d u a t e s
located in the u p p e r p e n i n s u l a
southern l o wer p e n i n s u l a
peninsula

(zone three)

(zone one)

than

in the

or the n o r t h e r n

lo wer

(zone t w o ) ; the c o n t r a s t b e t w e e n the l a t t e r two

prop ort ion s

indicated that there were

MSU g r a d u a t e s

in zone o n e

Hypothesis
p ropor tio ns of

I also

of school size.

than zone two.
f ocus ed on the d i f f e r e n c e s

teachers graduating

tutions r e s p e c t i v e l y

r e l a t i v e l y m o r e non-

from M S U an d o t h e r

The f r e q u e n c y d i s t r i b u t i o n of t e a c h e r s w h o

for e a c h of

variable of s c h o o l
the chi s q u a r e
of freedom;

insti­

in r e l a t i o n to the i n d e p e n d e n t v a r i a b l e

achieved c e r t i f i c a t i o n t h r o u g h M S U and n o n - M S U
respect ive ly

in

size

the leve l s of the
is s h o w n in T a b l e

institutions

independent
4.

R e s u l t s of

test s h o w e d a v a l u e of 4 . 729 w i t h

the r e s u l t a n t

0.20 a l p h a

jection of th e nu ll h y p o t h e s i s

level

3 degrees

led to the r e ­

in te rms of sch o o l

size.

113

TABLE 4
CHI SQUARE ANALYSIS FOR HOME ECONOMICS TEACHERS
BY CATEGORIES OF INSTITUTION AND SCHOOL SIZE
School size

Institution

Size 1:
299 or
fewer
students

Size 2:
300 - 549
students

Size 3:
550 - 1199
students

Size 4:
1200 or
more
students

Totals

Michigan State
University

17

28

44

33

122

Non-Michigan
State
University

47

72

136

151

406

64

100

180

184

528

Totals

Chi square = 4.729
Degrees of freedom = 3
Alpha < 0.20

114
Th erefore,

the c o n c l u s i o n w a s

that no s i g n i f i c a n t d i f f e r ­

ences e x i s t e d in t h e p r o p o r t i o n s of t e a c h e r s w h o w e r e M S U
and n o n - M S U g r a d u a t e s b e t w e e n

the v a r i o u s

school

sizes.

Null H y p o t h e s i s II
T h e r e are n o d i f f e r e n c e s in the p r o p o r t i o n s
of f ull-time t e a c h e r s in M i c h i g a n p u b l i c s e c o n d a r y
c o n s u m e r and h o m e m a k i n g p r o g r a m s w h o h a v e d i f f e r e n t
t ype s of val id t e a c h e r c e r t i f i c a t i o n (vo cat ional
h o m e e c o n o m i c s an d g e n e r a l home e c o n o m i c s ) w i t h
r e s p e c t to the v a r i o u s s c h o o l sizes a n d / o r g e o g r a p h i ­
cal lo ca tio ns o f th eir e m p l o y m e n t .
Hypothesis

II c o n c e r n e d the d i f f e r e n c e s

Michigan t ea cher c e r t i f i c a t i o n held by t e a c h e r s
to the i n d e p e n d e n t
cal location.

v a r i a b l e s of s c h o o l

Noted

is the

in type of
in r e l a t i o n

size and g e o g r a p h i ­

fact th at the s a m p l e s i z e was

506 r a t h e r than 528

for thi s

hy p o t h e s i s .

cus of i n t e r e s t w a s

on p a t t e r n s of

with v a l i d M i c h i g a n c e r t i f i c a t e s ,
other s p e c i a l c e r t i f i c a t e s w e r e

Because

the f o ­

fully c e r t i f i e d t e a c h e r s
t h o s e w i t h n i n e t y - d a y or

not i n c l u d e d

in this a n a l y ­

sis.
T h e resul ts
the g e o g r a p h i c a l
value of

of t e s t i n g this h y p o t h e s i s

in t e r m s of

l o c a t i o n v a r i a b l e s h o w e d a chi s q u a r e

13.765 w i t h

3 d e g r e e s of

rejection at the 0 . 0 1 a l p h a

level.

clusion that d i f f e r e n c e s b e y o n d

freedom,
This

thos e

resulting

in

led to th e c o n ­

foun d by c h a n c e

existed in the d i s t r i b u t i o n s of t e a c h e r s w i t h v o c a t i o n a l
and ge n e r a l c e r t i f i c a t i o n r e s p e c t i v e l y a c r o s s g e o g r a p h i c a l
locations.

The f r e q u e n c y d i s t r i b u t i o n

for t e a c h e r s w i t h

115
full v o c a t i o n a l
g eog rap hi cal

and g e n e r a l c e r t i f i c a t i o n

locations

As w i t h the
for the chi
contrasts

square

is s h o wn

in T a b l e

first hypothesis,

in the v arious
5.

the p o s t hoc p r o c e d u r e

te st c o n s i s t e d of a l l p o s s i b l e p a i r - w i s e

for e a c h of

cant d i f f e r e n c e s w e r e

the i n d e p e n d e n t v a r i a b l e s .
found

for all g e o g r a p h i c a l

trasts of p r o p o r t i o n s o f v o c a t i o n a l l y c e r t i f i e d
except that b e t w e e n the
and the n o r t h e r n
p ropor tio ns o f

the

full-time

found to be

(zone t w o ) .

The highest

teachers wh o held

in zone one a n d

indicated by the a d d i t i o n a l c o n t r a s t s ,
greater p r o p o r t i o n of

full v o c a ­

fully certified

zone

two.

(zone f o u r ) .

for zone two.

The

t e a c h e r s wa s

T h a t is,

Further,

two t h a n in z o n e

found

(zone three)

same p a t t e r n was
a significantly

greater p r o p o r t i o n of v o c a t i o n a l l y c e r t i f i e d
ind icated in zone

As

a significantly

in zone one than in e i t h e r the u p p e r p e n i n s u l a

found to be tr ue

(zone one)

in c o n s u m e r and h o m e m a k i n g p r o g r a m s

located

or the D e t r o i t are a

zone c o n ­
tea che rs

l ower p e n i n s u l a

lower p e n i n s u l a

tional c e r t i f i c a t i o n
were

southern

Signifi­

teachers was

t h r e e or zone

four.

t h e r e wa s a s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of

vocationally certified teachers

in zone

three

t h a n in zone

fo ur.
A p o s t hoc p r o c e d u r e w a s

also c o n d u c t e d

teachers w i t h g e n e r a l c e r t i f i c a t i o n in r e g a r d
pendent v a r i a b l e of g e o g r a p h i c a l

lo cat ion.

for the

to the i n d e ­

Significant

116

TA B L E 5
CHI SQUARE ANALYSIS F O R H O M E ECONOMICS TEACHERS
BY T Y P E OF C E R T IFICATION AND
GEOGRAPHICAL LOCATION
Geographical location
Type of
certification

Vocational
General

Totals

Zone 1:
Southern
lower
p e n insula

Zone 2:
Northern
lower
peninsula

Zone 3:
Upper
peninsula

Zone 4:
Detroit
area

Totals

107

84

47

87

325

43

35

27

76

181

150

119

74

163

506

aAnalysis i n c luded only f ully certified teachers; therefore,
twenty-two teachers h a v i n g special certification w o r e excluded from
this analysis.
Chi square >= 13.765
Degrees of f r e e d o m = 3
Al p h a < 0.01

117
differences

in p r o p o r t i o n s o f t e a c h e r s w i t h g e n e r a l

certification were
trasts

r e f l e c t e d by e a c h of the p a i r - w i s e c o n ­

for g e o g r a p h i c a l

zones.

p r o p o r t i o n of t e a c h e r s w i t h
to be l o c a t e d

A significantly

ge n e r a l c e r t i f i c a t i o n w a s

in the D e t r o i t area

other g e o g r a p h i c a l

zone.

(zone four)

In a d dition,

in the u p p e r p e n i n s u l a

southern l ower p e n i n s u l a
p eni nsula

(zone one)

i n d i c a t e d that

t h a n in the

o r the n o r t h e r n

ther e w e r e

teachers w i t h g e n e r a l c e r t i f i c a t i o n

in any

certification

(zone three)

(zone t w o ) ; the c o n t r a s t b e t w e e n

proportions

than

found

a significantly

greater p r o p o r t i o n of t e a c h e r s w i t h g e n e r a l
was locat ed

greater

the

l owe r

l a t t e r two

relatively more

in zone on e t h a n zone

two.
T h e s e c o n d null h y p o t h e s i s a l s o c o n c e r n e d
differences

in p r o p o r t i o n s

of teachers with different

types of c e r t i f i c a t i o n a c r o s s

the v a r i o u s

independ ent v a r i a b l e of s c h o o l size.
bution

for th is v a r i a b l e

the chi s q u a r e
of freedom;

is

The

shown in T a b l e

t e s t r e v e a l e d a v a l u e of

the r e s u l t a n t

0. 05 a l p h a

jection of the null h y p o t h e s i s
The c o n c l u s i o n w a s

the

l e v e l s of

frequency distri­
6.

R e s u l t s of

9.528 w i t h

level

the

3 degree

led to th e r e ­

in r e g a r d to s c h o o l

that s i g n i f i c a n t d i f f e r e n c e s

size.

e x i s t e d in

the p r o p o r t i o n s o f t e a c h e r s w i t h v o c a t i o n a l an d g e n e r a l
certification respectively within various

sch o o l

sizes.

118

TABLE 6
CHI SQUARE ANALYSIS FOR HOME ECONOMICS TEACHERS
BY TYPE OF CERTIFICATION A N D SCHOOL SIZE
School size
Type of
certification

Size 1:
299 or
fewer
students

Size 2i
300 - 549
students

Size 3:
550 - 1199
students

Size 4:
1200 or
mor e
students

Totals

Vocational

31

63

127

104

325

General

27

34

49

71

181

58

97

176

175

506

Totals

aAnalysls included o n l y fully certified teachers; therefore,
twenty-two teachers having special certification wore excluded from
this analysis.
Chi square = 9.528
Degrees of freedom = 3
Alpha < 0.05

119
The c o n t r a s t s

in the post hoc p r o c e d u r e s

chi square test for teachers by type of

for the

certification dis­

closed that s i g n i f i c a n t d i f f e r e n c e s e x i s t e d b e t w e e n school
sizes for each c o n t r a s t .

A significantly greater propor­

tion of teachers w i t h full v o c a t i o n a l

c e r t i f i c a t i o n was

found in schools w i t h 550 t h r o u g h 1199

s t u den ts

than in any o t h e r

contrasts

size.

The

remaining

(size three)
showed a

signi fic ant ly g r e a t e r p r o p o r t i o n of t e a c h e r s w i t h v o c a t i o n a l
cert ification in schoo ls of
two)

300 t h r o u g h

549 s t u d e n t s

than in s c h o o l s of 299 o r fewer s t u d e n t s

or in th ose of 1 2 0 0 or m o r e
dition,

there w a s

st uden ts

(size

(size one)

(size f o u r ) .

In a d ­

a s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of

v o c ationall y c e r t i f i e d t e a c h e r s

in size

four t h a n

in size

one schools.
For t e a c h e r s w i t h g e n e r a l c e r t i f i c a t i o n in the
different school

sizes,

contrasts

r e v e a l e d that t h e r e was

a signi f i c a n t l y g r e a t e r p r o p o r t i o n
schools of 299 o r

fewer s t u d e n t s

f r o m this g r o u p

(size o n e ) .

in those

The other

cont rasts showed a s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of
gene rally c e r t i f i e d t e a c h e r s

in s c h o o l s w i t h 1200 o r m o r e

students

(size four)

than in scho ols w i t h

students

(size two)

students

(size t h r e e ) ; t h e r e was als o a s i g n i f i c a n t l y

or in s c h o o l s w i t h

550 t h r o u g h

greater p r o p o r t i o n of g e n e r a l l y c e r t i f i e d
two than size t h r e e schools.

300 t h r o u g h 549

teachers

1199

in size

120
Null H y p o t h e s i s

III

T h e r e are no d i f f e r e n c e s in the p r o p o r t i o n s of
f u l l - t i m e t e a chers in M i c h i g a n p u b l i c s e c o n d a r y
c o n s u m e r and h o m e m a k i n g p r o g r a m s w h o have v a r y i n g
u n d e r g r a d u a t e m a j o r s (home e c o n o m i c s e d u c a t i o n , any
area of h o m e e c o n o m i c s o t h e r t h a n home e c o n o m i c s
education, any o t h e r d i s c i p l i n e ) w i t h r e s p e c t to
the v a r i o u s scho o l s iz es a n d / o r g e o g r a p h i c a l l o c a t i o n s
of t h e i r e m p l o yment.
This h y p o t h e s i s p e r t a i n e d
primary u n d e r g r a d u a t e m a j o r of

to the d i f f e r e n c e s

full-time teachers

in the

in c o n ­

sumer an d h o m e m a k i n g p r o g r a m s w i t h r e g a r d to v a r i o u s
school s izes and g e o g r a p h i c a l

locations within Michigan.

The f r e q u e n c y d i s t r i b u t i o n of t e a c h e r s by t h eir p r i m a r y
under g r a d u a t e m a j o r s
is shown in T a ble
degrees of

7.

for the v a r i o u s g e o g r a p h i c a l
A chi s q u a r e v a l u e of

freedom resulted

locations

8. 302 w i t h 3

in an a l p h a at the 0.50

level,

indicating that the null h y p o t h e s i s

could n o t be r e j e c t e d

in terms of g e o g r a p h i c a l

This

lo ca tion .

led to th e c o n ­

clusion that s i g n i f i c a n t d i f f e r e n c e s di d not e x i s t
majors of t e a c h e r s a m o n g g e o g r a p h i c a l

loc ations.

in the
However,

examination of T a b l e 7 r e v e a l e d t h a t the lowest f r e q u e n c y
of teache rs w i t h hom e e c o n o m i c s
in the u p p e r peninsu la,

although

education majors occurred
it wa s

cal loc ation w h i c h di d not h a v e an y
economics maj ors .
of the t e a c h e r s
majors o t h e r

In a d d i t i o n ,

the o n l y g e o g r a p h i ­

teachers with

non-home

approximately two-fifths

in the s a m p l e w e r e

those with undergraduate

tha n home e c o n o m i c s e d u c a t i o n .

121

TABLE 7
CHI SQUARE ANALYSIS FO R H O M E ECONOMICS T E A CHERS
BY UNDERGRADUATE M A J O R AN D
GEOGRAPHICAL L O C ATION
G eographical
Undergraduate
Major

Zone 1:
Southern
lower
p eninsula

Zone 2:
Northern
lower
peninsula

location

Zone 3:
Upper
peninsula

Z one 4:
D etr o i t
ar e a

Totals

Home economics
Education

96

84

38

97

315

Other home
economics
areas

56

41

37

70

204

4

2

0

3

9

156

127

75

170

528

Non-homo
economics
areas

Totals

Chi square = 8.302
Degrees of freedom = 6
Alpha < 0.50

122
Hypothesis

III a l s o d e a l t w i t h the d i f f e r e n c e s

pr opor tions of t e a c h e r s w i t h e a c h u n d e r g r a d u a t e m a j o r
the i n d e p e n d e n t v a r i a b l e of
d ist ri b u t i o n

for this v a r i a b l e

chi squa re v a l u e
of freedom,
the basis

sc hool size.
is

The

r e s u l t i n g in a 0.05 a l p h a

for

frequency

f ound in T a b l e

for this a n a l y s i s w a s

in

8.

Th e

14 .072 w i t h 6 d e g r e e s
level.

This

for r e j e c t i o n of the n u l l h y p o t h e s i s

formed

in terms of

school size and the c o n c l u s i o n t h a t d i f f e r e n c e s e x i s t e d in
the p r o p o r t i o n s of the t h r e e u n d e r g r a d u a t e m a j o r s a m o n g the
various school sizes.
Th e p o s t ho c p r o c e d u r e a g a i n i n v o l v e d all p o s s i b l e
pair-wise c o n t r a s t s

acr o s s

school

school size c o n t r a s t s c o n c e r n i n g

sizes.

t e a c h e r s w i t h home e c o n ­

omics e d u c a t i o n u n d e r g r a d u a t e m a j o r s was
significant.

E a c h of the

The contrasts between

gories s h o w e d that a s i g n i f i c a n t l y

f o u n d to be

scho ol s i z e c a t e ­
g r e a t e r p r o p o r t i o n of

full-time t e a c h e r s w i t h h o m e e c o n o m i c s e d u c a t i o n m a j o r s
was t e a c h i n g in sc h o o l s w i t h
two)

than in any o t h e r size.

300 t h r o u g h 54 9 s t u d e n t s
Other contrasts

(size

revealed that

a sign i f i c a n t l y g r e a t e r p r o p o r t i o n of t e a c h e r s w i t h h o m e
economics e d u c a t i o n m a j o r s
more s t u d e n t s

(size four)

students

(size one)

students

(size t h r e e ) .

of home e c o n o m i c s

taught

in s chools w i t h 1200 or

than in sc h o o l s of

or in s c h o o l s o f

299 or

fewer

550 t h r o u g h 1199

A significantly greater proportion

education majors

three than in size one schools.

a l s o t a u g h t in size

123

TABLE 8
CHI SQUARE ANALYSIS FOR HOM E ECONOMICS TEACHERS
BY UNDERGRADUATE M A J O R AN D SCHOOL SIZE
School size

„ ,

.

Size 1:

Size 2:

2" ° r
fewer
students

students

500 “ 1 1 9 9
students

Home economics
education

33

66

104

112

315

Other home
economics
areas

31

29

74

70

204

64

100

180

184

528

Ma^or ^

G

300 ~ 549

Size 3:

Size 4:
1200

° r

more
students

Totals

Non-home
economics
areas

Totals

Chi square “ 14.072
Degrees of free d o m = 6
Alpha < 0.05

124

A l l p a i r - w i s e c o n t r a s t s of s c h o o l size
ers w i t h m a j o r s

for t e a c h ­

in a r eas of h o m e e c o n o m i c s o t h e r than ho me

e c o n o m i c s e d u c a t i o n w e r e a l s o found t o be s i g n i f i c a n t .

In­

s p e ction of the c o n t r a s t s d i s c l o s e d t h a t a s i g n i f i c a n t l y
gre ater p r o p o r t i o n of t e a c h e r s w i t h o t h e r home
majors w a s

t e a c h i n g in s c h o o l

(size one)

t h a n in an y o t h e r

sizes of

economics

299 or f e w e r s t u d e n t s

sch o o l size.

Contrasts

also

d i s c l o s e d that a s i g n i f i c a n t l y g r e a t e r p r o p o r t i o n of t e a c h ­
ers w i t h o t h e r h o m e e c o n o m i c s m a j o r s
550 t h r o u g h 1199
300 t h r o u g h

549 s t u d e n t s

more s t u d e n t s
tion of

students

t a u g h t in s c h o o l s of

(size three)
(size two)

(size f o u r ) .

than in s c h o o l s

or s c h o o l s o f

of

1200 or

A significantly greater p r o p o r ­

t e a c h e r s w i t h o t h e r home e c o n o m i c s m a j o r s w e r e

found in size four th an in size two school s.
T h e post h o c p r o c e d u r e of p a i r - w i s e c o n t r a s t s b e ­
tween s c h o o l

size s

for t he fe w t e a c h e r s

in the s a m p l e w h o

had n o n - h o m e e c o n o m i c s u n d e r g r a d u a t e m a j o r s d i s c l o s e d
significant contrasts.

The contrasts between school

two and t h r e e and b e t w e e n

s izes two a n d

there w a s

g r e a t e r p r o p o r t i o n of

a significantly

with n o n - h o m e e c o n o m i c s m a j o r s
549 s t u d e n t s

(size two)

through 11 99 s t u d e n t s

than

students

(size four).

teachers

f r o m thi s g r o u p

(size one) .

in s c h o o l s

(size three)
As n o t e d

in T a b l e

that

teachers

300 t h r o u g h

either of

or of

in s c h o o l s of

sizes

four r e v e a l e d

in s c h o o l s of

two

550

1200 o r m o r e
8,

t h e r e w e r e no

299 or f e w e r

students

125
Null H y p o t h e s i s

IV

There are no d i f f e r e n c e s in the ages of f u l l ­
time t e a c h e r s in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r
and h o m e m a k i n g p r o g r a m s w h o h a v e d i f f e r e n t i n d i v i d u a l s
and g r o u p s e x e r t i n g the p r i m a r y i n f l u e n c e on c u r r i c u ­
lum d ec i s i o n s .
This h y p o t h e s i s d e a l t w i t h d i f f e r e n c e s
the t each er

(the d e p e n d e n t v ariable)

various p r i m a r y

w i t h r e s p e c t to

i n f l u e n c e s on c u r r i c u l u m d e c i s i o n s

ind epe ndent va riable)

i n d i c a t e d by

517 d e g r e e s of

freedom;

(the

the r e s p o n d e n t s .

the u n i v a r i a t e a n a l y s i s of v a r i a n c e ,
with 10 and

in age of

the F v a l u e was
the a l p h a

in ages c o u l d not be r ejected.

not s i g n i f i c a n t l y d i f f e r e n t

Thus,

age w a s

Information

this c o n c l u s i o n is s h o w n in T a b l e

cell m e a n s a n d s t a n d a r d d e v i a t i o n s ,

identified

ratings

to the c a t e g o r y of

9.

The

in T a b l e

indicate the p o t e n t i a l o v e r l a p a m o n g age means.
responses and

for

for t e a c h e r s w i t h d i f f e r e n t

primary i n f l u e n c e s on c u r r i c u l u m d e c i s i o n s .
which s u p p o r t e d

0.2851

le vel of

0.9845 led to the c o n c l u s i o n that the null h y p o t h e s i s
diffe rences

In

10,

Th e s e v e r a l

"others"

are n o t e d

in T able 23 in A p p e n d i x A.
Null H y p o t h e s i s V
T h e r e is no r e l a t i o n s h i p b e t w e e n age of f u l l ­
time t e a c h e r s in M i c h i g a n p u b l i c s e c o n d a r y c o n s u m e r
and h o m e m a k i n g p r o g r a m s and the am o u n t s of i n f l u e n c e
of v a r i o u s i n d i v i d u a l s and g r o u p s on c u r r i c u l u m
decisions.
H y p o t h e s i s V f o c u s e d on th e r e l a t i o n s h i p b e t w e e n
age and a m o u n t o f i n f l u e n c e e x e r t e d by the v a r i o u s

126

TABLE 9
ANALYSIS O F VARIANCE FO R AGE OF T H E TEACHER
WITH RESPECT TO PRIMARY INFLUENCE
ON CURRICULUM DECISIONS

Variable

Age of teacher

Influence categories:

Degrees
of
freedom

Mea n
square

F ratio

Alpha
less
than

10 and 517

44.3177

0. 2 8 5 1

0.9845

city supervisor, depar t m e n t head, local a d ­
visory committee, local curriculum committee,
parents, school administrators, students,
student teacher, teacher, other teachers, and
others.

127

TABLE 10
CELL SIZES, MEANS, AND STANDARD DEVIATIONS F O R T E A C H E R S ’ AGE
IN RELATION TO GROUPS O R INDIVIDUALS EXERTING
PRIMARY INFLUENCE ON CURRICULUM DECISIONS
Number of
teachers

Mea n age
(in years)

Standard
deviation

City supervisor

7

39.428

11.267

Department head

31

36.645

12.440

2

32.000

9.899

15

38.000

10.508

3

37.666

10.214

School administrators

40

38.650

12.690

Students

37

39.567

12.439

1

45.000

0.000

361

38.670

12.625

Other teachers

21

36.857

10.417

Others

10

41.500

13.778

Primary influence

Local advisory committee
Local curriculum committee
Parents

Student teacher
Teacher

128

individuals and g r o u p s on c u r r i c u l u m decisio ns.

The null

hypothesis w a s r e j e c t e d on the b a s i s of the m u l t i v a r i a t e
regression
level.

a n a l y s i s F v a l u e of 1.8545 at the 0. 0430 al pha

T h erefore,

it was c o n c l u d e d

that a r e l a t i o n s h i p

existed b e t w e e n age of the te a c h e r a nd amount of
exerted by v a r i o u s
decisions.

g r o u p s and

i n d i v i d u a l s on c u r r i c u l u m

I n s p e c t i o n of th e u n i v a r i a t e alpha

divulged that

two v a r i a b l e s ,

levels

a m o u n t s of i n f l u e n c e of the

teacher an d of the d e p a r t m e n t head,

m a d e the g r e a t e s t c o n ­

tributions to the m u l t i v a r i a t e alph a
of

in flu ence

the chosen

level

significance,

0.0435 and

0.0283 r e s p e c t i v e l y ,

level.

w i t h alpha

as n o t e d

E a c h reach ed
l e v e l s of

in T a b l e

11.

Null H y p o t h e s i s VI
T h e r e are no d i f f e r e n c e s in th e numb ers of years
of t e a c h i n g e x p e r i e n c e of f u l l - t i m e te ache rs in
Mi c h i g a n pu blic s e c o n d a r y c o n s u m e r and h o m e m a k i n g
programs w h o us e d i f f e r e n t p r i m a r y sources of help
for i d e n t i f i c a t i o n of h o m e e c o n o m i c s class content.
The

focus of

this h y p o t h e s i s w a s on d i f f e r e n c e s

years of t e a c h i n g e x p e r i e n c e

(the d e p e n d e n t variable)

teachers w i t h v a r i o u s p r i m a r y s o u r c e s
of class c o n t e n t as
dent v a r i a b l e ) .
the basis of

i n d i c a t e d by the

among

used in i d e n t i f i c a t i o n
teachers

(the i n d e p e n ­

T h e null h y p o t h e s i s w a s not r e j e c t e d on

the u n i v a r i a t e a n a l y s i s

of 1.5925 w i t h

in

7 and

520 d e g r e e s

an alpha l e vel of 0.1351.

of

Therefore

of v a r i a n c e F value
freedom,

r e s u l t i n g in

the c o n c l u s i o n was

that number of y ear s of t e a c h i n g e x p e r i e n c e w a s not s i g n i f i ­
cantly d i f f e r e n t a m o n g t e a c h e r s w h o s e p ri mary sources

129

TABLE 11
REGRESSION ANALYSES F O R A S S O C I A T I O N BETWEEN
INFLUENCES ON C U R R I C U L U M AND
AGE OF THE T E A C H E R
Paw
regression
coefficient

Variable

F ratio

Alpha
less
than

Multivariate Analysis
(11 and 516 degrees of freedom)
Influences on curri c u l u m

1.8545

0.0430

Univariage Analysis
(1 a n d 526 de gr e e s of freedom)
Teacher
Department head
Curriculum committee
City supervisor
School administrators
Student teacher
Students
Advisory committee
Parents
Other teachers
Others

- 0.0038
- 0.0085
0.0031
0.0002
0.0023
- 0.0038
0.0031
0.0021
0.0005
0.0049
0.0029
-

-

-

-

-

-

-

4.0979
4.8386
0.8647
0.0101
0.8103
1.6734
1.4765
0.5957
0.0576
1.4282
1.6767

0.0435
0.0283
0.3529
0.9201
0.3685
0.1964
0.2249
0.4406
0.0105
0.2327
0.1960

130

used for ide n t i f i c a t i o n of home e c o n o m i c s class c o n t e n t
differed.

This c o n c l u s i o n was s u p p o r t e d by the d a t a in

Table 12.

The r e l atively small a m o u n t of v a r i a t i o n

the cell means and standa rd d e v i a t i o n s

in

for years of e x p e ­

rience w hich led to the lack of s i g n i f i c a n t d i f f e r e n c e s
is dis played in Table 13.

I d e n t i f i c a t i o n a nd t a b u l a t i o n

of the speci fic re sponses to the "others" c a t e g o r y are
listed in Table

24 in A p p e n d i x A.

Null Hyp othesis VII
There is no r e l a t i o n s h i p b e t w e e n numb ers of years
of teaching ex perience of f ull-ti me teachers in M i c h i ­
gan public sec ondary c o n s u m e r and h o m emaking p r o g r a m s
and the a m o u n t s of h e l p recei ved from v arious sources
used for i d e n t i f i c a t i o n of home e c o n o m i c s class c o n ­
tent.
This h y p o t h e s i s c o n c e r n e d the r e l a t i o n s h i p bet w e e n
years of t e a ching e x p e r i e n c e and th e amou nt of a s s i s t a n c e
from vario us s ources

for i d e n t i f i c a t i o n of class content.

The concl usi on to reject th e null h y p o t h e s i s was b a s e d on
the m u l t i v a r i a t e

regr e s s i o n an alys is F value of 4. 4109

with 8 and 519 d egrees

of freedonv w h i c h was s i g n i f i c a n t

beyond the 0.0001 alpha level.
As noted

in Table 14,

s i g n i f i c a n c e at or b e y o n d

the

chosen alpha leve l was r e a c h e d by c o l l e g e co ur se m a t e r i a l s
at the 0,0203 a l p h a level,
0.0001 alpha level,
level,

p r o f e s s i o n a l p e r i o d i c a l s at the

p opular m a g a z i n e s

at the 0.0049 alpha

and c o m m e r c i a l t e a c h i n g aids at the 0.0500 a l p h a

131

TABLE 12
ANALYSIS OF VARIANCE FOR YEARS OF TEACHING EXPERIENCE
WITH RESPECT TO PRIMARY SOURCE FOR
IDENTIFICATION OF CLASS CONTENT
Degrees
of
freedom

Variable

Years of teaching experience

Source categories:

7 and 520

Mean
square

112.1632

F ratio

Alpha
less
than

1.5925

0.1351

college course materials, curriculum guides, State
Department recommendations, textbooks, professional
periodicals, popular magazines, commercial teach­
ing aids, and others.

132

TABLE 13
C E L L SIZES, MEANS, AND STANDARD DEVIATIONS FOR
YEARS OF TEACHING EXPERIENCE IN RELATION TO
PRIMARY SOURCES F O R IDENTIFICATION OF
CLASS CONTENT

Primary source

Nu m b e r of
teachers

Mean
years

Standard
deviation

69

7.014

7.252

120

8.950

7.570

22

10.363

8.742

151

10.205

8.721

Professional periodicals

46

11.434

9.523

Popular magazines

17

10.470

10.494

Commercial teaching aids

73

9.712

9.188

Others

30

8. 333

6.666

College course materials
Curriculum guides
State Department recommendations
Textbooks

133

TABLE 14
REGRESSION ANALYSES FOR ASSOCIATION BETWEEN
SOURCES FOR IDENTIFICATION O F CLASS C O N T E N T
AN D YEARS OF TEACHING EXPERIENCE
Raw
regression
coefficient

Variable

F ratio

Alpha
less
than

4.4109

0.0001

5.4 207
15.7551
1 . 3134
2.64 31
3.0603
3.1673
8.0044
1.1832

0.0203
0.0001
0.2524
0.1047
0.0500
0. 0 7 5 0
0. 0 0 4 9
0.2773

Multivariate Analysis
(8 and 519 degrees of freedom)

Sources for class content

Univariate Analysis
(1 and 526 degrees of freedom)

College course materials
Professional periodicals
Textbooks
Curriculum guides
Commercial teaching aids
State Department recommendations
Popular magazines
Others

- 0.0106
0.0190
0.0045
0.0060
0.0087
0.0084
0.0121
- 0.0048

134
level.

T h u s the g r e a t e s t c o n t r i b u t i o n

alpha level came

f r o m t h ese v a r i a b l e s .

to the m u l t i v a r i a t e
A n a l y s i s of the d a t a

showed that a n e g a t i v e

r e l a t i o n s h i p e x i s t e d b e t w e e n y e ars

of t e a c h i n g e x p e r i e n c e

and use o f c o l l e g e c o u r s e m a t e r i a l s

as a s o u r c e

for i d e n t i f i c a t i o n o f c lass content.

Null H y p o t h e s i s V I I I
T h e r e are no d i f f e r e n c e s in the a m o u n t s of
i n f l u e n c e of v a r i o u s i n d i v i d u a l s and groups on
c u r r i c u l u m d e c i s i o n s w i t h r e s p e c t to v a r i o u s
school si zes a n d / o r g e o g r a p h i c a l locati ons .
Hypothesis VIII
on c u r r i c u l u m d e c i s i o n s
groups

dealt w i t h differences
exerted by various

in reg a r d to s c h o o l size

i n d i v i d u a l s and

and g e o g r a p h i c a l

The m u l t i v a r i a t e test to d e t e r m i n e

the

with

99 an d

l ocation,

355 1.5 554

alpha level of 0.0495,

freedom,

Therefore,

rejected w i t h the c o n c l u s i o n t h a t
amount of

i n f l u e n c e b a s e d on an

size and g e o g r a p h i c a l
ate alpha

school

p r o d u c e d an F v a l u e of

degrees of

location.

lo cat ion.

s i g n i f i c a n c e of

int e r a c t i o n b e t w e e n t he i n d e p e n d e n t v a r i a b l e s ,
and g e o g r a p h i c a l

in i n f l u e n c e

size

1.2 5 0 1

resulting

in an

the n u l l h y p o t h e s i s was
there w e r e d i f f e r e n c e s

interaction between

in

scho ol

I n s p e c t i o n of the u n i v a r i ­

le ve ls s u p p o r t e d the c o n c l u s i o n of s i g n i f i c a n t

i nte raction b e t w e e n s c h o o l size an d g e o g r a p h i c a l
nifican t u n i v a r i a t e a l p h a

levels

the f o l l o w i n g v a r i a b l e s :

i n f l u e n c e of the

comm itt ee at the
teacher at the

are f o u n d

0 . 0 2 5 1 alph a level;

0.0 280 a l p h a

ers at the 0.0 154 a l p h a

level;

level.

zone.

in T a b l e

Sig­

15 for

local c u r r i c u l u m

i n f l u e n c e of

the s t u d e n t

i n f l u e n c e of o t h e r t e a c h ­

An additional marginal

l e v e l of

135

TABLE 15
ANALYSES O F VARIANCE F O R INFLUENCES O N C U R R I C U L U M DECISIONS
WITH RESPECT TO SCHOOL SIZE AND
GEOGRAPHICAL LOCATION
Mean
square

Variable

F ratio

Alpha
less
than

Multivariate A n a lysis
(99 and 3551.5554 degrees of freedom)

Influences on curriculum decisions

1.2501

0.0495

1.3161
0.4694
1.8455
2.1373
0.6955
0.8176
1.2967
2.1006
0.4351
2.3017
0 .4199

0.2255
0.8953
0.0580
0.0251
0.7133
0.6002
0.2358
0.0280
0 .9162
0 .0154
0. 9 2 4 7

Univariate A n a lysis
(9 and 512 degrees o f freedom)

City supervisor
Department head
Advisory committee
Curriculum committee
Parents
School administration
Students
Student teacher
Teacher
Other teachers
Others

0.6238
0.4639
1.0473
1.7107
0.2673
0.4264
0.6968
1.3656
0.1217
2.1890
0.1736

136
significance o c curred
fluence of the l o c a l

for o n e o t h e r v a r i a b l e ,
advisory committee,

the i n ­

at th e

0. 05 80

alpha level.
O b s e r v a t i o n of the c e l l m e a n s
si g n i f i c a n t v a r i a b l e s
com mittee,

revealed that three

{influence of the l o cal a d v i s o r y

the s t u d e n t

teacher,

an d o t h e r tea che rs)

one m a r g i n a l l y s i g n i f i c a n t v a r i a b l e
local c u r r i c u l u m c o m mittee)
to the o v e r a l l v a r i a n c e

made

(i nflu ence of

an d

the

the g r e a t e s t c o n t r i b u t i o n s

among groups

and i n d i v i d u a l s e x e r t ­

ing i n f l u e n c e on c u r r i c u l u m d e c i s i o n s w i t h r e s p e c t to sc hoo l
size a n d g e o g r a p h i c a l
of the cell m e a n s

location.

in Figure

The graphic presentation

3 clearly

s h ows

nature of the i n t e r a c t i o n b e t w e e n s c h o o l
cal zo ne for the

i n f l u e n c e of

on c u r r i c u l u m d e c i s i o n s .
school

sizes two a n d

the d i s o r d i n a l

size an d g e o g r a p h i ­

the loc al a d v i s o r y c o m m i t t e e

The plotted means

i n d i c a t e d that

three a p p e a r to h a v e h a d r e l a t i v e l y

greater h o m o g e n e i t y o c c u r r i n g a c r o s s g e o g r a p h i c a l
terms o f ex tent to w h i c h e x i s t i n g
exerted

local advisory committees

i nfluence o n c u r r i c u l u m d e c i s i o n s .

three and

four s h o w e d a t e n d e n c y

z o nes in

to h a v e

School

s izes

a somewhat similar

pattern of i n f l u e n c e w i t h i n e a c h g e o g r a p h i c a l

zone in terms

of trends

the g r e a t e s t

from o n e

zone to the next;

amount of i n f l u e n c e o c c u r r e d
three an d in zone

three

amount o f i n f l u e n c e
in both

zones one

and

in zone o n e

for sc hool

va lues
four,

however,

size

for s c h o o l size
four.

for siz es o n e an d
the p a t t e r n o f

A l t h o u g h the
four w e r e close

i n f l u e n c e o f the

137

1.3
1.2

1.1
Size 1

1.0

Amount

of

influence

Size 4
0.9
0.8

0.7
0.6

Size
0.5

3

Size 2

0.4
0.3
0.2

0.1

0.0

1

2

3

Ge o g r a p h i c a l
FIGURE

4

Zone

3

INTERACTION BETWEE N SCH O O L SIZE A N D G E O G R A P H I C A L L O C A T I O N
IN RELATION TO E X T E N T OF I N F L U E N C E OF
THE L O CAL A D V I S O R Y C O M M I T T E E
ON C U R R I C U L U M DECIS I O N S

138

local a d v i s o r y c o m m i t t e e
and

three.

committee
whore
one

for

size

four

schools

schools.

Indicated also

to zone

committees

in T a b l e

to h a v e

occurred

als o is

is

use t e n d e d

The r e s p e c t i v e

three,
for

size

size s o n e

of

influence

of

lo cal

from

cell

to v a r y

advisory

somewhat b e ­

proportions

a re

reported

16.

action between
infl u e n c e of

scho o l

student

d e p i c t e d in F i g u r e
sch ool size s
zone,

size a n d
teachers

4.

three a n d

the

by s t u d e n t

general

teachers on

sim i l a r a c r o s s

zones.

in s c h o o l

The

for

in s c h o o l

Compared

geographical

zone

influence

somewhat

e x t e n t of

influence was

f o u r in e a c h of t h e

for

in e a c h g e o g r a p h i ­

geographical

not present.

is

cell me a n s

size one also

that o c c u r r e d

the p a t t e r n of a m o u n t of
size

the p l o t t e d

c u r r i c u l u m d e c i s i o n s wa s

the e x c e p t i o n o f

stud ent t e a c h e r s w e r e

location

s e e s a w p a t t e r n of e x t e n t of

zones

inter­

on curriculum decisions

four w e r e d i f f e r e n t

the same g e n e r a l p a t t e r n
four w i t h

the d i s o r d i n a l

geographical

Although

geographical

across g e o g r a p h i c a l

school

school

existence

Th e g r a p h i c p r e s e n t a t i o n of

one,

advisory

zone

exerted

two,

fashi on.

that th e

fo r t e a c h e r

that

lo cal
in

reversed patterns

in a s e e s a w

tween cells.

and

the

the l e a s t a m o u n t of i n f l u e n c e w a s

Noted

cal

in z o n e s one,

T h e g r e a t e s t i n f l u e n c e of

and two t e n d e d
zone

is r e v e r s e d

influence
followed
sizes

three

four where

to s c h o o l
reversed
zones.

size

for

139

TABLE 16
PERCENTAGES OF TEACHERS WH O HAVE LOCAL ADVISORY COMMI T T E E S
FOR EACH S C H O O L SIZE AND GEO G R A P H I C A L LOCATION
Geographical location
School size

Size 1:

Size 2:

Size 3:

Size 4:

Zone 1:
Southern
lower
peninsula

Zone 2:
Northern
lower
peninsula

Zone 3:
Upper
peninsula

Zone 4:
Detroit
area

299 or fewer
students

50.0 %

42.4 %

9.1 %

100.0 %

300 - 549
students

21.3 %

41.5 %

30.0 %

43.8 %

550 - 1199
students

51.9 %

27.8 %

41.1 *

49.1 %

1200 or more
students

45.5 %

62.5 %

100.0 %

70.3 %

140

1 .1
1 .0

Amount

of

influence

0 .9
Si ze
Si zo
Size

0.8
0.7

0.6
•0.5
0.4
0.3
0.2

0.1
Size

0.0
1

2
Geographical
FIGURE

Zone

4

INTERA CTI ON B E T W E E N S C H O O L S I Z E A N D G E O G R A P H I C A L L O C A T I O N
IN R E L A T I O N T O E X T E N T OF I N F L U E N C E
OF T H E S T U D E N T T E A C H E R ON
CURRICULUM DECISIONS

141
The p r e s e n c e of st u d e n t t e a c h e r s v a r i e d
cell to cell.

The s p e c i f i c p e r c e n t a g e r e p r e s e n t a t i o n s for

each cell ar e listed in T a b l e

17.

A r e p r e s e n t a t i o n of the d i s o r d i a n l
b etw een s c h o o l size a n d g e o g r a p h i c a l
influence of

the o t h e r

lum d e c i s i o n s

school sizes

teachers

is s h o w n

graphic i l l u s t r a t i o n
saw p a t t e r n

from

in Fig u r e

interaction

l o c a t i o n for

in the d e p a r t m e n t on c u r r i c u
5.

O b s e r v a t i o n of the

r e v e a l e d that a r e l a t i v e l y

for i n f l u e n c e
two and

similar see­

from o t h e r t e a c h e r s e x i s t e d

four a c r o s s all g e o g r a p h i c a l

It should a l s o be n o t e d that there was
of m u l t i p l e - t e a c h e r d e p a r t m e n t s

in

zones.

a larg er p r o p o r t i o n

in the l a r g e s t

(size four)

schools.
T he

sa me g e n e r a l p a t t e r n of i n f l u e n c e w h i c h o c c u r r e d

in r-hool s i z e s
throe

two a n d

four a l s o e x i s t e d

in e a c h g e o g r a p h i c a l

zone;

an e x c e p t i o n was

where 100 p e r c e n t of th e t e a c h e r s wer e
departments.

School

extent of i n f l u e n c e

in sch o o l

size

zone four,

in m u l t i p l e - t e a c h e r

size one had a c o m p l e t e r e v e r s a l for
in each of the g e o g r a p h i c a l

contra ste d to ea c h of

the o t h e r school

z ones whe n

sizes.

V a r i a t i o n in p r o p o r t i o n of t e a c h e r s w i t h i n m u l t i p l e teacher d e p a r t m e n t s e x i s t e d a c r o s s s c h o o l
ical location.

The s p e c i f i c p e r c e n t a g e s

size a n d g e o g r a p h ­
ar e r e p o r t e d in

Table 18.
As s h o w n

in F i g u r e

6, a d i s o r d i n a l

between sc hool size and g e o g r a p h i c a l

interaction

l o c a t i o n for influ e n c e

142

T ABLE 17
PERCENTAGES OF TEACHERS W H O HAVE STUDENT TEACHERS
FO R EACH SCHOOL SIZE AN D GEOGRAPHICAL L O C ATION
Geographical location
School size

Size 1:

Size 2:

Size

Size 4:

Zone 1:
Southern
lower
peninsula

Zone 2:
No r thern
lower
peninsula

Zone 3:
Upper
pe n i n s u l a

Zone 4:
Detroit
area

299 o r fewer
students

42. 0 %

11.5 %

27.3 %

0.0 %

300 - 549
students

24.3 %

12.2 %

50.0 %

56.3 %

550 - 1199
students

44.5

27.8 %

30.8 %

49.1 %

1200 or more
students

43.7 %

70.9 %

50.0 %

49.6 %

143

2. B

2.6

2.4
2.2

S i 2e 4

V
influence

2.0
1.8
1.6

Amount

of

1.4
1.2
1.0

0.8

0.6
0.4
0.2

0.0
1

2

3

Geographical
FIGURE

4

Zone

5

INTER ACT ION B E T W E E N S C H O O L SIZE A N D G E O G R A P H I C A L L O C A T I O N
IN R E L A T I O N T O E X T E N T OF I N F L U E N C E OF
O T H E R T E A C H E R S IN T H E D E P A R T M E N T
ON C U R R I C U L U M D E C I S I O N S

144

T ABLE 18
PERCENTAGES OF TEACHERS M H O AR E IN M U L T I P L E - T E A C H E R DEPARTMENTS
FOR EACH SCHOOL SIZE AND G E O G R APHICAL LOCATION
Geographical
School size

Size 1:

Size 2:

Size 3 i

Size 4:

location

Zone 1:
Southern
lower
pe n insula

Zone 2:
N o r thern
lower
peninsula

Zone 3:
Upper
peninsula

Zone 4:
Detroit
area

299 or fewer
students

21.5 %

27.0 %

13.7 %

100,0 %

300 - 549
students

30.4 %

19.6 %

50.0 %

43. 8 %

550 - 1199
students

68.6 %

61.2 %

74.4 %

80.4 %

1200 or more
students

98.2 %

87.5 %

100.0 %

93.1 %

145

influence

Size 4

Amount

of

Size 1
Size 3

Si ze 2

1

2

3

Geographical
F IGU R E

4

Zone

6

INTER ACT ION BE TW EEN S C H O O L S I Z E A N D G E O G R A P H I C A L L O C A T I O N
IN R E L A T I O N T O E X T E N T OF I N F L U E N C E OF
THE L O C A L C U R R I C U L U M C O M M I T T E E
ON C U R R I C U L U M D E C I S I O N S

146
of local c u r r i c u l u m c o m m i t t e e s o n c u r r i c u l u m d e c i s i o n s w a s
also f o u n d to exist.

E x a m i n a t i o n of the g r a p h i c i l l u s t r a ­

tion d i s c l o s e d t h a t a s o m e w h a t s i m i l a r s e e s a w p a t t e r n of
inf luence e x i s t e d
geographical
for s c h o o l
one.

for school sizes

zone.

tw o a n d

The same g e n e r a l

t r e n d was a l s o

size t h r e e in e a c h g e o g r a p h i c a l

W h e n sc hool

fou nd

zone e x c e p t z o n e

si ze one w a s c o m p a r e d to size thr ee

patt ern of i n f l u e n c e was r e v e r s e d a c r o s s
zones a l t h o u g h the
both s c h o o l

four w i t h i n e a c h

sizes

the g e o g r a p h i c a l

cell m e a n s w e r e a l m o s t
in zones two and

the

identical

for

four.

D i f f e r e n t p r o p o r t i o n s of t e a c h e r s w h o h a d local
c u r r i c u l u m c o m m i t t e e s were

found to e x i s t

from c e l l to cell.

The r e s p e c t i v e c e l l p e r c e n t a g e s ar e r e p o r t e d in T a b l e
Eviden ce of

interaction between geographical

school s i z e m a d e

it i m p o s s i b l e

to c o n s i d e r

19.

location and

the te st for

main e f f e c t s of t h e s e variable s.

S u m m a r y of

the F i n d i n g s

A su m m a r y of the s t a t i s t i c a l
each c o r r e s p o n d i n g

null h y p o t h e s i s

As stated earlie r,

an al pha of

of each n u l l h y p o t h e s i s .

t ests and r e s u l t s

is p r e s e n t e d

0.05 wa s se t

T h e sa me a l p h a

for

in T a b l e

20.

for r e j e c t i o n

le vel w a s also

used for c o n s i d e r i n g u n ivariates.
Significant differences expressed
values w e r e

found

for the f o l lowing:

in chi squa re

te ac hers'

of c e r t i f i c a t i o n w i t h r e s p e c t to g e o g r a p h i c a l

institution

location;

147

T A B L E 19
PERCENTAGES OF TEACHERS W H O HAVE LOCAL CURRI C U L U M COMMITTEES
FO R EACH S C H O O L SIZE A N D GEOGRAPHICAL LOCATION
Geographical
School size

Size 1:

Size 2:

Size 3:

Size 4 :

location

Zone 1:
Southern
lower
peninsula

Zone 2:
Northern
lower
peninsula

Zone 3:
Upper
peninsula

Zone 4:
Detroit
area

299 or fewer
students

50.0 %

57.7 %

18.2 %

100.0 %

300 - 549
students

39.4 %

56.1 %

60.0 %

56.3 %

550 - 1199
students

79.7 %

58.4 %

66.7 %

6 4.8 %

1200 or more
students

81.9 %

75.0 %

100.0 \

81.2 %

TABLE 20
SUMMARY OF THE NULL HYPOTHESIS TESTS
Independent
variables

Hypothesis

Dependent
variables

Statistical
procedure

Value
of test
statistic

Degrees
of
freedom

Alpha
less
than

Decision

Geographical
location

Certifying
institution

Chi square

22.939

3

0.001

Reject Ho

School size

Certifying
institution

Chi square

4.729

3

0.20

Do not
reject Ho

Geographical
location

Type of
certification

Chi square

13.765

3

0.01

Reject Ho

School size

Type of
certification

Chi square

9.528

3

0.05

Reject Ho

Geographical
location

Undergraduate
major

Chi square

8.302

6

0.50

Do not
reject Ho

School size

Undergraduate
major

Chi square

14.072

6

0.05

Reject Ho

Ho IV

Primary influence
on curriculum
decisions

Age

Univariate
analysis of
variance

0.285

10 and
517

0.98

Do not
reject Ho

Ho V

Age

Influences on
curriculum
decisions

Multiple
regression

1.855

11 and
516

0.04

Reject Ho

Ho I

Ho II

Ho III

TABLE 20 (CONTINUED)

Hypothesis

Independent
variables

Dependent
variables

Statistical
procedure

Value
of test
statistic

Degrees
of
freedom

Alpha
less
than

Decision

Primary source
for identifica­
tion of class
content

Years of teach­
ing experience

Univariate
analysis of
variance

1.593

7 and
520

0,14

Do not
reject Ho

Ho VII

Years of teach­
ing experience

Sources for
identification
of class
content

Multiple
regression

4.411

8 and
519

0.0001

Reject Ho

Ho VIII

Geographical
location by
school size
interaction

Influences on
curriculum
decisions

Multivariate
and univariate
analyses of
variance

1.250

99 and
3551.6

0.05

Reject Ho

149

Ho VI

150
teachers'

t y p e of c e r t i f i c a t i o n w i t h r e s p e c t to g e o g r a p h i ­

cal l o c a t i o n and w i t h r e s p e c t to the
ment;

and tea che rs'

the sc hool

school

size of e m p l o y ­

u n d e r g r a d u a t e m a j o r w i t h r e s p e c t to

size of e m p l o y m e n t .

Significant relationships

e xpr essed in F v a l u e s w e r e o b s e r v e d b e t w e e n

ag e of the

teach er and a m o u n t s of i n f l u e n c e of v a r i o u s

i n d i v i d u a l s and

groups on c u r r i c u l u m d e c i s i o n s ,

an d b e t w e e n n u m b e r of y ears

of t e a c h i n g e x p e r i e n c e and v a r i o u s

sources

r e p o r t e d as

helpful in i d e n t i f i c a t i o n of c las s c o n t e n t .
m u l t i v a r i a t e F test r e s u l t s

indicated

In add iti on ,

significant inter­

action b e t w e e n s c h o o l size and g e o g r a p h i c a l

location

amounts of

an d g r o u p s on

i n f l u e n c e of v a r i o u s

curriculum decisions.

individuals

The univariate

values

influence of lo cal a d v i s o r y c o m m i t t e e s ,
and other

teachers were

overall v a r i a n c e

student

and i n d i v i d u a l s

fluence on c u r r i c u l u m d e c i s i o n s w i t h r e s p e c t
loc ation.

that

teache rs,

the g r e a t e s t c o n t r i b u t o r s

among groups

size and g e o g r a p h i c a l

showed

for

to the

exerting in­
to sch o o l

CHAPTER V
SUMMARY

C h a p t e r V is o r g a n i z e d

in the f o l l o w i n g m anne r.

The g e n e r a l c o n c l u s i o n c o r r e s p o n d i n g to e a c h null h y p o t h e s i s
is stated,

f o l l o w e d by the l i m i t a t i o n s

results of the study.

in i n t e r p r e t i n g the

A g e n e r a l d i s c u s s i o n c o n c e r n i n g the

conc lus ion s p r e c e d e s the i m p l i c a t i o n s .
of the c h a p t e r deals w i t h

se v e r a l

The

final s e c t i o n

recommendations

for

further study.

Conclusions
The ge n e r a l focus of the st udy w a s on an i n v e s t i g a ­
tion of s e l e c t e d home e c o n o m i c s
relation to the school

teacher characteristics

s i t u a t i o n s of thei r e mpl oyment.

basic i n t e n t i o n was to i n t e r p r e t the

f i n dings

which w o u l d be us eful to t e a c h e r e d u c a t o r s
imp lem ent ing p r o g r a m s
education,

in
Th e

in a m a n n e r

in p l a n n i n g and

for p r e s e r v i c e and i n s e r v i c e

te a c h e r

as w e l l as g e n e r a l p u b l i c education.

Th e c o n c l u s i o n s of the s t u d y w e r e b a sed o n the f i n d ­
ings fr om the v arious s t a t i s t i c a l p r o c e d u r e s c h o s e n
each of the d i f f e r e n t n u l l h y p o t h e s e s .

These statistical

pro cedures i n c l u d e d the t w o - w a y chi s q u a r e
ing post hoc an alyses,

for

and c o r r e s p o n d ­

o n e - w a y u n i v a r i a t e a n a l y s i s of
151

152

variance,

multiple

r e g r e s s i o n an alysis,

an d

two-way

m u l t i v a r i a t e and u n i v a r i a t e a n a l y s e s of v a r i a n c e .
Summary t a b l e s

for the

resul ts of

the v a r i o u s

statistical

tests from w h i c h the c o n c l u s i o n s w e r e d r a w n w e r e

presented

in Chapt er IV.
The

conclusions

1-a.

were

as

follows:

Significant differences existed

portions of ho me e c o n o m i c s
MSU g r a d u a t e s

in the p r o ­

teachers who were MSU

an d non-

r e s p e c t i v e l y a m o n g the v a r i o u s g e o g r a p h i c a l

locations in Mi chi g a n .
1-b.

No s i g n i f i c a n t d i f f e r e n c e s

existed

in the

prop ort ion s of t e a c h e r s w h o w e r e M S U a n d

non-MSU

graduates

r e s pectively amon g t h e v a r i o u s
2-a.

sc hool sizes.

Differences beyond

those e x p e c t e d b y ch a nce

existed in the d i s t r i b u t i o n of t e a c h e r s w i t h v o c a t i o n a l
and gene ral c e r t i f i c a t i o n r e s p e c t i v e l y a c r o s s g e o g r a p h i ­
cal locations.
2-b.

Significant differences existed

in

the p r o p o r ­

tions of t e a c h e r s w i t h v o c a t i o n a l and g e n e r a l c e r t i f i c a t i o n
respect ive ly among t h e v a r i o u s
3-a.

sch ool s i z e s

Significant differences did

no t e x i s t

propo rti ons of t e a c h e r s w i t h h o m e e c o n o m i c s
majors in o t h e r areas of ho m e e c o n o m i c s ,
omics m a j o r s
3-b.

in M i c h i g a n .
in th e

education majors,

an d n o n - h o m e e c o n ­

r e s p e c t i v e l y a m o n g the v a r i o u s

school

sizes.

S i g n i f i c a n t d i f f e r e n c e s e x i s t e d in the p r o p o r ­

tions of t e a c h e r s w i t h home e c o n o m i c s e d u c a t i o n major s,

153
majors in o t h e r a r eas of home e c o n o m i c s ,
economics m a j o r s

and n o n - h o m e

r e s p e c t i v e l y a m o n g th e v a r i o u s

school

sizes.
4.

A g e of the t e a c h e r wa s n o t

cantly d i f f e r e n t

for t e a c h e r s h a v i n g d i f f e r e n t

and g r o u p s as the p r i m a r y
5.

found to be s i g n i f i ­
individuals

i n f l u e n c e o n c u r r i c u l u m deci s i o n s .

A r e l a t i o n s h i p b e y o n d t h a t e x p e c t e d by cha n c e

was fo und to e x i s t b e t w e e n age of th e t e a c h e r a n d a m o u n t s
of i n f l u e n c e e x e r t e d by v a r i o u s

groups

and i n d i v i d u a l s on

cur r i c u l u m dec i s i o n s .
6.

N u m b e r of y e a r s of t e a c h i n g e x p e r i e n c e w a s not

significantly different among teachers whose primary
used

for i d e n t i f i c a t i o n of h o m o e c o n o m i c s

s ources

class content

differed.
7.

A s i g n i f i c a n t r e l a t i o n s h i p was

f o u n d to e x i s t

bet ween y e a r s of t e a c h i n g e x p e r i e n c e a n d the a m o u n t s of
a s s istance from v a r i o u s

sources used

for i d e n t i f i c a t i o n of

home e c o n o m i c s c l a s s conten t.
8.

There

ers in a m o u n t of

are s i g n i f i c a n t d i f f e r e n c e s a m o n g t e a c h ­
i n f l u e n c e e x e r t e d by v a r i o u s

and g r o u p s o n c u r r i c u l u m d e c i s i o n s b a s e d on an
action b e t w e e n s c h o o l

size a nd g e o g r a p h i c a l

individuals
inter­

loc ati on.

Limitations
Th e b a s i c l i m i t a t i o n of

thi s

s t u d y is tha t

tistical g e n e r a l i z a t i o n of the r e s u l t s

sta­

s h o u l d be c o n f i n e d

154
to fu ll- tim e home e c o n o m i c s
seven t h r o u g h twelve)
programs

teachers

in s e c o n d a r y

(grades

p u b l i c sc hoo l c o n s u m e r and h o m e m a k i n g

in M i chigan.

Further

limitations

inclu de the

following:
1.

Since the i n s t r u m e n t u s e d

mailed q u e s t i o n n a i r e c a l l i n g
data,

a c c u r a c y of the data

of each r e s p o n d e n t ' s
2.
systems

in the stud y w a s a

for h i g h l y

individualistic

is l imited to the c r e d i b i l i t y

answers.

Due to the s c h o o l p o l i c y of one of the c i t y

invol v e d in the s a m p l i n g pr ocess,

it was n e c e s s a r y

to d i s t r i b u t e a p o r t i o n of the q u e s t i o n n a i r e s
central a dminis t r a t i o n ;
control

therefo re,

t h r o u g h the

t h e r e w a s a lack of

in d i s t r i b u t i o n and s u b s e q u e n t

f o l l o w - u p to some

of the subjects.
3.

The n o n - o r t h o g o n a l d e s i g n a n d small c e l l

placed so me l i m i t a t i o n on the a n a l y s i s
4.

Th e r e l a t i v e l y

un doubtedly al lows
5.
therefore,

Th e a l p h a

pr oce dures.

li b e r a l a l p h a

for some T y p e
level of

sizes

level of 0.05

I erro rs.

0.05 w a s

the e x p e r i m e n t - w i s e alph a w a s

an h y p o t h e s i s alpha;
actually much

higher.
Discussion
MSU graduates constituted
teachers

in the sample.

23.1 p e r c e n t of the

W h e n c o n s i d e r i n g the n u m b e r of

teachers w h o w e r e MS U g r a d u a t e s in r e l a t i o n to the t otal

155
nu mber of al l

teache rs

for each g e o g r a p h i c a l

post hoc a n a l y s i s r e v e a l e d
grad uates w e r e
{zone two)

the

that a g r e a t e r p r o p o r t i o n of M S U

locat ed in the n o r t h e r n l o w e r p e n i n s u l a

than

in any o t h e r g e o g r a p h i c a l

ever, when c o n s i d e r i n g
along,

l ocation,

the d i s t r i b u t i o n

the h i g h e s t a b s o l u t e

southern l o w e r p e n i n s u l a
in the n o r t h e r n

loc ati on.

How­

of M S U g r a d u a t e s

frequency occurred within

(zone o n e ) , a l t h o u g h the

lower p e n i n s u l a

(zone two)

the

frequency

wa s a c l o s e

se cond high.
S inc e M S U is a l s o
peninsula

(zone o n e ) , the

frequency of M S U g r a d u a t e s
cal

l ocated in the s o u t h e r n
fact t h a t

lower

the h i g h e s t a b s o l u t e

.

is f o und w i t h i n this g e o g r a p h i ­

location is of p a r t i c u l a r in ter est .

The

fact th at

teacher s w h o a r e MSU g r a d u a t e s t e n d e d to l o c a t e

in o r near

the area in w h i c h MSU is located m a y or m a y not be a uniq u e
phenomenon,

s i n c e the f r e q u e n c y d i s t r i b u t i o n d e s c r i b e s w h a t

e xis ted but d o e s

not p r o v i d e an e x p l a n a t i o n of the r e a s o n

for the d i s t r i b u t i o n .
ble causes of

Howev er,

speculation concerning possi­

th e p h e n o m e n o n leads

to a q u e s t i o n c o n c e r n i n g

the basis u p o n w h i c h s t u d e n t s c h o o s e an i n s t i t u t i o n of
h i g h e r lear nin g.
to home,

W h e t h e r th e c h o i c e

type o f p r o g r a m offer ed,

of living e x p e n s e s ,
factors r e m a i n s

is b a s e d on n e a r n e s s

tuition

a combination of these

a question

Wh en r e v i e w i n g
the one c l e a r l y obvious

fees and c o s t
and/or other

for f u t u r e c o n s i d e r a t i o n .

the r esul ts of

the p o s t hoc analy s i s ,

fact is t h a t M S U g r a d u a t e s

ten d e d

156

to

avoid

location

three), w h i c h
Detroit

is

area

proportion

was

shown

(zone
and

by

of

the

area

non-MSU

have

a

than

the

relatively

Although
the

proportions

uates

between

quencies
lute

of

frequency

1199

through
absolute

1200 o r

of

the

zone)

are

schools
cated)

more

schools

relatively

in

more
size

larger

the

the

Detroit

peninsula

upper

of

area

in

(zone

great­

the

peninsula
of
of

MSU
teaching

(zone

teaching

the

graduates

located

number

in
The

distribution

to

number

teachers

are

of

MSU

of

some

(size

located

in

sizes,

occurred

four)

positions

one),

but

only

were

not

found

was

graduates

(size

four).

geographical

schools,

four

(where

are

size

four

schools,

were

chosen

on

absolute

The

highest

by

m.und

than

basis

of

schools

in

number

any

number

other
of

were

raised
of

S5U

(whore

graduates
is

fre­

a larger

larger

question

grad­

largest
in

z o n e one'

the

the

the

in

abso­

in s c u o o l s

Since

non-MSU

the

non-MSU

the

located

while

most

and

whereas

three),

graduates

were

MSU

interest.

zone

situations

wore

graduate's

students

three

who

school

non-MSU

MSU

differences

in

teaching

the

relation

however,

students

number

of

the

considering

urban.

non-MSU

by

various

of

were

or

margin.

of

each

who

fo u r ) , followed

significant

the

highly

be

lower

small

is

(zone

rural,

to

slightly

southern

peninsula

predominantly
which

hoc

graduates

does

upper

analysis

When

possible,

the

teachers

post

positions

a

four)

the

(zone

three).

either

considered

(zone

est

Detroit

in

lo­

whether

geographical

157
location,

sc hool size,

and/or o t h e r factors.

a c o m b i n a t i o n of b o t h factors,
Since there w e r e no d i f f e r e n c e s b e ­

tween M S U and no n - M S U g r a d u a t e s w i t h r espect to school
size, ye t there were s i g n i f i c a n t d i f f e r e n c e s b e t w e e n the
two w i t h regard to g e o g r a p h i c a l

location,

it could be

speculated that tea ch ing p osit i o n s w e r e p r i m a r i l y cho s e n
on the basis of g e o g r a p h i c a l

location.

The s i g n i f i c a n t d i f f e r e n c e s

found in the p r o p o r t i o n s

of teach er s w i t h v o c a t i o n a l and g eneral c e r t i f i c a t i o n r e ­
s pectiv ely across g e o g r a p h i c a l
the v arious

school

sizes,

were fully c e r t i f i e d
cates w e r e e x c l u d e d

locations,

as w e l l as among

p e r t a i n e d to those te achers w ho

(the 22 tea c hers w i t h s peci al c e r t i f i ­
from this a n a l y s i s ) .

The p r o p o r t i o n

of v o c a t i o n a l l y c e r t i f i e d teache rs c o n s t i t u t e d

64.2 p e r c e n t

of the fully c e r t i f i e d teachers.
In i d e n t ifying w h e r e the s i g n i f i c a n t d i f f e r e n c e s
occurred in terms of g e o g r a p h i c a l
post hoc an alysis

sh owed

location,

that the g r e a t e s t p r o p o r t i o n s of

v oca ti o n a l l y c e r t i f i e d te achers wer e
lower p e n i n s u l a
sula

r esults of the

(zone one)

locat ed in the s o u t h e r n

and the n o r t h e r n low er p e n i n ­

(zone t w o ) , w i t h no s i g n i f i c a n t d i f f e r e n c e

trast b e t w e e n the two zones.
that five in stitutions,

An

i n t e r esting n o t a t i o n is

incl udi ng MSU,

accredited

ration of v o c a t i o n a l h o m e econo m i c s teachers are
in

2 one

one.

In contr ast,

in the c o n ­

the D e t r o i t are a

which has three v o c a t i o n a l l y a c c r e d i t e d

for p r e p a ­
located

(zone four),

insti tut ion s,

was

158
found to have the g r e a t e s t p r o p o r t i o n of t e a c h e r s w i t h
general c e r t i f i c a t i o n .

Thus

it seem s

that the p r e d o m i n a n c e

of t e a c h e r s w i t h g e n e r a l c e r t i f i c a t i o n

in the D e t r o i t area

may be d u e to e i t h e r an i n s u f f i c i e n t s u p p l y of v o c a t i o n a l l y
certified t e a c h e r s
teachers

in that a r e a or a low d e m a n d

for the e x i s t i n g p r o g r a m s .

fication de n o t e s

qualification

s eco ndary prog ram,

for suc h

S i nce v o c a t i o n a l c e r t i ­

for i m p l e m e n t i n g a b a l a n c e d

th ere is an i n d i c a t i o n that t o t a l p r o ­

gram p u r p o s e s a re not b e i n g

f u l f i l l e d t h r o u g h o u t the state.

D e t e r m i n a t i o n of w h e r e

the s i g n i f i c a n t d i f f e r e n c e s

existed in p r o p o r t i o n s of t e a c h e r s w i t h v o c a t i o n a l
general

c e r t i f i c a t i o n amo ng

disclosed
portion of

th e v a r i o u s

in the p o s t hoc a n a l y s i s .

sc hool s i z e s wa s

The greatest p r o ­

teachers with general certification was

in s chools of 299 or
hoc a n a l y s i s a l s o

and

fe wer s t u d e n t s

(size o n e ) .

found

The post

s h o w e d t h a t the g r e a t e s t p r o p o r t i o n of

the t e a c h e r s wh o w e r e v o c a t i o n a l l y c e r t i f i e d o c c u r r e d
schools of

550 t h r o u g h

1199

students

ex a m i n a t i o n of the d a t a t h e r e

(size t h r e e ) .

in

From

a p p e a r e d to be a r e l a t i o n ­

ship b e t w e e n the o c c u r r e n c e of the d o m i n a n c e

in a b s o l u t e

frequency of v o c a t i o n a l l y c e r t i f i e d t e a c h e r s

in s i z e

schools an d the d o m i n a n c e
who w e r e M S U g r a d u a t e s
all t e a c h e r s

status

in size

f r o m M S U are

but some M S U g r a d u a t e s

in a b s o l u t e

three

f r e q u e n c y of t e a c h e r s

t hree schools.

Noted

is that

initially certified vocationally,

fail to m a i n t a i n

f o l l o w i n g e x p i r a t i o n of

the

thei r v o c a t i o n a l

initial certificate.

159
Wh e t h e r the r e l a t i o n s h i p b e t w e e n teachers w i t h v o c a t i o n a l
certificatio n an d those w h o are M S U g r a d u a t e s in size
three schools

o c c u r r e d due

of the teachers,
both,

to some unique c h a r a c t e r i s t i c

the school situations,

and/or o t h e r

factors remains

a c o m b i n a t i o n of

for fu r t h e r i n v e s t i g a ­

tion .
Also of interest is the c o m p a r i s o n of the p r o p o r t i o n
of M i c h i g a n t e a c h e r s

found to be v o c a t i o n a l l y c e r t i f i e d in

this sample c o m p a r e d to that of a sample d r a w n a y e a r
e a r l i e r by M c K i n n e y . ^
ture,

As sta ted in the r e v i e w of l i t e r a ­

Mc Kinney foun d 81.3 pe rcent of the teach ers w e r e

v o cationally c e r t i f i e d c o m p a r e d to 61.6 p e r c e n t of the
teachers in this study.
to the

W h e t h e r this d i f f e r e n c e is d ue

fact that D etroit te achers we re no t include d in

McK i n n e y ' s sample,

that the sample sizes varied,

bi n a t i o n of b oth and/ or o t h e r
ever,

a com­

factors is n o t certain.

How­

the predom i n a n c e of g e n e r a l l y c e r t i f i e d tea chers in

the De t r o i t area presents

a strong

i n d i c a t i o n that the

e x p l a nation lies in that fact that this g r o u p of t e a chers
was m i s s i n g from her sample.
Lack of d i f f e r e n t i a t i o n of the v a r i o u s u n d e r g r a d u a t e
majors

(home e c o n o m i c s educ ation,

other home economics,

any

^Carolyn Dom mcr McK inney, "Professional Role P e r ­
cep ti ons of M i c h i g a n Home E c o n o m i c s Te ach e rs" (unpublished
Docto r's dissertati on, M i c h i g a n S t a t e University, 1972),
p. 75.

160
other discipline)

among geographical

locations revealed

i n f o r m a t i o n s o m e w h a t c o n t r a r y to that e x p r e s s e d t h r o u g h
p o p u l a r opinion.

Since

s i g n i f i c a n t d i f f e r e n c e s w e r e not

fo und for m a j o r s a c r o s s g e o g r a p h i c a l
concerning
t e a chers

loc ations,

comments

lack of a d e q u a t e l y p r e p a r e d h o m e e c o n o m i c s

in p a r t i c u l a r a reas s u c h as the u pper p e n i n s u l a

and D e t r o i t are a p p a r e n t l y u n f o u n d e d on th e b a s i s of u n d e r ­
g r a d u a t e major.

If it is a p p r o p r i a t e

to ass u m e

that home

e c o n o m i c s e d u c a t i o n m a j o r s are th e b e s t p r e p a r e d

for the

task an d they are p r o p o r t i o n a t e l y d i s t r i b u t e d a c r o s s
tions,

t h e n any one a r e a do es n o t

van t a g e o v e r a n o t h e r

in terms

of

appear

loca­

to have an a d ­

teachers with various

majors.
The teachers w h o were home economics education
ma j o r s c o n s t i t u t e d

59.6 p e r c e n t of the sample.

p h e n o m e n o n s eems to be
S tei dle

2

in hi s

re cal led

si m i l a r

stu dy of Ohio s c i e n c e

supply a m o n g
This

in n u m b e r s

situation

fou nd by
It ma y be

t h a t lie foun d an

t e a c h e r s but an u n d e r ­

t hose c l a s s i f i e d a c c o r d i n g

there is a s h o r t a g e
2

of s c i e n c e

to that

tea cher s.

fr om the r e v i e w of l i t e r a t u r e

over-supply

such.

somewhat

This overall

to p r e p a r a t i o n

for

rai s e s the q u e s t i o n of w h e t h e r or not

in q u a l i t y of

t e a c h e r s across

all

W a l t e r E. Steid l e , "The P r e p a r a t i o n , C e r t i f i c a ­
tion, and T e a c h i n g E m p l o y m e n t of G r a d u a t e s of S c i e n c e E d u ­
cat io n P r o g r a m s in Ohio, 196 1 - 1 9 6 3 " ( u npublished D o c t o r ' s
d i s s e r t a t i o n , T h e O h i o S tate U n i v e r s i t y , 1964), p. 178-79.

161
geogra p h i c a l

locations although

there is

an o v e r s u p p l y

in quantit y.
The s i g n i f i c a n t d i f f e r e n c e s

found

of the three u n d e r g r a d u a t e m a j o r s among
sizes p l a c e d a u n i q u e
hypothesis.

When

focus o n

the t o t a l number o f

showed

school

t e a chers w h o were h o m e
considered

all t e a c h e r s

the p o s t hoc a n a l y s i s

t h e va r i o u s

this a s p e c t of the n u l l

the number o f

economics e d u c a t i o n majors w a s

in p r o p o r t i o n s

in r e l a t i o n

for e a c h

to

school s i ze,

t h a t a g r e a t e r p r o p o r t i o n of

home e c o n o m i c s e d u c a t i o n m a j o r s was t e a c h i n g in s c h o o l s of
300 t h r o u g h 549 s t u d e n t s

(size t w o ) .

The post h o c a n a l y s i s

p rocess

f or othe r h o m e

econ­

omics majo r s r e v e a l e d that a g r e a t e r p r o p o r t i o n of t h e s e
teachers was f o u n d in schoo ls

of

one).

that a r e l a t i o n s h i p m a y exist

This

fi n d i n g

between p r o p o r t i o n

indicated

299 o r

fewer students

of t e a c h e r s w i t h g e n e r a l

(size

certification

and p r o p o r t i o n of t h ose w i t h o t h e r home

economics majors

in size one sch ool s.

t h a t home e c o n o m ­

ics e d u c a t i o n m a j o r s
accepted,

If th e c o n t e n t i o n

are the b e s t p r e p a r e d

then t h e r e appea rs

to be a s e r i o u s

the d i s t r i b u t i o n of q u a l i t y a c r o s s s c h o o l
since there were no d i f f e r e n c e s
locations,

then t h e r e

also e x i s t s a c r o s s

for t e a c h i n g

in m a j o r s

limitation

sizes.

is
in

Further,

ac ross g e o g r a p h i c a l

is an i n d i c a t i o n t h a t the l i m i t a t i o n

all g e o g r a p h i c a l loca t i o n s .

162
On e of the m o s t

im por t ant fi ndin gs

initiating cur r i c u l u m change wa s

in t e r m s of

the s i g n i f i c a n t r e l a t i o n ­

ship found be t w e e n age of the t eacher a n d am ount of i n f l u ­
ence e x e r t e d by v arious groups and individuals on c u r r i c u l u m
decisions.

N o t only d i d the r esults s h o w that th e

influ enc e

of the tea c h e r made the g r e a t e s t c o n t r i b u t i o n to the o v e r ­
all alpha

level, but it was a p o s iti ve

r e l a t i o n s h i p w hi ch

indicated t h a t infl u e n c e incr e a s e d w i t h age.
contrary to J o h a n s e n ' s ^

T h i s was

findings in a r elated study.

reported in the re view of literature,

he

found t h a t

As
local

school o f f i c i a l s e x e r t e d the g r e a t e s t influ e n c e w i t h school
faculty in sec ond rank.

Since J o h a n s e n ' s

to ele m e n t a r y school si tua tions,
that the s c h o o l
in findings.

there

study p e r t a i n e d

is the p o s s i b i l i t y

level m a y have c o n t r i b u t e d to the diff e r e n c e

It is a l s o p o s si ble that since h o m e eco no m i c s

is fr equently an e l e c t i v e cour s e and s t e r e o t y p e d as a female
related s u b j e c t that sch o o l a d m i n i s t r a t o r s who are p r e d o m i ­
nantly m a l e do not i n t e r v e n e to any e x t e n t in this area.
S i n c e the t e a c h e r does have the g r e a t e s t amo u n t of
influence o n c u r r i c u l u m deci sions,

the sources u s e d

for

ide n t i f i c a t i o n of cla ss c ontent take o n an i m p o r t a n t fun cti on
in terms o f p rogram pl an ning.

Thus,

of

i m p o r t a n c e also was

3
J o h n H. Jo hans en , "An I n v e s t i g a t i o n of th e R e l a t i o n ­
ships B e t w e e n Teachers' P e r c e pt ions of A u t h o r i t a t i v e In­
fluences in Local C u r r i c u l u m D e c i s i o n - M a k i n g an d C u r r i c u ­
lum Implementation" (unpubl ishe d D o c t o r ' s di sse rtation ,
N o r t h w e s t e r n Univer sit y, 1965), pp. 197-98.

163
the s i g n i f i c a n t

r e l a t i o n s h i p found b e t w e e n ye ars o f

ing e x p e r i e n c e and amou n t of a s s i s t a n c e

from v a r i o u s

sources used for id entifi c a t i o n of home e c o n o m i c s
content.
came

t e ach­

class

The gr ea te st c o n t r i b u t i o n to the r e l a t i o n s h i p

from the amo unts of a s s i s t a n c e

materials,

p r o f e s s i o n a l perio d i c a l s ,

co mme rcial t e a c h i n g aids.
p osit ive exc e p t
materials,
experience.

from c o l l e g e co urse
p o p u l a r magazine s,

and

Each of the r e l a t i o n s h i p s was

for the a s s i s t a n c e

from c olleg e c o u r s e

w h i c h had a n e g a t i v e r e l a t i o n s h i p to y e a r s of
If one a ssumes that,

teaching e x p e r i e n c e

increase,

in general,

r e l e v a n c e of p r e v i o u s l y a c ­

quired col le ge cou rse m a t e r i a l s dec r eases,
what r e a s s u r i n g

as y e a r s of

then it is s o m e ­

to note the n e g a t i v e r e l a t i o n s h i p b etween

years of t e a c h i n g e x p e r i e n c e and use of o u t d a t e d college
course m ater ia ls.

On the other hand,

d i s t r essin g if teach ers w h o c o n tinue

the d a t a are

somewha t

to e n r o l l in college

courses do not m a k e use of the m a t e r i a l s

from t h e s e courses.

As repo rte d in the rev i e w of literature, the r e l a t e d situa4
tion found by Sinco ck
wa s that v e r y few te achers m a d e use
of th eir inser v i c e e d u c a t i o n experie nce s.
tion for seeki ng
ers conc e r n i n g

s u g g e stions d i r e c t l y

the ways

in which

Thus,

considera­

from i n s e r v i c e t e a c h ­

the c o l l e g e or u n i v e r s i t y

could serve t h e m to a b e t t e r a d v a n t a g e se ems wa rran ted.
4

W i l l i a m R. Sincock, "Te acher R e a c t i o n to Ce r t a i n
Practices in C u r r i c u l u m St udy Prog r a m s " (unpubli she d Doctor's
dissertation, U n i v e r s i t y of Chicago, 1959).

164
W h i l e a s i g n i f i c a n t r e l a t i o n s h i p b e t w e e n y e a r s of
exp er ience an d s ources u s e d
existed,

for i d e n t i f y i n g c l a s s c o n t e n t

t here w a s no s i g n i f i c a n t d i f f e r e n c e

years t e a c h i n g e x p e r i e n c e
p rim ary sources.

This

amon g t e a c h e r s wh o u s e d d i f f e r e n t

f i n d i n g wa s

The e x p e c t a t i o n w as that b e g i n n i n g
coll ege c o u r s e m a t e r i a l s
ing class con ten t.

in n u m b e r of

somewhat unexpected.
t e a c h e r s w o u l d h a v e used

as a p r i m a r y so urce

for i d e n t i f y ­

It w a s a l s o e x p e c t e d tha t t e a c h e r s w i t h

more year s of e x p e r i e n c e w o u l d ha ve b e c o m e m o r e

selective

in types of s ources used for i d e n t i f i c a t i o n of c l a s s
tent and,

therefo re,

con­

w o u l d have r e v e a l e d c e r t a i n p r e f e r e n c e s .

Since th ere w e r e no d i f f e r e n c e s
be r a i s e d w h e t h e r d i f f e r e n t

found,

teaching

such d i f f e r e n t typos of m a t e r i a l s

the q u e s t i o n m i g h t

situations

call

for

that p r i m a r y s o u r c e s

woul d not v a r y w i t h y ears of e x p e r i e n c e but r a t h e r w i t h
school size a n d / o r g e o g r a p h i c a l

loc ation.

Another possi­

bility m i g h t be that t e a c h e r s c o n s t a n t l y use s u c h a v a r i e t y
of sour ces th at no on e s o u r c e s u r f a c e s
E x a m i n a t i o n of the r e s p o n s e s
gory to the

list of s o u r c e s

n ewspaper s,

"o thers"

included

cate­

provided

films,

exten­

gas c o m p a n y d e m o n s t r a t i o n s ,

"own b a c k g r o u n d k n o w l e d g e . "
last i t e m listed,

to the

r e v e a l e d th at s o u r c e s

whi ch were r a t ed as "very he lpful"
sion servic e,

as b e ing prima r y .

Nine respondents

which was more

than d o u b l e

any o t h e r i t e m a d d e d by the r e s p o n d e n t s .

and

s u p p l i e d this
the

tally

for

165
A l t h o u g h s i g n i f i c a n t r e l a t i o n s h i p s b e t w e e n age
and in flu ence on c u r r i c u l u m d e c i s i o n s w e r e

found,

a signifi­

cant di fference in ago among t e a c h e r s h a v i n g differ ent
primary influ enc es wa s not found.

Thus,

age of the te a c h e r

was not a d i s c r i m i n a t i n g factor in terms of a single i n ­
fluence on c u r r i c u l u m decisions.
There were

significant differences

of infl uence of v a r i o u s

found in a m o u n t

in d i v i d u a l s and gro u p s on c u r r i c u l u m

decisions based o n an i n t e r a c t i o n b e t w e e n school size and
geographical location.

The findings r e v e a l e d

greatest c o n t r i b u t i o n s to the o v e r a l l v a r i a n c e

that the
came from

the influence sco r e s

for the local c u r r i c u l u m committee,

the studen t teacher,

and o t h e r teachers.

marginal c o n t r i b u t i o n ste mme d

from the v a r i a b l e of i n f l u ­

ence of the local a d v isory co mmittee.
tations showing the

An additional

Th e g r a p h i c p r e s e n ­

i n t e r a c t i o n b e t w e e n sch ool

size and

geographical l o c ation in r e l a t i o n to e a c h of the vari a b l e s
exerting the g r e a t e s t
to be di sordin al

in flu enc e sho wed all the i n t e r a c t i o n s

in nature.

O n e of the i n t e r e s t i n g trends

throughout the i n t e r a c t i o n p a t t e r n s was
influence

from all

the upper p e n i n s u l a
fewer students

four of t h ese sour ces
(zone three)

(size o n e ) .

size one in zone three,

the r e l a t i v e l y
tha t was

low

found in

and scho ols of 299 or

T h e one e x c e p t i o n was

for s c h o o l

in w h i c h s t udent t e a chers showed

a somewhat grea ter amo u n t of influ e n c e c o m p a r e d to the o t h e r

166
variables.

It is p o s s i b l e that the sma ller n u m b e r of

cases fall ing in this c a t e g o r y ma y have some impa ct on this
int era cti on pattern.

The co mplet e revers e w a s true for the

int era cti on p a t t e r n ac ro ss the infl u e n c e v a r i a b l e s
Detroit area
students

(zone four)

(size t h r e e ) .

for the

and scho ols of 550 t h r o u g h 1199
The g r e a t e s t amounts of in flu enc e

were shown for all but the stude nt tea che r variable,
dropp ed into second p l a c e

which

for school size thre e in zone

four.
The m o s t r e s t r i c t e d ra nge of influence
school sizes o c c u r r e d

for all

in re lation to the i nfl uence of the

student t eacher in the so uthern lower p e n i n s u l a

(zone o n e ) ,

where a rel a t i v e l y m e d i u m ext ent of influ e n c e was shown.
This p h e n o m e n o n may be due to the g rea ter u n i f o r m i t y
percen tag es of te achers ha ving stude nt te acher s
geograp hic al

zone ac ross school sizes.

of teacher e d u c a t i o n in st itutions,

in

for this

The larg er nu mber

i n c reasing

student t eac her p l a c e m e n t w i t h i n zone one,

the need

for

might account

for the more e qual d i s t r i b u t i o n of s tudent te a chers across
school sizes.
In spe ction of

the gra p h i c p r e s e n t a t i o n s

the i n t e r action effe c t also sho w e d a t ende n c y
of 300 thro ugh
1199 studen ts

549 st udent s
(size three)

(size two)

illustrating

for schools

and of 550 th rough

acro s s all zones to r e f l e c t a

middle range of i n f l u e n c e from the four v a r i a b l e s mak i n g

167
the g r e a t e s t c o n t r i b u t i o n s
In add ition,
to r e m a i n
across

school

sizes

to the s i g n i f i c a n t

two and t hree s h o w e d a t e n d e n c y

fairly c lose t o g e t h e r on e x t e n t of i n f l u e n c e

zones,

a l t h o u g h the d i s o r d i n a l p a t t e r n p r e v a i l e d

t hr o u g h o u t the g r a p h i c p r e s e n t a t i o n s .
indicate

interaction.

that school

situations

This w o u l d

s e e m to

for t h e s e two s i zes w e r e

more homog e n e o u s .
In summary,

the

f i n d i n g s of the s t ud y i n d i c a t e d

that the t e a c h e r c h a r a c t e r i s t i c s of n o n - M S U

institutional

a f f i l i a t i o n and g e n e r a l c e r t i f i c a t i o n w e r e p r e d o m i n a n t l y
found in the D e t r o i t ar ea

(zone f o u r ) .

gra duates and had v o c a t i o n a l
nantly l o c a t e d

Those who were MSU

certification were pre d o m i ­

in the s o u t h e r n lower p e n i n s u l a

and the n o r t h e r n lower p e n i n s u l a

(zone t w o ) .

(zone one)
Teachers with

general c e r t i f i c a t i o n and o t h e r ho me e c o n o m i c s m a j o r s w e r e
predominant

in sc h o o l s of

299 or

f ewer s t u d e n t s

(size one) ,

where as t e a c h e r s wh o w e r e M S U g r a d u a t e s a n d had home e c o n ­
omics e d u c a t i o n m a j o r s w e r e d o m i n a n t
through 549 s t u d e n t s

in s c h o o l s of

300

(size t w o ) .

A l t h o u g h y e a r s of e x p e r i e n c e wa s not s i g n i f i c a n t l y
d iff erent a m o n g t e a c h e r s w h o s e p r i m a r y s o u r c e s

used

for

i d e n t i f i c a t i o n of home e c o n o m i c s c l a s s c o n t e n t d i f f e r e d ,
there w as a s i g n i f i c a n t r e l a t i o n s h i p b e t w e e n y e a r s of e x p e ­
rience and e x t e n t to w h i c h v a r i o u s
C oll ege c o u r s e m a t e r i a l s

s o u r c e s w e r e used.

(which had a n e g a t i v e r e l a t i o n s h i p ) ,

168

professional periodicals, p o p u l a r magazines,
t e a c h i n g aids w e r e

found to m a k e

and c o m m e r c i a l

the g r e a t e s t c o n t r i b u t i o n

to the r e l a t i o n s h i p .
A g e of the teach er w a s
am oun t of

s i g n i f i c a n t l y re l a t e d to the

i n f l u e n c e e xerted o n c u r r i c u l u m decisio ns,

i n f l u e n c e of the t e a c h e r m a k i n g
to the r e l a t i o n s h i p ,
head.

However,

the g r e a t e s t c o n t r i b u t i o n

f o l lowed by that o f

a g e was not

f o u n d to be

cisions.
ex i s t e d

the prim ary

An a d d i t i o n a l

the d e p a r t m e n t
significantly

d i f f e r e n t among t e a c h e r s w i t h d i f f e r e n t
gr oups e x e r t i n g

with

i n d i v i d u a l s and

influence on curriculum d e ­

f i n d i n g was t h a t d i f f e r e n c e s

in r e l a t i v e amount o f

influen ce o f v ario us gro u p s

based on an i n t e r a c t i o n b e t w e e n

school

s i z e and g e o g r a p h i ­

cal location.
Implications
Result s of

the study p r o v i d e i m p l i c a t i o n s

of the t h e o r e t i c a l
cat io n pro grams.
fram e w o r k s

frame wor ks,
In a g e n e r a l

for t h i s

as well
sense,

in t e r m s

as

for te a c h e r e d u ­

the

theo rie s us ed as

study s e r v e d as u s e f u l gui des

lating the hy p o t h e s e s .

As s t a t e d in C h a p t e r

II,

in f o r m u ­
field

theory i n d i c a t e d t h a t the t e a c h e r w o u l d b e the d o m i n a n t
d e c i s i o n m a k e r for c u r r i culum.

This v i e w p o i n t w a s

in t e s t i n g H y p o t h e s i s V.

th eo ry a l s o i n d i c a t e d t h a t

Field

i n f luences on c u r r i c u l u m d e c i s i o n s w o u l d
speci fic an d uni que.

This w a s

supported

be i n d i v i d u a l l y

found to be the c a s e in

169
testing H y p o t h e s i s
was fu r t h e r

IV.

An

individually specific phenomenon

found fo r year s of e x p e r i e n c e

mary s o u r c e s used in

in terms of p r i ­

i d e n t i f i c a t i o n of class content,

as

tested in H y p o t h e s i s VI.
Insight into expectations was

also acquired

from

the theory of b e h a v i o r s e t t i n g s from th e fi eld of e c o l o g i ­
cal ps y c h o l o g y .
patterns o f

A p p l i c a t i o n of this

theory

indicated

i n f l u e n c e on c u r r i c u l u m d e c i s i o n s w o u l d e m e r g e

and vary a m o n g d i f f e r e n t b e h a v i o r s ettings.
this p h e n o m e n o n w a s

found to exist as d e p i c t e d by th e dis -

ordinal i n t e r a c t i o n s b e t w e e n

school

locations

H y p o t h e s i s VIII.

in c o n n e c t i o n w i t h

A pattern

In the mai n,

s i z e s an d g e o g r a p h i c a l

f o r t e a c h e r s en m a s s e

also e m e r g e d

in

testing H y p o t h e s i s VII, w h e r e a r e l a t i o n s h i p b e t w e e n y ears
of e x p e r i e n c e and a m o u n t of a s s i s t a n c e
used in i d e n t i f y i n g
patterns o f
to school

class c o n t e n t w a s

from v a r i o u s s o u r c e s
fo un d to exist.

s e l e c t e d c h a r a c t e r i s t i c s of

si ze and g e o g r a p h i c a l

testing H y p o t h e s e s
little d o u b t

I,

II, a n d

locations were

III.

In brief,

that t h e c o m b i n e d use of

and the t h e o r y of b e h a v i o r
tools for v i e w i n g

teachers

se ttings

t h e t e a c h e r both

Also

in r e l a t i o n

f oun d

in

t h e r e is

the fi eld t h e o r y

f u n c t i o n e d as u s e f u l
f r o m an i n d i v i d u a l

p e r s p e c t i v e and w i t h i n the c o n t e x t of h e r e n v i r o n m e n t a l
situation.
In

a more

provide s o m e

specific

sense,

th e

f i n d i n g s of th is study

implications regarding home economics

teacher

170
e d u c a t i o n p r o g r a m s at b o t h the p r e s e r v i c e and i n s e r v i c e
levels,

as w e l l

as for b r o a d e r g e n e r a l p u b l i c e d u cation.

Each of the t e a c h e r e d u c a t i o n le vels
distinct

is c o n s i d e r e d as a

step in the p r o f e s s i o n a l d e v e l o p m e n t o f t e a c h e r s

and so will be c o n s i d e r e d separ ate ly.
Preservice Programs
When considering preservice education programs
home e c o n o m i c s
gram p l a n n i n g
me nts

tea chers,
in terms of

is of p r i m a r y

M i c h i g a n le a d i n g
cation,

it a p p e a r s

th at u n d e r g r a d u a t e p r o ­

teach er c e r t i f i c a t i o n r e q u i r e ­

impor tan ce.

W i t h the c u r r e n t

take i n c r e a s e d p r e c e d e n c e

in u n d e r g r a d u a t e p r o g r a m pla nning.
for home e c o n o m i c s

teachers

home e c o n o m i c s educ a t i o n ,
fifths of the t e a c h e r s

Since

such p r e p a r a t i o n

is a c q u i r e d t h r o u g h a m a j o r

in

the fact t h a t a p p r o x i m a t e l y two-

in the s a m p l e w e r e n o n - h o m e e c o n o m i c s

leads to the c o n s i d e r a t i o n of th e a d e q u a c y

of the c u r r e n t c e r t i f i c a t i o n sta ndards.
from i n s t i t u t i o n s

tr end in

to war d p e r f o r m a n c e - b a s e d t e a c h e r c e r t i f i ­

this c o n s i d e r a t i o n w i l l

education majors

for

for t e a c h e r p r e p a r a t i o n

supplying q u a l i f i e d te ach ers,

ther e

teach er e d u c a t o r s s h o u l d be i n v o l v e d

Since c o o p e r a t i o n
is n e c e s s a r y

for

is the i m p l i c a t i o n th at
in e s t a b l i s h i n g t e a c h e r

certification requirements.
Th e

fact that a p p r o x i m a t e l y t w o - f i f t h s o f

the t e a c h ­

ers in the s a m p l e were n o n - h o m e e c o n o m i c s e d u c a t i o n m a j o r s
leads

to c o n s i d e r a t i o n o f the a d e q u a c y of c a r e e r c o u n s e l i n g

also

171
during th e u n d e r g r a d u a t e program.
reasons w h y n o n - e d u c a t i o n m a j o r s

I n q u i r y into the
seek teaching positions

after g r a d u a t i o n s h o u l d p r o v i d e some
nation of

these c i r c u m s t a n c e s .

that r e a l i s t i c p e r c e p t i o n s
careers

i n s i g h t i n t o an e x p l a ­

There

is the p o s s i b i l i t y

in terms of the n a t u r e of o t h e r

are not a c q u i r e d u n t i l g r a d u a t e s

the a c t u a l

task.

A n o t h e r p o s s i b i l i t y is

some o t h e r c a r e e r s are not as a v a i l a b l e
ing.

A need

a ddi t i o n a l

are f a c e d w i t h

for f u r t h e r e x p l o r a t i o n

that p o s i t i o n s
as those

in t e a c h ­

is i mplied to p r o v i d e

i n f o r m a t i o n c o n c e r n i n g c o u n s e l i n g or a d v i s i n g

needs of u n d e r g r a d u a t e s at the p r e s e r v i c o

level.

T h a t t e a c h e r s w h o a r e MSU g r a d u a t e s
toward the m i d d l e r a n g e of scho ol s i z e s
of one or more u n i q u e
phenomenon

in

i mplies

factors.

First,

indicates

to r e v i e w the

current u n d e r g r a d u a t e p r o g r a m to e v a l u a t e

cl u s t e r i n g of M S U g r a d u a t e s

teachers

existence

the c l u s t e r i n g

tha t t h e r e is a n e e d

orientation which preservice

ten d to c l u s t e r

the n a t u r e of th e

receive.

The unique

c ould be i n d i c a t i v e of p r e p a r a ­

tion for a r e s t r i c t e d r ange of sc hool

size s i t u a t i o n s .

The

fact t h a t home e c o n o m i c s e d u c a t i o n c o u r s e s are c u r r e n t l y
con s i d e r e d as s o m e w h a t of a c a p s t o n e
p rog ram a n d t a k e n t o w a r d the end of
ute to a la ck of o p p o r t u n i t y

to the u n d e r g r a d u a t e
the p r o g r a m m a y c o n t r i b ­

to p r o v i d e an a d e q u a t e o r i e n t a ­

tion to the range of t e a c h i n g c a r e e r p o s s i b i l i t i e s .
is an i n d i c a t i o n

for a n e e d

There

to r e a c h the s t u d e n t w h o is a

172

t e a c h i n g m a j o r at the o u t s e t of the u n d e r g r a d u a t e prog ram .
E x p o s u r e to a n d e x p l o r a t i o n of a v a r i e t y of

situations

e a r l y in the u n d e r g r a d u a t e p r o g r a m w o u l d p r o v i d e
s e r v i c e t e a c h e r w i t h an e x p a n d e d r e f e r e n c e
l ate r e d u c a t i o n courses.
tend to r e s t r i c t

Undergraduate

their v i e w p o i n t of t e a c h i n g

of the s t u d e n t to v a r i o u s

the p r e s e r v i c e
situation.

requests m a d e

the c a r e e r p e r s p e c t i v e

a fu r t h e r c o n s i d e r a t i o n

the s t u d e n t t e a c h i n g

teacher's

Th us,

setting would

t e a c h i n g major.

this,

gr ee of impa c t w h i c h

Early orientation

formal s c h o o l

the o p p o r t u n i t y to b r o a d e n

Along with

s i t u a t i o n s to

t ypes of t e a c h i n g o p p o r t u n i t i e s

b o t h w i t h i n an d o u t s i d e of the

of the u n d e r g r a d u a t e

for the

teaching majors

that w h i c h t h e y e x p e r i e n c e d as st ud ents .

provide

base

the p r e ­

s i t u a t i o n has on

s e l e c t i o n of a f i r s t

an e x t e n d e d

by p r e s e r v i c o

stud y of

teachers

the

is the d e ­

teaching

n a t u r e of

for s t u d e n t

teaching

c e n t e r s and s u b s e q u e n t p l a c e m e n t of

the m a l o n g w i t h

for the c h o i c e and a t t i t u d e s

the s t u d e n t

assignment could provide
ex tent

to w h i c h

this

toward

insightful

reasons

teaching

i n f o r m a t i o n of

factor c o n t r i b u t e s

the

the

to the c l u s t e r i n g

phenomenon.
Also,

th er e

is an i n d i c a t i o n

m e t h o d of r e c r u i t i n g u n d e r g r a d u a t e s
be reviewed.

If there

turn to s i t u a t i o n s

is the

similar

that

the p a t t e r n or

into th e p r o g r a m sho u l d

tendency

for

students

to t h e i r h o m e t o w n ,

as

to r e ­

indicated

173
*
*
5
by socio l o g i s t s ,
then a b r o a d e r b a s e of u n d e r g r a d u a t e
ma jors m a y need to be r e c r u i t e d f r o m g e o g r a p h i c a l
which would include more
ing p o s i t i o n s in school
range.

individuals

in clined t o w a r d s e e k ­

s y s t e m s o u t s i d e the m e d i u m size

T h i s i n d i c a t e s a n e e d for r e c r u i t i n g

small r u r a l

locations

l o c a t i o n s and

from b o t h the

from larger metropolitan situa­

tions .
Inservice P r o g r a m s
O n e of the m o s t i m p o r t a n t
teacher e d u c a t i o n p r o g r a m s
teach er h e l d the g r e a t e s t
finding

s tems

implications

for i n s e r v i c e

f r o m the find ing t h a t the

influence

d ec i s i o n s .

This

preparation

in the area of c u r r i c u l u m d e v e l o p m e n t an d i m p l e ­

m e n tation.

If s e c o n d a r y p r o g r a m s

c h a nging needs of
c o m p e t e n c y with
Further,

supports

in terms of c u r r i c u l u m

the nee d for t e a c h e r

ar e

t o d a y ’s stude n t s ,

to keep pa ce w i t h the

then te achers m u s t h a v e

the d y n a m i c s of th e c u r r i c u l u m pr ocess.

t h ere is a need

for ne w a n d incre a s e d e f f o r t s

ma k i n g d i r e c t c o n t a c t w i t h

teachers

of new d e v e l o p m e n t s

field.

in th e

to ke ep the m a b r e a s t
S ince i nfl uence of the

teach er on c u r r i c u l u m i n c r e a s e s w i t h age,
tions and mean s
grams)

(e.g.,

through educational

s h o u l d be u s e d for r e a c h i n g

c o m p l e t e d their

5

in

s pecial c o n s i d e r a ­
television p r o ­

t h o s e teachers w h o h a v e

formal e d u c a t i o n as r e q u i r e d by the

W a l t e r Buckley, S o c i o l o g y and M o d e r n Sy s t e m s T h e o r y
(Englewood Cliffs, N e w J e r s e y : P r e n t i c e - H a l l , I n c ., 1967) ,
pp. 23-36.

174

c e r t i f i c a t i o n code.

The m a j o r i t y of t h e s e t e a c h e r s do n o t

need a d d i t i o n a l

c o u r s e c r e d i t s ; thus,

need to be m a d e

through efforts other than

courses

n e w types of c o n t a c t s

and w o r k s h o p s h e l d on campus.

me a s u r e s

formalized

Also,

follow-up

to d e t e r m i n e e x t e n t of imp a c t w h i c h

inservice

educational

activities have on teachers

to be c a r r i e d o u t

to serve as

and p r o g r a m s n e e d

fu tu re d i r e c t i v e s

for p r o g r a m

planning.
The r e l a t i v e l y larg e p r o p o r t i o n of n o n - v o c a t i o n a l l y
c e r t i f i e d t e a c h e r s may be p a r t l y a r e s u l t of

fai l u r e of

those t e a c h e r s w o r k i n g t o w a r d p e r m a n e n t or c o n t i n u i n g
c e r t i f i c a t i o n to m e e t the s p e c i f i c c o u r s e

requirements

needed for v o c a t i o n a l e n d o r s e m e n t of the c e r t i f i c a t e .
F r e q u e n c y of the c o u r s e o f f e r i n g s an d c o n v e n i e n c e of th e
c o m m u t i n g d i s t a n c e w o u l d be c o n t r i b u t i n g
ing the v o c a t i o n a l

course requirements

State U n i v e r s i t y o r o t h e r c e r t i f y i n g

f actors

in m e e t ­

h e l d by M i c h i g a n

institutions.

Th us,

there is an i m p l i c a t i o n of a n e e d for s y s t e m a t i c a l l y i n ­
ve s t i g a t i n g the n e e d s of t e a c h e r s
cer tification ,
the needs,

coordinating course offerings according

and p u b l i c i z i n g

tion P l a n n i n g D i s t r i c t s
or p u b l i c a t i o n s

seeking vocational

(e.g.,

util ize d as a v e n u e s

the off e r i n g s .

(CEPD's),
the

Career Educa­

the a l u m n i

"Interaction

to

association,

'Eco'")

for s u c h an i n v e s t i g a t i o n .

c o u l d be

175
One of the f i n d i n g s of the study r e v e a l e d d e f i n i t e
differences
teachers

in the a m o u n t of i n f l u e n c e e x e r t e d by o t h e r

in t e r m s of c u r r i c u l u m d e c isio ns.

Further

investi­

g a t i o n c o n c e r n i n g the n a t u r e of the d i f f e r e n c e s m a y p r o v i d e
additional
changes.

information useful

in i n i t i a t i n g c u r r i c u l u m

In a d d i t i o n to th e p r e s e n c e of o t h e r t e a c h e r s

a de p a r t m e n t ,

th e unique v a r i a t i o n

in

in e x t e n t of i n f l u e n c e

of o t h e r t e a c h e r s on c u r r i c u l u m d e c i s i o n s m a y be du e to
add ed

factors

teachers,

s u c h as p e r s o n a l i t y

status

c h a r a c t e r i s t i c s of the

in t e r m s of tenure,

age d i f f e r e n c e s ,

and/or

philosophical differences.
The

f i n d i n g s r e l e v a n t to c o u r c o s u s e f u l

fi c a t i o n of c l a s s c o n t e n t show e d t h a t one o f
s our ces was c o m m e r c i a l
type of m a t e r i a l
of the c o n t e n t
in m a n y

t e a c h i n g aids.

S i n c e m u c h of this
the n a t u r e

tends to t a k e a s o m e w h a t n a r r o w p e r s p e c t i v e

inservice teachers

Thus,

t here is a need

in a c q u i r i n g s k i l l

cially p r e p a r e d m a t e r i a l s

need to b e c o m e

the s i g n i f i c a n t

is for p r o m o t i o n o f a p r o d u c t ,

i n stances.

There is also a

for i d e n t i ­

further

implication

that t e a c h e r e d u c a t o r s

the p o p u l a r aids,

in p r e p a r a t i o n o f

lea d e r s h i p in a n a l y z i n g

in e v a l u a t i n g c o m m e r ­

in light of thei r o b j e c t i v e s .

fami lia r w i t h

sultation services

for a s s i s t i n g

the material,

such aids,

provide con­
exercise

and p r o m o t e a p p r o p r i ­

ate a c t i o n t o w a r d r e v i s i o n w h e r e needed.

176
Other

significant sources

c a t i o n of c l a s s

content were

fessi o nal p e r i o d i c a l s
that c u r r e n t e f f o r t s

found useful

col l e g e c o u r s e m a t e r i a l s ,

and p o p u l a r m a g a z i n e s .
in k e e p i n g t e a c h e r s

the first two should be c o n t i n u e d an d
is a l s o s u p p o r t

for a r e n e w e d need

This

pro­

i mplies

informed through

intensified.

There

for home e c o n o m i s t s w i t h

j o u r n a l i s m s k i l l s to p r o v i d e q u a l i t y
fes sio nal p e r i o d i c a l s

in i d e n t i f i ­

i n p u t to b o t h p r o ­

and popular magazines.

Ge n e r a l P u b l i c E d u c a t i o n
Final
programs

implications extend beyond teacher education

to e d u c a t i o n of the g e n e r a l p u b l i c .

un d e r l y i n g i n d i c a t i o n
not to c o n f i n e

that le a d e r s

lar m a g a z i n e s

is an

in h o m e e c o n o m i c s o u g h t

th eir w r i t i n g e f f o r t s

Increased c o n s i d e r a t i o n

There

to p r o f e s s i o n a l sourc es.

s h o u l d be g i v e n to w r i t i n g

g e a r e d to the g e n e r a l public .

for p o p u ­

W i t h the t r e n d

towar d i n c r e a s i n g c o n t r o l an d i n f l u e n c e b e i n g e x e r c i s e d by
the p u b l i c at
tion,

there

local l e v e l s c o n c e r n i n g a l l p h a s e s of e d u c a ­

is a need to i n c r e a s e c o m m u n i c a t i o n w i t h p e o p l e

ou t s i d e the p r o f e s s i o n a l
including t elevision,

ranks

radio,

t h r o u g h all m e a n s

and newspapers,

ava i l a b l e ,

as we ll as

popular m a g a z i n e s .
Additional encouragement

for the

t e a c h e r to m a k e

re l evant c u r r i c u l u m c h a n g e s m a y be g a i n e d t h r o u g h local
visory c o m m i t t e e s and local c u r r i c u l u m c o m m i t t e e s

ad­

in s i t u a ­

tions w h e r e i n f l u e n c e of t h e s e g r o u p s o n c u r r i c u l u m

177
decisions

t e n d s to be r e l a t i v e l y h i g h .

further s u p p o r t

This p r o v i d e s

for the e a r l i e r i m p l i c a t i o n t h a t

leade rs

in the field sh ould m a k e a c o n c e r t e d e f f o r t t o w a r d c o m m u n i ­
c a t i n g s e c o n d a r y p r o g r a m p u r p o s e s a n d nee ds to the ge n e r a l
public.

Recommendations
Results
p o s s i b i l i t y of
Spe cifi cal ly,
1.

for F u r t h e r S tudy

from thi s d e s c r i p t i v e

s tudy s u g g e s t e d the

further s t u d y c o n c e r n i n g a n u m b e r of topics.
i n v e s t i g a t i o n of the

f o l l o w i n g ar e r e c o m m e n d e d :

T h a t a s y s t e m a t i c a n a l y s i s of the n e e d s of

d i f f e r e n t c o m m u n i t i e s be c o n d u c t e d to d e t e r m i n e
ences in s c h o o l

size a n d / o r g e o g r a p h i c a l

if d i f f e r ­

location warrant

d iff e r e n t t e a c h e r c o m p e t e n c i e s ,
2.
ers

That

from v a r i o u s
3.

That

the i n s e r v i c e e d u c a t i o n a l n e e d s of
school s i t u a t i o n s b e
there be

teach­

i d e n t ified.

i nquiry i n t o

the n a t u r e of

indi­

vid uals wh o c h o o s e home e c o n o m i c s t e a c h i n g as a p r o f e s s i o n ,
including i n f o r m a t i o n s u c h as home a n d
motivat ion s,
roles,

int erests,

and i n t e r p e r s o n a l
4.

perceptions

fa mil y b a c k g r o u n d ,

concerning

socialized

relationships.

T h a t a l o n g i t u d i n a l s t u d y of v a r i o u s c h a r a c t e r ­

istics of h o m e e c o n o m i c s e d u c a t i o n m a j o r s be d e v e l o p e d ,

be­

g inn ing w i t h d e c l a r a t i o n o f

the m a j o r a n d c o n t i n u i n g t h r o u g h

stu dent te achi ng,

teaching,

experience.

beginning

a n d s e v e r a l y e a r s of

178
5.

That a f o l l o w - u p s t u d y be c a r r i e d out c o n c e r n ­

ing the car eer cho ic es of v a r i o u s home e c o n o m i c s m a j o r s
with p a r t i c u l a r em phasis p l a c e d on an analy s i s of the reasons
for the choice of m a j o r an d s u b s e q u e n t rea s o n s

for the e m ­

ployment decision.
6.

Th at an i n v e s t i g a t i o n be c o n d u c t e d c o n c e r n i n g

the r e l a t i o n s h i p b e t w e e n the b a c k g r o u n d of the p r e s e r v i c e
teacher and the nature of the s t u d e n t t e a c h i n g ce nte r

for

which a p p l i c a t i o n is made.
7.

That an e x a m i n a t i o n be made of the r e l a t i o n s h i p

between the school set t i n g of the student t e a ching e x p e ­
rience and the sc hool se t t i n g s e l e c t e d for the first y e a r
of teaching.
8.

That there n e e d s

to be inquiry into the r easons

for choice of the t e a chi ng po sit ion,

i ncluding c o n s i d e r a ­

tions such as a v a i l a b i l i t y of the position,
nature of the task,
9.

location,

and salary.

That there be i nquiry

action patterns of t e a c h e r s

family ties,

into the soc ial i n t e r ­

in m u l t i t e a c h e r d e p a r t m e n t s

in

relation to inf lue nce of o t h e r te a chers in the d e p a r t m e n t
on c u r r i c u l u m dec isions.
10.

Th at i d e n t i f i c a t i o n be made of the various p r o ­

fessional p e r i o d i c a l s an d p o p u l a r magaz i n e s u s e d by teachers,
followed by a c o n t e n t a n a l y s i s of each for c o m p a r i s o n of
emphasis in philosophy,

c o n c e p t u a l base,

being p r o m o t e d t h r o u g h e a c h cat ego ry.

and sub j e c t a r e a s

APPENDICES

179

APPENDIX A

180

TABLE 21
CELL SIZES FOR POPULATION' OF SCHOOLS AND TEACHERS INVOLVED IN
CONSUMER AND HOMEMAKING PROGRAMS IN MICHIGAN

Geographical Zone

School size

Zone 1:
Southern lower
peninsula

Schools

Teachers

Zone 2:
Northern lower
peninsula

Schools

Teachers

Zone 3:
Upper
peninsula

Schools

Teachers

Zone 4:
Detroit
area

Schools

Totals

Teachers

Schools

Teachers

Size 1:
299 or fewer
students

15

15

32

33

25

26

1

2

73

76

Size 2:
300 - 549
students

33

36

49

49

8

10

12

17

102

112

Size 3:
550 - 1199
students

48

81

27

43

27

44

40

70

142

238

32

87

9

31

2

5

43

145

86

268

128

219

117

156

62

85

96

236

403

694

Size 4:
1200 or more
students

Totals

TABLE 22
CELL SIZES FOR STRATIFIED RANDOM SAMPLE OF SCHOOLS AND TEACHERS
INVOLVED IN CONSUMER AND HOMEMAKING PROGRAMS IN MICHIGAN3

Geographical Zone

School size

Zone 1:
Southern lower
peninsula

Schools

Teachers

Zone 2:
Northern lower
peninsula

Schools

Teachers

Zone 3:
Upper
peninsula

Schools

Teachers

Zone 4:
Detroit
area

Schools

Totals

Teachers

Schools

Teachers

14

14

32

33

25

26

1

2

72

75

Size 2:
300 - 549
students

33

35

47

48

8

10

12

17

100

110

Size 3:
550 - 1199
students

38

55

27

43

27

42

32

56

124

196

Size 4:
1200 or more
students

27

56

9

28

2

5

37

104

75

193

112

160

115

152

62

83

82

179

371

Totals

Variable sampling fractions were used to increase uniformity among cell sizes.
Sample used in Dobry and Bobbitt, loc. cit.

574

182

Size 1:
299 or fewer
students

183

TABLE 2 3
RESPONSES TO THE CATEGORY OF "OTHER"
FOR INDIVIDUALS A ND GROUPS EXERTING
INFLUENCE ON CURR IC UL UM DECISIONS
Number of helpfulness ratings
-------------------------------------

Influence

Some

Community resource

people

Moderate

0

Total
number

Very

2

2

4

Conferences and meetings

2

0

1

3

Extension service

0

3

1

4

Gas companies

0

Newspapers

0

2

Own background knowledge

0

1

Visual aids
filmstrips)

1

2

3

10

Totals

0

3
1

3
3

8

9

(movies,
1

17

4

30

184

TABLE 24
RESPONSES TO T H E CATEGORY O F "OTHER"
FO R SOURCES U S E D IN IDENTIFICATION
OF CLASS CONTENT
N u m b e r of helpfulness ratings
______________________________________

Total
number

Source
Little
or none

Moderate

Great

Former students

0

2

0

2

School board members

0

0

2

2

School counselors

0

1

1

2

State supervisor

0

0

2

2

University consultant

0

1

0

1

Vocational director

0

0

1

1

0

4

6

10

Totals

APPENDIX B

185

186

teen

4tat(i

4BOH

CHOOtCO A

CVrtlrtw

M ack

\?i*P If*/.‘(frcti* ■>,

••!.»’■ • il'.v

MICHIGAN
r-

— . —- r. - i -.

1

* : : * i •:

§ 'w iijr / t\ w itto s i> \\ i} i„ u K { r '.f 3 X C v K y \o c ( M A w 'ic ic o

.*.•*..
.**.-!•«»
I: *** .
*>*.■,
f■-*•*.
*-.*

.•'

,•

•v

v•-i.*.»•!/
s*j
,*L*.
■* *h-I;

Zone 1
Zone 2 # #
Zone 3

Hill

nil

AiircAn

OAtfiV

r*rjn

ill

\,\H Cuctri

Ic^KCva

.'t»C

Zone 4
(41 )

ir/ojfiw ■ec wen.

lu ltl.'A H

A^.+.44$84B

FIGURE 7
MAP OF MICHIGAN DEPICTING
THE FOUR GEOGRAPHICAL
ZONE C A T E G O R I E S

HVtlKT/flMW

rm
Hr*

tfH A U tt

M OHOVt

APPENDIX C

187

188

Please complete this questionnaire, place it
in the stamped self-addressed envelope, and
return it by

2/72

PROFILE OF SECONDARY HOME ECONOMICS PROGRAM

Name of school_________________________________________________ ___________ _______

R e minders:
1.

Your cooperation in this study will be most appreciated.

2.

Information supplied in the questionnaire will not be used to identify
you or your school.

3.

Your school, written In above, has been selected for this study.
If
you teach in any other school, then information for that school does
not need to be supplied.

4.

Please remember to complete all items on the questionnaire,

5.

Happiness is a completed questionnaire.

Glossary of t e n n B used in the questionnaire:
Period or Class Period - A group of students taught together according to
a given time allocation within a school schedule.
Class - A sequence of study in a school subject, e.g., a class could be a
year of Homemaklng I, or it could be a semester of Child Develop­
ment.
Content Category - A topic or potential topic for study within a home
economics class.
Descriptive Aspects - Selected units of study or subtopics related to a
given content category.

PROFILE OF SECONDARY HOME ECONOMICS PROGRAM

PERSONAL DATA
DIRECTIONS:

This section of information is for summary data only.
It will
not be used to identify you or your school.
PLEASE C O M P L E T E
EACH OF THE FOLLOWING ITEMS.

1.

H o w many years of full- time home economics
had?

2.

How many years of part-time home economics teaching experience have you
had?

3.

Including this year, h o w many years have you been in your present
situat ion?

A,

What is the time equivalence of your current
M A R K (X) ONE.

5.

______

(a) Full-time

______

(b) Part-time

teaching position?

-------------- (b)

teaching

PLEASE

Including this year, have you ever had responsibility for student
PLEASE MARK (X) ONE.
(a)

-* 6.

teaching experience have you

teachers?

No
Yes

From which institutions have your student teachers been sent?
PLACE A M A R K (X) BY EACH THAT APPLIES.

PLEASE

______ (a) Albion College
______ (b) Central Michigan University
______ (c) Eastern Michigan University
______ (d) Madonna College
______ (e) Mercy College
______ (f) Michigan State University
_ _ _ _ _ (g) Northern Michigan University
______ (h) Wayne State University
______ (i) Western Michigan University
______ (J ) Other (specify) ____________________________________
*" 7.

How many years have you had student

teachers? _____________

In what year did you complete each of your academic degrees and what
major(s) and minor(s) did you have for each? PLEASE WRITE IN
YEAR,
M A J O R ( S ) , AN D MINOR(S).
Degree
Bachelor's ..............
Master's ................
Educational Specialist .
Other (specify)

Year

Major(a)

Minor(s)

- 2 -

9.

In what year did you take your most recent college or university course
each of the areas listed below?
PLEASE INDICATE YEAR FOR EACH BELOW.
PLACE A ZERO (0) IN EACH CATEGORY WHICH DOES NOT APPLY.
Course

Year

Home economics education . . .
Home economics ................
General e d u c a t i o n ..............

(a)
(b)
(c)
10.

What is the name and location of the institution from w h i c h you completed
the program that qualified you for your initial home economics teaching
certificate (e.g., b a c h e l o r ’s degree)?
PLEASE COMPLETE BLANKS BELOW.

NAME OF INSTITUTION
11.

in

What type

CITY

STATE

of teaching certificate do you now hold?

PLEASE MARK

(X) ONE.

______ (a) Secondary provisional
_____ (b) Secondary vocatlonal provisional
(c) Secondary permanent
_____ (d) Secondary vocational permanent
_____ (e) Special or temporary certificate
_____ (f) Other (specify) ________________________________________

GENERAL
12.

LTiat Is the population of the community in which your school is located?
PLEASE MARK (X) O N E .
______

13.

INFORMATION

(a) Rural, unincorporated
(b) Incorporated, under 1,000
(c)
1,000 2,499
(d)
2,500 4 ,999
(e)
5,000 9,999
(f)
10,000 - 49,999
(g)
50,000 - 249,999
(h) Over 250,000

What grade levels are included in your school building?
THAT APPLY.

PLEASE CIRCLE ALL

K

10th

1st2nd

3rd

4th

5th

6 th

7th

8 th

9th

11th

14.

What

is the total number of Rirls in your school? _______________

15.

What

is the total number of boys in your school?

16.

What

is the highest academic mark a student can earn

17.

What is the academic mark and/or requirement for classification as an
"honor roll" student in your school?_______________________________________

12th

______________
in

your school? ______

- 3 -

18.

What Is the total number of in-class c lock, hours that you now spend
teaching all subjects (all home economics and all non-home economics
class periods) during one full week of school? _______________________________

19.

What is the total number of in-class clock hours that you now spend
teaching home economics (all class periods except occupational classes)
during one full week of school? ___________________________________

20.

Is home economics a requlred subject
school?
PLEA SE MARK (X) ONE,

for cither girls or boys in your

------(a) _______ No
(b) _______ Yes
21.

What is the length of time that each class listed below is required for
girls and for boys (e.g., 1 semester, 1 year)?
PLEASE INDICATE T H E AMOUNT
OF TIME RE QUIRED IN THE APPROPRIATE COLUMN S BELOW.
PLACE A ZERO (0) IN
EACH CATEGORY WHICH DOES NOT APPLY.
Home Economics Classes
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)

22.

Length of Time
Req uired for Girls

Length of Time
Required for Boys

7th Grade Homemaking . . . .
8th Grade Homemaking . . . .
Home Economics I . . . . .
.
Home Economics 1 1 ......... ..
Home Economics 111 .........
Home Economics I V . . . . .
,
Family L i v i n g ................
Other (specify)

Which of each of the following home economics related content categories
are being offered this year by departments other than home economics in
your school?
PLEASE MARK (X) EACH RESPONS E WHICH APPLIES.
______
______
______
______
______
______
______
_____
______
______

(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j )
(k)
(1)
(m)

G r oo m in g and personal care
Clo thing and textiles
Foods and nutrition
Family health and home nursing
Home management
Co ns u me r education
Housi ng and home furnishings
Fa m i ly living
H uma n reproduction
Child care and development
Caree rs and world of work
Ecology
Other (specify) ___________________________________________

- 5 -

PROFILE OF 1971-72 HOME ECONOMICS CLASS PERIODS
28-36.

DIRECTIONS
PERIODS or CLASS PE RI ODS : Each column heading on the right side of
the chart below represents a separate home economics class period
which meets during the year at a given time in the school schedule.
For EACH period that you teach home economics, place the total
number of students for that period who fit EACH of the separate
characteristics listed on the left side of the chart.

SEMESTERS: If you have the same set of students in a given period
during both semesters of the school year, then please write "same"
under the "2nd semester" portion of the column.
If the student composition for the 2nd semester is different but
the school period is the same, then supply total numbers for that
group in the "2nd semester" portion of the column.
If your classes
change on a basis other than semester, please retitle the semester
columns.

C LA SSE S: For item number 28, write the name of the class taught dur­
ing each school period.
For example, a class could be a year of
Home Economics I, or it could be a semester of Family Living.
One
class could be taught during several periods.
Please omit occu­
pational classes.
Include only those classes taught in the school
written in on the front of the questionnaire.

EXAMPLE:
The following example shows that "Period 1" is a Home Economics I
class which consists of the same group of studentB throughout the year.
"Period 2" is another Home Economics I class which meets at a different
time period in the school schedule and has a different 6tudent composition
each semester.
"Period 3" is a semester class of Family Living which meets
at still a different time and has the same total each semester, but the
student composition is different for each semester.
HOME ECONOMICS CLASS PERIODS 1971-7 2

Name of Class
Total Number of Students

Period 1

Period 2

Period 3

1st j 2nd
Sem.i Sem.
•
i
•
Homej Economi|cs
I
_

1st J 2nd
Sem.J Sem.
1
1
Home) Eco­
nomics I

1st
Sem.

25 J same
. . _i

22 ! 27
_1__

Period

2nd
1 st
S e m . Sem.

2nd
Sem.

Fam, Fam.
L i v . Liv.
18

i*

18
L

Period 5
1 st
2nd
Sem. Sem.

F OR ITE M ZS, P L E A S E W R I T E IN T H E

N A M E OF THE C L A S S F OR E A C H C L A S S P E R I O D YOU T E A C H -

FOR ITEM 29, PLEASE WRITE IN ’’YES" FOR EACH CLASS PERIOD WHICH IS TEAM TAUGHT. W'UIE"NO" FOR EACH WHICH IS NOT.
FOR ITEMS 30 -3t>, PLEASE WRITE IN NUMBERS OF STUDENTS WHO FIT THE CHARACTLRISTICS LISTEDFOR EACH CLASSPERIOD YOU
TEACH.
PLACE A 2LRG (0) WHERE A CHARACTERISTIC DOES NOT APPLY.
-- - ■ '
"
— T
1
HOME ECONOMICS CLASS IERIODS Il^'.-~2
Period 2

! Period 3
i
.
1st 2nd j 1st 2nd
Sem. Sem. I Sen. Sen.

Period 1
CHARACTERISTICS

1st 2nd
Sem. Sen.

|
28.
29.
30.
31.

32.
33.

Name of Class
Team Taught
Total N'umber of Students
Academic Standing
fa) Honors students
(bj Special education
Family Status
fa) Married students
(b) Unwed mothers
Race
faj Black
fS) Chicano
(cj Indian
fd) White
(e) Other (specify)

J4." Hex
”
'
(a) Female
(bj Male
3S. Socioeconomic Status
faj) Low
(bj Middle
. (cj High .
3t>. Grade Levels
(a) 7th
(bj 8th
(cj 9th
(dj 10th
(e) llth
(f) 12th

j
1
;

{

i
j
i

1
i
i
1

■"
_.

T
1

j

1
I

i

1

:

1

"

I
1

i
L
1
1

'
■

I

\

j

I
i
t
-■

Ii
_

I
|
1
I

i

:
■

1
i
i
i

i
i
i
.
i
!
'
>
i

i
i
i
i
.
i

1

_

i
i
i
i

i
i
l
f
i
|
1
i
i
i
1
i
1
j

i
. | .
1
I
I

1
1

r■
;
I

.i
1
i
i
1

..
i
i

i
i

1

.I
(
i
I

1

]
j
j

1
|.

‘

j

1
1

)

1

i ■
i
.i
l
1
1
1
i

i
;
j
!
j
;
!

1

I

i
J

;

| Period J , Peri od 3 | Period o ' Period 7
!
i
j 1st 2nd i 1st 2nd 1 1st 2nd
1st 2nd
j Sem. Sem. j Sen. Sem.
Sen. Sem. ! Sem. Sen.

;

1
!
i
1
i
f
1
i
1
)
1
i

i
i
i
i
i

*' '

t
1
i
1 ‘ ''
i
i

- 7 -

HOME ECONOMICS CLASS CONTENT

37-53.

INFORMATION

D I R E C T I O N S : Following are 7 identical class content time charts.
Use
only as many content time charts as you need.
The number will vary
with different teachers.
Please complete a separate ’’class content time chart" for EACH
different Home Economics class which you teach during the 1971-72
school year.
For example, a class could be a year of Homemaking I,
or it could be a semester of Child Development,
Include classes for
grades 7-12 only.
Omit occupational classes.
Column A : For each content category taught or to be taught in a given
class, please place the estimated num be r of clock hours spent or
anticipated to be spent in class in the "in-class clock hours"
column on the left side of the chart.
Since the school year is not completed, please estimate the amount
of time you anticipate spending in those class content categories
to be taught during the remainder of the year.
Please place a zero (0) in the "In-class clock hours" column for
each content category which does not pertain to your teaching
situation.
Column B : Under the "relative amount of time" heading on the right
side of the chart, please place a mark (x) in the one column which
best estimates the relative amount of time spent or anticipated to
be spent on each descriptive aspect w i t h i n each content category.

EXAMPLE:
The following example shows that the teacher is in the midst of
teaching "Grooming and Personal Car e. "
Five hours have already been spent
in class and another 5 are anticipated to be spent in thiB content cate­
gory.
She estimates that "lots" of time Is spent on the descriptive
aspect of "complexion and hair ca re , " whereas "some" time is spent on
"cleanliness habits" in her particular teaching situation.
Column A

HOME ECONOMICS CLASS CONTENT TIME CHART

Number of In-class
Clock Hours per
Content Category

Spent
5

Content Category and
D escriptive Aspects

Ant icipate
Spending

5

Column B
Relative Amount of
Time on Descriptive
Aspects

None
GROOMING AND PERSONAL CARE
(a) Complexion and hair care . . . .
(b) Cleanliness habits ..............
(c) Other (specify)

Some

Lots

X
X

-8-

PLEASE C O M P L E T E ONE FOR EACH C L A S S THAT Y O U TEACH.
CLASS

■>*,

1' J

I ]Jts

T 1t 1P

liifnit

ruup l i

f'i

Suf-trr
% L » r itrr

i ►f

Su i r h p r

nf

p r r i o d

*

t n I ur t n

b

11

__

_______ _______________ _________ ________

icrTiTTTissrTj

i > t i i f'd*- To w h i t h
v r f W

T h I «.

l

1a

t n *

t h i < cl#**

s «>

i n ’ c ] a & « <. 1 o l >
h i n

I

j*-

'

«i j i * nt

f

HdMI If

j-

t d u g h t : _________________________

hour*

f u l l

i <» t i u j h t :

mil

( f I n - t l m
Ilnur* ( f t
nl C a t e g o r y

teaching

th i*

i ] i h

durtng

on*

(IASS

' i n T f n l
i>r i t t

I
I [I t

I D M I M

i l f t o t y
i v r

7 I MI

CHAR7

I o 1umn

A s p e c t *

S n n r

' Ml ' .i, A M - ( I BMi ' . AI . I ' A M
i n f p l f i i i Ti and h a i r c a r p
I [rani mess habits,
, .
Ailirl
I * pri I f v I
_ _ _

[1 7 1 * 7 l i t S
t j i n if i st
and d e s i g n
I a I i ci I c' r , l m r ,
c l o t h i n g i r l m i on and b u y i n g
strragr, ia if ,
and r e p a i r o f
i ] nt h l n g .................................................
( J ) U s r o f t Pa t i 1 P s ...............................
Use and d i p
of s p u i n g t m d i
Operation rf
ir s in g machine
I g I I at t r i n
1 avout . . . . .
I’ a t t f i n m a r l i n g
,
,
C l o t h i n g i o n s t r u e t I on
i I n t h irig a l t r t a t l n n s .
,
Tailoring

<c)

Ir)
III
fhl
Ii)
U1
ft)
(:)

It.

..........

O f

li p r

I s f i r i

i I v )

________

I o O p s AM> M i l t . 1 I 1 !>S
,
, , .....................................
( a I s. i r t i r i o n
......................................................
It.) H p b I I ' l a r n i r j
I ulrural
l o n t l i ......................................................
food ih o l i r a ,
Id) A t t i t u d r a a l f p i t m g
..........................................
IP ) l o p j p r e s e r v a t i o n
I f ) I t . o j i r I p l I I on .1 nd hu >■ i n g
I c i d st n r a g r .
I o o d p r r |>a I a t 1 < n ................................................
lonirniPnir
f o o d s ..........................................
tab I p s r t t i n g
(J i I n t r r t a i n i n g ,
and s r n u r ,
m a n n e r s ..............................
i *t l i p t ( > | i n i f f ) __________________________

UI

III
(M
11)
Ik)

I AMI LV

HOHI

MIKS1M.

Mental

(r)

othri ispell Iy)___________

I ' hy a i i a l
hr a l t h and J i i r n r i
l l r a l t h and s a f r t y h a b i t s .
. ,
I

m

l

a i l

and

.........................................................................

rmotlonal

hralth

H044I
ia )
<b)

Ic)
id)

(P )
40 .

AMI

la)
Ib I
)
(d )

U
4 S.

HIA1TH

HA\ AC. I MI . Ml
V a l u r i a n d g o a l s ...........................................
[ i f , i s i o n - m a s m g ...........................................
krsources
I t i a t , monry, e n e rg y )
horl simplification
( t i m e and
.............................................................
motion)
Other
I s p P i l f >■)________________________

C O S S U MI M CI UI CA 1 I 0 N
la)
S a v i n g and s p e n d i n g ( e . g . ,
h a b its , budget, b a n lin g ) ,
. .
(1)1 [ n v r t t m r n t s .......................................................
I c) C r r d i t
and i n s t a l l m r n t
buying .
Id)
I n s u r a n c e ........................ ....................................
| p j Consumrr 11 s p o n s i b 1 1 1 1 i f a ( * . g . ,
lags,
lab rlt,
advertising).
, ,
( f ) Consumrr p r o t e c t i o n ( r . g - ,
lasu).
l g ) R o l e o f t h e c o n s u m e r ............................... .....
(h) O th er
(sj.pcify)
I’ L L A S l

CuHPLITf

RIVIRS1

B

H r 1 a t i vp A mo u n t o f
cm [ i f sc r i p i 1 v r
A spec 1 *

■~1[,fin
la)
(bI
Ill

* c ohom i c *

7 i tif

a n d

Ant i i i [ > i l r
Spending

«I

how*

M h r u l :

S IM

Of

PALI

S o isp

Lot s

<<1»
ir )

I'll

)

( < J I .'AiN)
...................................*

’ *

1 •»'( l O

1 ft II T A X

...... . ■

>i T M 1 11

p

H )

■* T I

(P I

tai

'

..................................... i
’

’

*

*

•

*

*

' ? U l

C

i i t M ^ ( *

1

srivji i thi r imiit n
I
'

* '

1

4 ^ i m

*

*

'

'

*

s s i » | » ) | i]

’ p tIF f

\ o

s m

: y . v m im

f a I I ' ■. I l l s

f

)

‘ I TV ( r

1

|.> ttlM S

i)

1

I ' v i o m

I

U »J 1 p I T Cj ^ f t I I I

•

■: s

t .11; 1 1 1 ( -k 1
V U i l v i i

< S
■ iv M n iv s

VS

cs

((ii)

j i j l(i

.1 I O « < | | t

f

T )

ujir1 1 1 1 ’ ^p.».>u msph t1I
4 J 11*1L*| <1• i

1 u *>ui ^L> [

f J .\

*■ iu
’

s o f t r ( r

■I I I '

1

’I . l* ,)

[t>

|

p I

. >tu<fo \

t 'I '

p u r
>*

p u r , i l r

i t| i

\ r%n t ■; .<

in

I ' l ’ V
.» A o p

111

[ M

i tu

t■>>**p tr i‘Uh

i u ■ i . u t t ' . ' [ »*\ * » p

p u r

T

J | '

.» \ o p \ r i j o r

<

.> \ >* . j

i I )
i o i

ju F p i [

ft'-s t ' • H i ’ ’ 1 1 |
'

i r

f v j v '■i .» l , \

(

.i'i'.1 <ipur ftnfijj '»•[,[
•■ ‘
•
ffurj
|F»j

- -

I S liS.j • T M

u» 1-•

' I t

|

U J |s U

I *' i

A f t -4i r

t

'fttlIA 1[
•

"I 1 Tt

ip 'ft
*

'

j

t

(

\

l - l

!it|'|'

1 ' ft '

> ,

1

. [ ’ ii j t

viu•poi

j |

A I [ J,jr
'

| 1

If tj

J ftlj
J ■. l u

: <■ w r ’ | |

- H J

- [
' ^

i ' h

'I •

»

'

i * » p i i ji

! p 'It' i

I JJMJ ( [

( put' 1 s

I . I p tj f ;

I .M !

t ( | t
L 1 11 I f

J l l v i

|

\v i
| -i i

* ■H ' 0 J

> 0 I Jos

1KV

i

I u

.

l .V»M I

* sii.tut

1 f J

|

|| [ ' ' | ( J U I . . | |

m i 1 ri j

|u

1 l r

* 1
p

\ l' i
i ■ t

■ -» ft CI E ’ 1 <* 1 U J f - F f t U t A fl r|
p u r
’i »’ 1 a j
o j i i j i ' i J n j

AI A

' t■>V

i U 1

|> | ..j i j ,j ^ r1 . ■m

. r ^ m :

a Ifu m m
■ s .i

*

1 r n ■* \ •[ t i

1 .j

U

i ■■ i

N i J f p l ' l i p j H

1 1 1 j u 11 1 n h

’

’

I ■

ro >

i p n r j s

**Moi*Il,JJ i Ill> M 'h

J in

,

I T

m

1'ii pur i.m l

1 n .» * j - i 31

j

r i ui »• t

J I

I I

1

f
11
>t •

1 1

1> t M

i p

hii ' S

i

A ( p

ft'.
I»[

»

I
i t

i

• i - 1 1 *>■' - » r

r u

IM A

'1ii

0 ‘i

p

N

i t <,

t

» t

i ^

in j

•

> [ r

s :;*i t j i

J sllj |,'

i

I .» P1 1 ' '
I t ii t l ' M J 1
*> 1 I I t'UJ IJ | |

S

[ U l1

i y •» r 1o «| .

!

*» I *
j

1>I

->

i

i t* t

F*U > 11 1 n r

I1! ' ! M

'i IJ .1 J i A S

»

^ i

r ^

( n
\ ft 1

IJ 9

'a . i p

p'lf'

' ■» U l r |
i > J lU ; J !t
* • ?l

J I
. »i r '

J

* •> 1J T [

* I

I ' l ' I J

I t ' H p h

1' I t :

H

%i U| •' ' I J J rJ 1 1’ J

__ _. .

* 1,

liv

I ’

M *

ft U M

tl

_ _______ - ____ _

M

<:sv

<*' J

}

'}

jj

1 i

i

a H

-- J

-r--

p

's j (

iH j

' i
j

a

J

|

i e

p u t

u JL». 1

.J

u

.i

1 Li M "

M

J

j 1* I

i ■

1 i uH

13 i U «i

lj 1

!Ifl1 ^

I S V

1

fl

II

f

I I

' s
i 3 j

1

i

;,

1

; ij •

! (' :
f
'

T I

'1

■

■■ is i

f M i
I

I- - - - - - 1— - - - - - - — 1
i U j ‘. I
duj O S
j W O ’]
' 1

If u t [

3 i

jo

1 3

*

44

JuriQUy

1 jo

^yi [

JA(

g uuri[u )

j

j

i

,

j

j u j

J s

i

j1fiim jjv [

1

\*ia i ; J f

T"

i I

1^ 1

[ c i o ( j i; l r

1 t ur. j* j 1t i ’i *

l e r ' 1;
I '•j J

* f m M
! * nh
i 1- I
u ’a -j j •» , ^
I r j s
A
U
[
i t [ j J
j j
iw i

i l v

O

•

Tiihji[elu^ jf t p

M i ' s e
a j
....................................... ;
’

i j

_

\

i

1 '1 ■
( « J

SI

- ______ ,

i

1 1’ 1
1 '

11O H

*JO IK./J 1i
'M1I
(ir[11 [uii- J J

[ M

)

|j

1 p j

___

O

t 1: J
' 1 piJ'at n f'li1
J M
ft lj t . n
■» p > 1 1 r 1j 1 <j ] [ t

,' p s i n u I S t t J! f

___ _____ _

‘

U

[ •;«

|

A t

l) \'
X l

j

9 -

f i t

1

■* *

.

A j U I f 1> t

if iuj j'

J i ’j

'i

V

11 U J P J O

i l ’ J H

^ AO [

1

1
|

ise[ ^ (jj ju 1oij-jiny

!

r
L 4

)

'Ik* I 1

i s

i l \ v

' [Jr.'

'1

JU

H

Y

-10-

PLEASE COMPLETE ONE FOR

EACH CLASS THAT YOU TEACH.

CLASS

I
{ Mi ni I

Snr

t kt 1
n t l j pA i i f' n-l 1

t

________________________ __________

*■ J

7 "! * **

n i

jift lo i ! ^

S hit. l o t

of

krrl '

Vnrrber
pci mil

of
in i l a o
i l m f
hnnn
s i t fi 1 n
n r f lj 1 ] w r r k o f

I ti I u i t n

U'

this

A

* h it h

1 ti J ^

. I s o

i "■ I a u g h t ________________

H'Ml

i lfl'*-

i f f nl

I *- t » u g h t

1r a t h

i nf !

( h i t

l a s s

d u r i n g

one

l I. A S' ’

or. t r n f

( I' STI s ;

i . H r f n r y

[ i n s c r i p t i v e

U

p

T 1V I

rHAHI

n

< oIum n

AM I

P I R M ' V A l

1 i

I All!

[.ii i n r | i | n i r n and h a i r
i ti I i I r i n l i n r n
h a h 1T s .
I i L ' 11 i n- 1 ( s p r i l f y I

a:.

A SI l 11
I 1 i <7 H I
I
' ,1 ) i o 1 o r , l i n n ,
l
I
o
t
fi
1
n
g
'
r
l
f
i
Ih )
St o r a g o , e a r n

ia rr.

i [.I S
a nJ design ,
I m u a n ilb u y i n g
,
and r e p a i r
of

L-

(v1
L ll’t ’il Ilf
..................
.........................
I.1I H e r o f I p i I I I n
sewing t o o l s
I r i Use and . a i r of
IIi I ' f r T i t i i ’ ri o f s o w i n g f t i A i h i n r
111 f’ .i t t r t n l a y o u t .....................................
( h I I ’ a t t r i n ma r k 1 n g ...............................
(l> i U ' l h i ti(| i m i ' t r i k I m r
Ili l 1 o t fi i n g 11 t n I a t I i ' m .
(k) 1 a 1 1 o r 1 n g ..................................................
f1I l i t f i r i I s p r i i f ’" ! ___________________

A A

I i i

Iv

I

Ir I

I f I
(g)
(fl )

(II
UI

I k )

44.

i 'S
A M ' V I I k I I 11
I t I on . .
p ] j i nn i ng .
L u 1 t u r a 1 I noi l s .
A l t i f u i l r r a f f r . 1 i n g f o o d c fio l i n
I i n ’ J p i r a r r v a t i o n .........................
I iii’ J s r l r i f u n i a n d b u y i n g
.
I iii’ J s t o r a g e
......................................
fond p r e p a r a t i o n
I ’ o n i r n i f n i r f o o d s .........................
I n t r I1 a 1n in g . table setting
and a r t v i c r ,
mannrts.
.
.
Ht f i r I
[ s p r c i f v ) ___________________

IS

Ia1 Su t I
(t') M e a l

(.1 I

........

I A MI I V i l l At I I I A M ' l i OMI
NURSING
i’h y M i . i i
h e a l t h and d i s e a s e s .
f i at ' I t s .
I t- ) H r a l t h a n d s a f r t v
I 1 r s 1 a I d .........................................................
and e m o t i o n a l
hralth
Id) Mental
other
l s p e c i f y ) ______________________

Ia I

(cI
(r)

AS,

HOMf

M A S A b . [ M l NT

la I V a l u e s

I Ii)
( cJ
Id I
|e)
4 h.

and

g o a l s ......................

I ' e s i s i o n • m a t i n g ............................................
Resources
(time,
monry. energy)
hork s i m p l i f i c a t i o n
(time
and
motion]
...............................................................
dthrr
( s p r c i f > ) _________________________

L O N S U M ! R l . l ' Ub A 7 ] i ' S
(a)
S a y i n g and s p e n d i n g
(e .g .,
habits,
budget,
hanking).
.
(b)
Investments
...................................................
(c) c r e d i t
and i n s t a l l m e n t
buying
(d)
Insurance
.........................................................
ie)
Lonsumer r e s p o n s i b i l i t i e s
(e,g
lags,
labels,
advertising),
(e .g .,
laws)
(f ) Lonsumrr p r o t e c t i o n
H ol e of
the consumer.
igl
(h) O th er
(specify)
______
I’ L t . A S l

L0Hn.ni.

Rl V I R S I

.Sill!

ft

Relative
Amount o f
o n He s t r j p I i v r
Asprc ta

None
l.fLl.'MI'.l,

e co n o m ics

7 l irr

a r ul

A n t 11 i | i j ! r
spending

A I

h o u r

t[ ho < ]

Mil

I;

■Mur. hr r o f 1 n - c 1 a * s
j i 1 i1l k I f l ' lj i s p e r
l r'Ti T r fl t l i t r ftO T V

[i r n t

II

Of

t’ AGt

Snmr

Lot

a

-

T

L {.■1 .j n, fj

f»

-

"
HIM!

i

i t.o.MiMJi.S

S'litr.
of
I n •l 1a ss
l ] o t > H o u r s j .e r
i oni r nt
(. * T t* g o r y
i

11

( I ASS

C O M IN T

TIMI.

CHART

I! ( i n t e n t
C ategory
and
D r t t r i p t iv r
Aspect 5

Ant u ijratis
S | pc n J j n g

! Spent

Column

Sn mr

None

I

I
i
'
i

i
I
i

1
4 ft

.

1
1

Mi l
( .t
(h
fc
f t!
(e
11
<K
[ >i
<1
( 1
( I

i
i
j

I 1
(m
( ii

1 '1 .

1 A

( :)
(b
(c
(
(e
( 1

1
;

<K
I 1)
( I
<)
1K

1

11
(m
f i)

,

( ii

I
p

M ).
i
t

(II
(.i
( l>
(c
(J

( e
( 1

1
-j

<N
(
(
(
(
(
(

h
i
l
K
1
m

M M !
AM)
Hnusind

IMMI
IU M M SIH M .S
nrrtts
.
.........................................

1

Hone n a m t f t i a r u r
a n d c a r e ............................
Mousing
a lt e r n a tiv e s
fe . g . ,
a p a 1t nent s , n u b ile
bornes]
. . . .
Mailing
floor
p l a n s .......................................................
t n 1o r ,
lin e ,
a n d d e s i g n ...................................
M o o n a r r a n g e m e n t ♦ . . . . ' ...........................
I i l l 11 1 t u t r
types
a n d s t y l e s ............................
buying
f u r n i s h i n g s .......................................................
I are
of
! u r r u s t l i n g s ................................................
Mo u s e b o I d . l u f s s o r l r s
{ s’ . g . ,
lin e n s ,
t a l l i e s , ! I p | ................................................
Household equipment
Mel m i siting
f u r n i t u r e .........................................
Mi h e I
[s p e c ify )
___________________
_

-J. ..
,

j
■

11. Y

1.1 v i m ;
Male
and
1 e re a 1 e r o l e s .........................................
I l n J e l s t .i n d i n g s r l f .......................................................
IJ n d e r s t a ni l 1 r i g f a m i l y
members.
U n d e r s t a ml I n g
f r i r n d s .........................................
D a t i n g ................................................................................................
Mate
v e i n t tun
a n si e n g a g e m e n t
M a rria g e
( e . g . .
weddings,
customs,
I av. s ) .........................................................................................
Human
t rprislus t Inn
ans i d r v e 1 o pmp n t .
1 amI 1 v 1 i t e
s y t l e .......................................................
fin a n c in g
a f a m i l y .......................................................
C r i s i s
s itu a tio n s
( e . g . ,
drugs,
d u o r c f , a lc o h o lis m ).
,
.
.
.
R esolving
c o n f l i c t .......................................................
11 n m a r r l e d o r
s in g le
l i v i n g ............................
R e la tin g
the
fa m ily
system
to
other
s o l
l a 1 s y s t e m s .........................................
Other
(s p e c ify )

1
'

l.D LA R I
A M ) m V I I . O I ’M I S l
b a b y s ittin g
............................................................................
Play
things
and
space
.........................................
P re n a ta l
care
and d e v e lo p m e n t
1 i n u n c i n g a s h i 1d
.......................................................
In fan t
anil ( h i l J
c » r f .........................................
Developm ental
ages
and
stages
I’h y s i c h i
d e v e l o p m e n t ................................................
Mental
d e v e l o p me l i t .......................................................
1m otional
development
. . . . . . .
S o cial
d e v r l r p m r l i t .......................................................
Hasic
needs
of c h ild r e n
...................................
Observing c h ild r e n ,
. . . . . . . .
Ot h e I
I s |ir c i f y )

!
1

1
!

)
i

i
i
i
i

si .

i c
Ml
( .i
U>
u

l . OUY
Ol JMCI
A i r ,
U la s
O th e

s : .

LI .
( a
ft.
(c
(d
(e

SUM!
1 I Ml
CHAP'IS
K n it t i n g .
.
.
.
.
.......................................................
Macramd
.........................................................................................
N e e d l e w o t i ...................................................................................
lie
J y c i n j ..................................................................................
Ot h e r
( spec I f y )

OT
[a
U>

PR

( ( ONSI R V A T I O N Ol
NAIUUAL
S )
land,
p r o p 1e
...........................
s ,
paper,
h a le r
................................................
r
( s p e c i f ) )

\

S3 .

t

i
|

J
!

Lets

( AMI I U S A M ) K O H I . D n |
wn j i i .
l a ) ) U i u p a t i n n s l r r r i n r 1 u n ) 1 1 r ( ...........................
( h
(ia rrtrs
in home e t o n o B H s . . . . .
Knri
in te re s ts
and a t t itu iie s .
ft
f .1
In p ln v r e
r e l a t i n n s h i p s .........................................
f r
S e lI
assessment
..............................................................
f f
. Job i p i a ] i ( i i j t i n n s
and
s t i l l s
,
I J m at tonal
r e n i t i r e m e n t s ..................................
< fi
I h
Income
and s a l a r y
.......................................................
1i
Inja]
r<> ] e n f
hnf ne r r i a l . e r ,
t'thet
f i [i n s i f y 1
' 1

-

1
1
1
p

B

R e la tiv e
Amount
of
lim e
on D e s c r i p t i v e
Asp e e tc

!

( s p e c i f y )
i
i
i

i
j

-12-

PLEASE COMPLETE ONE FOR EACH CLASS THAT YOU TEACH
CLASS

1* .

C Ja « *
fO^it

1

,

Number

r. f

periods

1

rJ .

Number

n f

*erk<;

Nur. hr r
p r r 1 1 il

nf
1n 1 U « «
m t h i n nr. r f u l l

40,

(nluffin

t i t l e
________ __ ____________________________________ _______
r l l u f n t j f ■n a 1 r T a * > * e * i

I

to

thi^

t ehi
I

t

A n t i l 1 j •a t r
NprnJing

t h i <■ i
i

«.

hour*
wrrl
fl

I MMI

j

h

i *» t a u g h t :

t a u g h t : ________ __________
spent
trachjng this class
_________________
s<. h n n 1 :

I K A O M I l <1 1 |. ANN

Ni i r . h r r n f
I r. - c 1 a s s
l I r l k I l f ,1 r «* | f r
I nn T r Ti t t ' a t r j o i y

Npr n t

III

C ON T I NT

T 1Mt

during

onr

r i l ART

hof nf

Column

4 1 .

c, Ku
fal
(hi
lit

4: .

t 1 1 I N I Nr, AND i m i l l ' ,
iai
color,
line,
and d r s i g h
. ,
» *
i h ) I 1 v \ h i n g ^ c l r t T i o n a n d h u y 1 ng
K ) S t o r a g e , i’ a t r , a n d r r p a i r 11 f
clothing,
.
. , ............................................
f d 1 Usr ol
f r » t » l r s ...............................
fri
Ifsr and v . i r e of
sewing t o o l s .
1t 1 o p r r a t i o n nf sewing machine
, , ,
(g J rat tern
1 a v 0 u t ........................................................
ihj
(hi M r m
mark i n s
. . . . . . . . .
( 1 ) L ] o l h 1ng c o n s t r m t 1 0 n . .
, . .
f 1 1 C l o t h i n g a 1 t r t n t I r n s ......................................
Ik}
T a i l o r i n g ............................................................... *
M l
Of h r x f i p r i 1 1 v )

1
i

1

Lot %

S o me

None

j

1

R

R e l a t i v e Amount o f
T i m e on D e s c r i p t i v e
Asprc t a

( I ' n t r n t C r i t r g n r y and
I ' r v c i 1 pt 1 v r A s p e c t s

1
j

fconomici

i*4 1 Ni. AS| p f ’ J U SONAI , t ARf
1 nr . p 1 r > i n n a n d h a i r L a i r .
C 1 r a n 1 1 n «’ *■ s h a h i t s ......................................,
‘ >t h r t f s p r < 1 f v 1

.

j

1

\

■"

j
j

1

____

................
i
j
. M- - -

1
4

\ „

1 lions

A M I M i l h 1 1 1 ON
N utrition
.
. . . , ................................
M r a 1 p l a n n i n g ..................................... * , .
cultural
! o n J s * .........................*
At l 1l u J r s 4 t I r i t i n g f o o d c h o i c e s .
100 d p r e s e r v a t i o n
* . , .
, 4 . ♦
f ood s e l e c t i o n and bu y in g
.
. .
,
f 0 0 J s 1 o r <t g r ................................
............................................
1iioj prppuTflt m n ,
Convenience
foods
tn tertainin g*
table setting
and s e r v i c e ,
manners.
♦
* .
\ k J tit h e r ( s p r c i i y )

Ca j
(h J
{c j
(Jj
tr 1
(t)
(g I
{h )
( il
1.1 )

4 4 .

F A M I L Y Ml At 1 It A S H H 0 M 1 N U R S I N G
fa)
Physiiu)
h e a l t h ar i d J i s e a i e * .
(hi
H e a l t h iiul s a f e t y h a b i t s .
,
,
I cl
firs t
a i d ..................................... ......
.
.
(J) Mental
and e m o t i o n a l h e a l t h
(el
Ut he l
( vji pl » 1 v )

.

,

.
.

.
,

j
.
t
^

■

1

]
1
t

1

p
4 %.

l i OMI
(a)
(h)
(c )
(d)

4b .

lonsumi k u u jcat ion
(a)
S a v i n g and s p e n J i n g { * > £ . »
habits,
budget, hanking).
* . *
(b)
Investments
. . . . . . . . . . .
1c ) C r e d i t
and i n s t a l l m e n t
buying
. .
(d)
Insurance
.
. , . , ................................
( e) Consumrr r e s p o n s i b i l i t i e s
(e ,g .,
lags,
labels,
advertising).
. ,
(f)
Consumer p r o t e c t i o n
(e ,g .,
laws).
(g) Role of the consumer,
( h ) Ot h e r ( s p e c 1 f y )

1

MANAl i l Ml NT
Values
c o a h ,
...................................... ......
Decision-making
, , , , .
,
, .
Krsourcrs
(time,
money, e n e r g y )
.
hork s i m p l i f i c a t i o n
( t i m e and
mo t i o n ) ............................................................... .....
( e 1 Ot he x ( s p e c 1 t y 1

I
nt.ASL

COM PL I T I.

RJVLRSi :

SlDi

OF

PAGI .

j

-

-

13

P * 1 #» t i v

< r rtfn !

Amount

\ «JrscT\

S r

—

N ri J r I ^ t ^ fk .1 i f ^

11 nfn ;■» 1 I i *' A

(t >
(g )
(111

b1.

h

1*0 s «■ 1 oj'ffvr lit *i 1
r * a
I'h > s j <l la ] i l r v r h ' i ’m o i1 1
Mrnt j I Jo t r 1
n t .

OhH.V

U

U N M

KVA1 ION

Ol

VAIUMAl

Kl SOUKC isI
tJ )
(ti)

A n ,

l * n j t
,

Knitting.

Maiiim^

S r f J 1 ftniM 1

i b J

j»co|?lr

]>apr i ,

hatri

.

I

of

-

PLEAS E C O M P L E T E

ONE

14

FOR

-

EACH

CLASS

( ] a es

[15ml

t i t 1 (- :

*•»i j i t h r r

vi
*n

_______

uj>atjt'n

..r r ^

nf

prijncJ*

unhe r

nf

w f r > «;

V i mh o r

of

in

.

\

.

~

^

.

-

_

YOU TEACH

IV

r .----------------------------------------------

u h i ■. h

t

t h l *

i I ,-i «, a

i

cloiT

h

i

**

i 1

i **

tan

t r-M< ft h t . __________________

l . mi i ^

period v iThiri onr full *rr►
C. o 1 Limn

THAT

__________ ____________________________

to

t U s s

CLASS

i

spent

Toothing

T h u

*ch< 1.

(.las*

_

during

rnf

h c>me

A
P f la tiv f

I ' f ’T i t r n t

economic *

Amount

A < pe r t s

l a t egoiy

*■lng ftaihinp
(fiI

(d I

f ti i

and

K f t i- u r ,

mannrt*.

44

.

4S

.

l i OMl

IJ)

M A N A i . l Ml \ T

H n o u r L f i

{tim e,

ira'iipy,

energy)

mo t i o t i ) ,
Ot h r I
l spec i 1 y
4 0 .

CONSUMI K I t U H ' A l l O N
I »)
S a v in g and s p e n d m
t u t ' O * , budge t *
( t>) J u v r 11 m e n t % «
(d)

Ir )
( 1 )
(g)
(h )

Insuuiu't*

,

,

.

*nhng)
.

.

.

,

,

.

.

nsumr r r e s p o n s i b i l i t i e s
(e .g .,
u g s ,
la b e ls ,
a d v e rtis in g ).
. *
Consumer p r o t e c t i o n
(e ,g .,
laws).
W o l e ot t h e c o n s u m e r ,
___________________________
Other
I s j i f f O y l
lo

PL I A S I

1‘OMl ’ U l l

KIVLKSI

S I 01

Oh

PAM

of

S u i .h i (ri
1 1 n .i.i
r 11
■ #We.l.'CK lq]
‘Jm mill irl

(smini's in

i\turns in

>i [\ ,\ti issn.') Ann in ’!t

11)

[ 'in

1

l u r t n j

I III

’

■I I S

1---

,..|U

;Li.l J . t 1 l l h . J

[' [ L i q . l ^ n u l t

, I I I J U l H ' i l l !

I

■f

►

f
*i j[»jjii-j ji io i*ioi [f»rhj t
H.
1
.lU.i'JJiiit'Jl !flJol i M\\' \ tt)
I

^

j T > 0 *! s J

* ,V | J .

r

J

1

I {b

'

J ' *1 L‘

A

I 1" ! I ' ^

’ * i1(t(■>U•)i l
pti11in j>iau j ’. u f ' . i

•A

LI {

I

i

in s *>3 'ib i? - j j o ^

i." [ J i

j j a h [

ilu

(

{

I i

*■> )
( j‘ i

1 4 f•'I

» a . n\

b j i i !u r. i i m l f .)
i-i>.

O 'J . l

i I V r* t l t IL * n h

* L| .

lu j

s M

f > LJ I :

i n

b J ) j

1 11 i

j ».• ij i> i j »•.! ri ’i ’,i
M

1

H- ‘A i j \ V

I I

I ' p

:rt
d\ .

!•ut|’u.i■1

;u.kK

s.

.) i i r \l r m

I

|

t?Jil* J.M I'll 1 iAt]

s;djJsv

U\t iJu^iJi] Lij j'ji]
j

} U

i IJ n o u j v

J

'

!

1n v

a loitjjr i

'lie .UiiHjp i i uam si

jo

i * * [ > - U j

[ JH

r- - - - - - - - - - - - - - - i

-i

- ST

-

i.«

iujj'jj ) |

! <5J n >|i

V

1 "*o I i '

fa j jijgr:*;

-"I-* )

J

-1 6P L E A S E C O M P L E T E ONE F O R

E A C H C L A S S T H A T Y O U TE ACH.

CLASS V

T"

1' 1 a * *
f H tp 11

t 1I 1F :
cupat io n a l

ch

M

.

S u f r f ' p r

fif

p r r i o d *

*9

.

Sufrbfr

of

wprV*

Number
prriod

of
i r i ' d i M
w i t h i n f np

4

ii .

Column
Number

of

A
ln-cla**

[ Jott
Hours per
(ontent lategory
Ant u i pa t r
Spending

Npen t

t o

th i*

w h i t t i

l

1a s *

t h i

*

i*

taught

t lrn > hours
f u l l wpfi
of

j

Hu MI

l

1a*

s

i *

t aught :

*pf n t teaching
sc h o o ]

1 ; L ' S n MT C S

CLANS

this

U lM l.M

class

T I MF

during

CHART

hor n*

fc

Column

fl

t m l rnl
l a t F g n r y and
| i r u r 1 pt i v f M p f t H

|
!

None
4 1 .

.

i

onm i c*

R r l a t i v r Amount o f
T i m r on D e s c r i p t i v e
Aspect *

1
:

onr

S OAF

Lot *

( . k Oi > MJ \ i . ASJJ I ' l f l S D S A I . 1 AH I
i n i ( . i mp 1 p i i ti n a m i F a i r m
r .........................
I l l ) 1 1 f a n l i n r a * l i a h i 1 « ............................................
( i ) i't hr r
( sprc 1f v 1
i i o
(a)
IF)
(i.)

; ami
n u h i s
(nl nr,
1in r,
a n i l d e s i g n .........................
i 1n t h i n g
s r l e c t i o n and b u y i n g
.
Stnragr,
c a r e , nml r e p a i r
nf
t i l l t h i n g .....................................................................
( d ) Dtp nf
I r r l i l r s ..................................................
| r ) ll tr and t a i r
ol i r t i n f
I i m h .
, .
I l l D p rra tin n n f tru in g machine
. . .
( g) l a t t r r n
l a y o u t ........................................................
I h ) I ' a l t r r n n t i l i n g ..................................................
( i ) L l o t h i n g c o n a t r u e t i o n ...............................
( J ) C l o t h i n g . i l l t t a l i n n i ......................................
Ik) T a il n r in g
.....................................................................
I 1 ) Ot h r t ( t j i r i i f y )
t i h m

___________

....

_H

J
4 1 ,

1
;

4*.

A M I M U 1 1 1 ] OS
( 4 ) S u l n l i r n .....................................................................
I t i ) M r a 1 |i 1 . i n n I n g ........................................................
I d
I'u llJ M l
1 n n j i ........................................................
(J) A t t l t u d r t
affecting
food choices.
ir)
1 o o J ji r r i r r v a t I o n ............................................
(1 ) l o r d t r i m
m n and b u y i n g
. . . .
( g ) l o n d t t o r a g r ..............................................................
( h ) 1 n o d p r r p a r a t i o n ..................................................
( i l C o n v e n i e n c e l o o i l t ............................................
() 1 I n t r r t a i m n g , t a b l e i r l t i n g
and i r t v i i r ,
m a n n e r s ................................
I k ) Ot h r t ( i p r t i f f )

i

1oops

i.

i

'

1 A MI I . Y

111 A 1 1 U A M ) HOHI
M I R M NG
I'liysual
h r a l t h and d i s r a s r s .
. .
H r a l t h a n d s a f e t y h a b i t s .........................
I'lllt
t i l l .....................................................................
Mrntal
and e m o t i o n a l
h ralth
. . .
Ot h r t ( t p r c i l v )

la)
(h(
It)
(d)
(e )

4S .

HOMI
la)
(h)
(c )
(J)

4 b.

CONS UM 1 R l . DUC AT 1 OS
(a) Saving and s prnding
(e .g .,
habits,
budget, hanking).
, . .
l>
I n v e s t m e n t s ..............................................................
c
Credit
and
installairm
buying . .
(d)
lusurantr
. . . . . . .
.........................
( r ) Consumer r e s p o n s i b i l i t i e s
(e .g .,
tags,
labels,
advertising).
. .
( f ) Coniumer p r o t e c t i o n
(e .g .,
laws).
lg) Role o f th e consumer.
. .........................
h
Olhe r
spe
i y

MASAt , 1 H I M
V a l u e s a n d g o a l s ..................................................
[ i r e 1 1 1 o n - m a t i n g ..................................................
kfioutcrs
i t i i t r , money, e n e r g y )
.
Wo r k s i m p l i f i c a t i o n
( t i a i r and
mo t i o n ) .....................................................................
1 r 1 l>t h r 1 ( s p r y 1 1 y )

()
()

( )

i

.

..

(

C f )

.
t’ L L A M :

C U M I ’L I T I

R t V l H S l

S I ill

O F

F A C F

i
j
I
t

{ q )
( • )
H I M 1( 1

r
( X j t . u i U )

t

11

1
[ . ( j l . i J d s )

d J M IO

(J )

i

I.

.

s L i v i o

iw i

m n s r n

l

t s

1
J
( ( 11

1J t i < )

1 ■>'( » o

(s
TVJi n t V S

10

S O IIV A H

(
■

1

•

•

*

■

•

■

1l u i p

................................................................ o J j

(

t

[

t () A

t iJd s 1

\ j p

(m l

8u I A1 j*i)(i

( I )

o s

\

i n

A W 1 0 .1 I

J a t ) J(1

i m

................................................ H i J U I l I o I J A j p

m o n o s

tSNO.l)

1

( M

" f S

1
t

'

"

( f l

(FIIOT |O II|

{ t >

........................................................ ) l l J d l l l O ( J A d p
IH A IA .<H ,|
(8 )
•
p u l
t j B *
I R I d J l l l l j 11 ( 1 I d l l
( ! )

) 11 . l l l l l l u ( J A j p

p ill

J l * l

LS I W . I O T I . M M

................................................ l ill J 1
til

V J H . O

‘ s H n ip

. ( ( m i * )

* ‘ B ’

j

)

■i iin iid i ( J a j p
■ • iu lu n n i
•

pun

iU JujjB *8(i,>

■

’ A l jijiy jui

J 'll

m o l
a

u

.( i

IHV l

m i l l

m

Bt j t i ■ f

i i

J I 1 I

‘ -B

pun

j )

unr

A [ |ii* 1

................................................................I ) j s
................................................ t j | u l
j (

j

( M

i l )
|

1

OS

1

(in

(

h i

( i )

ucuirn

( t|)

i l l

1 1 1 I K

(B j

1 i j | j I

J 1» K

(1 )

Bu 1 p il*

|

( o J

»

< ( r ui r

u o i | i i i | > i u d j |

‘ s B u ip p .m

-

IlNV

( 1)

(.< | t A J i l A 1 J J i j l i l
| i i Aim
I.ii) in

i

................................................................ j |

( B | * t l J I (|

1 JpU||

\

( i J

|

Bu i p u n 1A 1j p i l | ]
(<) I
u j j )
p u *
j [ I K
( e )

k

U N

[A ll

A IIK V

(

.
1

61

■1
( A J 1 1J J 1 J

........................................................( J J * « J ( l ) * 1
* 18 ■J J S l U O I W M t

................................................................U n t i l
'
(SJUIUI)
J[l'|LM O
’ ■H ' J )
'

h i

| II )

‘ A 11 J t l ( [
P ( ill) J A U O I I

( H )

1 0 0 (1
Bu i h *
' ■ | U J « l l l t i l |

JA t j u u l J I 1 B

j l n

piiu

1 Jl)

(

h

)

1
|

l u i i n o n

j l u e i J J I U I m l

j

|p |

Juion

( ij

J

i
i

S 'J M H S IS M IH

1*011

( A 1 I u d s

HSV

j

'iM S M O II

1 Ji( I n

it

( f I
1
1

"

----

-----

'

’

lm “

o j p i i ) i i i>

i u o i

pile

................................ 1 . 1 1 J I O J O U

| i

i i i

J U I U l(

................................ i j [ 1 i u n 11 u d d j
1HUM

JlUCp

W U 'I

jo

lunouiy
g

l i n h

m i

j i j

111

(lo t)

1 1 J J J 1

| i t i o t

10

i)up

!l [ H U M

| i J m
ilNV

}
i(i

( j )

UO
v a i

[ u d i y

p u *

j.

(A)
( i) J
I u )

S H U d l . )

j a ( 1-11 l 1 1 j ij

. ( j ; i S ji «

1

- t

!
i

A I O 2* J l V

l U J J u u )

i ji!
b S « I i

i v ( ^ y

uwnT ° 3

i
i

lu jd -,

D u T [ K1 j j t )
j i « d 1 ■? 1 m y '
i

Jil

) I

J u ui.

* 13
. »A t i d I i

u

m v i n

j w i i

( ..x iis o j

-

s s k t i

£T

-

s i t h o . s o M

ihcti

•»
u j
V

1

I U J I ’4 ' )
j o

-

j

^ n i p
1
14 ' ^ r u ,

Uuir>tO)

18

-

PLEAS E C O M P L E T E

ONE FOR

-

EACH CLASS

THAT

Y OU TEACH.

C L A S S VI

>

- .

Sa * *
fOmt

t

t i t l e .
nctuftat i m a l

v 5a s

sr

s )

TU

Surfer

of

p r r i oi l s

to

wh

T. t _

‘. u f r b r r

ol

* r r

>s

i lass

40 .

Sur r . bcr
p e r 10J

of
j ti ■ l 1 j s s
w i t h i n o r; r f

r
j

i . p ] ui nn

fc s

A

t h

f

Ir v

u l l

i <. h

1

is

hours

w r c V

o f

HOMf

I
1

t

class
a ij £ h

t

is

taught:

;

sprnt
trashing
school;
CIASS

J %u mh * r o f
In-class
1. 1 o l V H o u r s p e r
fontpm
i'a t ego r y

spr n f

this

th i*

(TJNTIM

class

1 I MI

during

C MAH T

None
r . bt hi Ml Sh ASP r i K S ( ? \ A L t Af t l
( a T i n r r p l r a i o n and h a i r
c a r e ..........................
M* 1 t I r a n i m r s s
habits.
................................
f c ) ot hr r
f s[jpl i i y 1

* i

4 :

A M ) 11 *1 I 1.1 5
a J i o 1 n r , 1 i n r . a n J d r s i g o ..........................
l b ) (. I n t h i n s
u rifc tlo n
ind buying
Ic ) Storage,
u i r ,
and r e p a i r
of
c J o t fi i n < ......................................................................
Id ) !l»t o f
1 r a t i 1 r s ...................................................
|c)
Use and u i r
n|
sewing t o o l * .
. ,
(I)
iipcril nm
n ( sewing m achine
.
. .
Igl
I'attern
l a y n u t .........................................................
(h)
I’ l l I r t n
m a r l i n g ...................................................
(i)
VI
thins
c o n s t r u c t i o n ................................
(1)
Clothing
a l t e r a t i o n * . .......................................
ill
l u l o r i t i i ......................................................................
I 1 ) Ot t i e r
I M'ei i t y )

r

4 1.
t

i
1

I O 0 H5 AMi M l l l i l l l i i ' i
(a ) S u t t i t io n .......................................................................
i h ) M r a 1 p i a r m i n g ....................
i c ) C u ltu ra l
)nnd %...................
Id) A t t i t u d e s
affec tin g
food c h o i c r s .
Ir)
J o o d p r e s e r v a t i o n .............................................
If)
l o u d s e l e c t i n n and I n l y i n g
. . . .
1 1 1 I i i d J i l n r i j r ................................................................
I l l ) f o o d p t r p l r i l l u l l ...................................................
(l)
Convenience
foods
.............................................
(. 11 I n t e r t a i n i n g ,
table
setting
• nd s e r v i c e ,
m a n n e r s ................................
I I ) o t t ier
I spec i f y 1

J
1
|
J

|
[
i
'

4

\

i

i
J

i
t

" ■

Ie )
it)

i

(
1
1

[
I
,

I I I A t l t l A S H I I OMI
SUHSI SC,
Physical
h e a l t h and d i s e a s e s .
H e a l t h a n d s a f e t y h a h l t s ..........................
lirn t
n d .......................................................................
Mental
and r m o t i n n a )
health
o t he i
| spec i f y )

I I OMt
la)
(h)
(cj
Id)

i

i

1
1

'

i

!

Lot *

1 A K 11 . Y

(a)
I ti )
I d
Id)
Ic )

1

ho me

(

.

44 t

ft

1

t

1

ptonomic*

Relative
Amount o f
T i m e on D e s c r i p t i v e
Aspect s

f
!

h o me

C o 1 n mn

In n trh t
C a t e g o r y and
I'rsi r i p t iv r Aspects

Ant » c i p a t r
Spending

one

.

MASAI i l . Mi . M
V a l u e s a n d g o a l s ...................................................
Decision-mating
...................................................
Resources
( t i m e , money, e n e r g y )
.
Work snn} i l i f i c i t K M i
(time
and
motion)
......................................................................
Other
( s p e c iIy )

u O S S U M f k 1 D UC A T I O N
la)
S a v in g and s p e n d i n g
(e .g .,
hahlts,
budget, hanking).
,
, ,
lb)
Investments
.
..........................................................
(c ) C r e d i t
and i n s t a l l m e n t
buying
,
Id)
Insurance
.......................................................................
( e ) Consumer r e s p o n s i b i l i t i e s
( e .g .,
lags,
la b e ls ,
a d v e rtis in g ).
. ,
(f)
Consumer p r o t e c t i o n
(e .g .,
laws).
i i ) H o l e o f t h e c o n s u m e r .......................................
(h) Other
(specify)
I’ L I A S I .

lOHl'LUl.

MI . VI . h SI

511)1

Of

I ’ACh

-

.

<q>

(r>

1

'SSKIT} fq)
i s LIMOOS

{H

iVUniVN IO \Ol 1VAM ISNO/ll AWUMl
U .» * P t tl|

'

J ill

1 u*.iuiitl> I .> > '*r

AJ i 5 » | | 1

t r u o i i i>tu |

■ lu . iu Jo |.i'Jp
* I u.iuuln {

J

—

‘ 1*5

[r

i »f 1 1 * A n , \

1u

it> |'4i ijrajuii

1n

<

i i

Im

I lj j g j

p [ o q .

?l u i : I

ju

1

.j^

1

ji)
rnh j 4

i

j*

l-

if u r

n ■.

Ui

11

o |j

[*ri||

i t u u ! i v ^ri|i |

lUJLUiiJU^L' -JI^^

tPi

1 u J d -,

. u
} o

1

>4 n o u i y

j

a

r

11 ?

i j

o J

j

i r

)

i u J )u o ;i

^

ti uutniuj

V

-

61

-

u u n jo ')

t

-20-

P L E A S E C O M P L E T E O N E FO R E A C H C L A S S T H A T
CLASS

(.la**,
rotril

n
I,

t i t 1 <* ' _ __ _______________ _
n t L u p a i T n n a I TTf l
)
of

| i r i i imI' .

VjrrNrf

of

w f r h

‘m r t i f r
ji r r i n J

oC i n - L l a * * d c i t
hfiui i
within
<• n r
f u I J w* r & o f

\r nT

Mi I A L l a k k

IMM1

A

u m h e r i) f I n • c ] a s s
( 1 i ’ i 1 Hi i u i s | i r t
i i nt r nt la tP |n r y

* h 11 h

U

i

VII

_____________

V j r* h e r

L >I u mn

in

YOU TEACH.

t M

*

t, 1 ji * *

j *

1 a ij fi h 1 :

I *

T fl uf l ht :
________

pprr vl t e a c h i n g t h ) * c 1
during
^l hno I I
______________________________

C V I M U h CI A S S

1‘ O S U M

7 t Ml

one

C HA R T

Column

A n t u i j i ;*1 r
' ip r n d i n g

None
c k d i i M J m; a m i r f k S o N A t . i ami
f a ) I i - n p l r i i ( ' n and h a i r i a t e .
fhi
I I r . i n ] u i f 55 h a b i t * .
. . .
( V I ■i T h e r
I 5 p r o ■ f v ) ____ _________
I I.i'lll I V . AMI I I ki I I I S
Ia I u: lnl , line,
a n d J r 5 i j n .........................
( h ) M o t t l i n g s r l f d I o n a n d h uy I ng .
(v ) M o r ag o , t a r n ,
and r r p * I f o f
M o t h 1 n g ....................................................................
(d)
Use o f t r i t i li-5
,
(r|
Use and c a m
ol
s e w i n g I mil i ,
,
M l
i ' | i r r j ) m n of
sew i n g m a c h i n e
. .
,
(gI
Pattern
layout
(hi
P a t t e rt i ma r V I n g ..................................................
(i)
Clothing construction
..............................
1 I I l 1 o t h I ng a ] t n a t i m n .....................................
( k ) l a i l o r i n g
....................................................................
( J ) Ot h e t
( Spe c I f y ) __________________________

...............

4 .1 .

I O D D S A M I M i l H 11 I O' ,
I a ) N u t r i t i o n .....................................................................
| l i ) M r a l p l i i t i n i n j ........................................................
(c ) f u l l u r i l
l e n d s ........................................................
(d) A t t i t u d e s a f f e c t i n g
food choices,
(e)
I n o j p r e s e r v a t i o n ............................................
( t ) I n o J s o 1 ec t i oi l a n d I ' l l y i n g .
( g ) f o o d s t o r a g e ...............................................................
Ill)
I n o d p r e p a r a t i o n ..................................................
Ill
Ccnvpniencr foods
............................................
lj ) I n t r r t a l n i n g ,
tatile
setting
a n d s e r v i c e , m a n n e r s ...............................
(Cl i h l i r i
( s p e c i f y ) ___________________________

44 .

PAM 11 . V 1(1 A I. I l l AND MOM I Ni l RS I N C
la)
P h y s i c a l h r a l t h an d d i s e a s e s.
H e a l t h and s a f e t y ha t i l t s.
. ,
(c ) f i r s t a i d ........................................................
( d ) M e n t a l and e m o t i o n a l
hralth
ir ) L)thei
( s p e c i f y ) ______________________

<h)

4 S,

H O M f MANAC. l MI NT
(a)
V a l u e s a n d g o a l s ...........................................
(Ii)
D r t 1 s 1 o n • m a t 1 n g ............................................
(c) Resources ( t i m e , money, energy)
id)
S o il sim plification
( t i m e and
m o t i o n ) ..............................................................
(e)
Other
( s p e c i f y ) ________________________

4h .

C O N S U M I H l . mJ CAI 1 0 K
(a)
S a v i n g and s p r n d i n g
(e .g .,
h a b its , budget,
hanking),
.
(b)
Investments
..................................................
(c) C re d it
and i n s t a l l m e n t
buying
(J)
I n s u r a n c e .........................................................
(e) Consumer r e s p o n s i b i l i t i e s
(e.g
tags,
labels,
advertising).
(f)
Consumer p r o t e c t i o n
(e .g .,
laws).
U )
H o l e o f t h e c o n s u m e r ..............................
,
(h)
Other
(specify)
________________________
PL LAS!

COMPHTi

RtVlKNl

economics

ft

k e l a t i ve A m o u n t o f
T i m e o n D r u e r I p t 1v r
Asprt t s

i o m e n t i s l f ( n i y a ni l
!■<* » i r i | )t i v r A 5 p n t 5

A1

h o me

S t (U

Of

P AGL

Some

Lot s

-

o 1 up. ii

A

m

j

Itn s n M K S

i mi

Sumhf t nf
Jn - c 1 a s *
t 1 OL >
Inure
|if-r
t fir.tf n t i a X € % o r v

21

Cl.ASS

-

C O S T I ST

7 IMI

CHAM

(‘ o l u m n

of
R elativ e
Amount
l i m e on
sc r i p t \ v r
A sppc t *

Content
( ..IP jo ry
nr , d
'■ 11 r i p t i v p t i p n t t

11

A n t i c i \ ■a t p
S p r u l i ng

Spf rt

Nfnt

i ' .

1

So me

( AH 1 1 U S A M ' HOH 1.0 t ' l
K- -H 1
o p p o r t u n i t i e s ...........................
I a ) i'. t u p j l i d r m l
(b)
(.a rfP It
I n heme r . n n r i m .
.
in l P i r i l .
. i ni ] a t t i t u d e * .
<t ) W n t l
i r l a t i n n t h i p t ........................................
Id > I m p l n v r r
*
........................................
I r 1 S r ] f ■a i i r i i T i p r l
Tnl > i p i il 1 1 f ] t ii 1 i i n t
arnl
H i l l s
.
( f )
r p i i i m p p i p n l i .................................
> I du ra tio n a l
a n d s a l a r y .....................................................
h ) In u nf
r u le n(
h o m r r a k r T ........................................
f i ) I'ua I
1J l ' 1T t i p r l i p r . l ( i 1

AM .

Hi HI '
a 1
ti 1
fi )
f il 1

1
1

I SC. A S H
Housing

HOMl
H iH M SIIIM .S
nrrili
,
.......................... ......

1.

.

Hi m e m a i n t e n a n c e
a n d v a r r ...........................
H o ij * i n fl i l t r r i i i i l i v r i
fe ,g . ,
i p a r t n r n t . , r.cl' 1 ] f
l i omr * 1
j 1 1 .1 Ii ..............................
e ) M a i 1n N f l o o r
1 1 i ii ] o f , 1 i t i i - . a ti .1 i l i - 1 1 ( i i .................................
a i i n n g r T T i e t i t ........................... ' . * ► .
K ) km m
u l nl 1lltr
I ypr.
a ri l! i l v l r i .
h 1
l I H u y i n g ( u r n 1 * Ii l n g • .....................................................
t
i
n
ii
1
f
u
r
n
i
s
h
i
n g s ...............................................
<J )
k ) H o n s r h o 1 il a u f u m i p .
(r .g . ,
i r i m s , t »( i 1 m a i r l ..............................................
...............................................
1 1 Ilnuipliiilil equipm en t
H r ( ■ ti 1 s h 1 n g
1 u r ti 1 1 ti T r
........................................
f r nj
n ) nt hr T h p n i l v )

1

1
1
1
1
1
1
1
1

i

i

|

Lots

]

'8
1

1

R

4

i

-

1

1

|

1

J M.

I AM I I . Y l . I V l M i
[ .1 1 M u i r
and f e m a l e
r I1 1 r i
h 1 1111il r i * t a n J i n g s e l l .....................................................
| . H I 1 1 v I t u- t nhr t N .
U 1 Understanding
1 t I n i d i ........................................
l.l ) I l l u l r f . 1 m u l 1 m
r ) f i a t i il g .............................................................................................
1 1 M a 1 p u ' l r i l i i M i a f i .1 r ti 8 a 8 r m r t i I
M arriage
( e .g . ,
ki - . KI m g v , i i i . t i m i ,
<8)
av i 1 .
.
.........................................................................................
rrjiTo.lii. t io n a n J ili-Trli'pr.Piit ,
Ii 1 H u m a n
a m i 1 y I i 1 r i i n. I r
f 1I
l n .i i n l n g a 1 .i iti i ] i - .....................................................
.1 )
(
. g . , .lings,
( Ik ) i ' r n 1 1 M t u m m m
il i v n i i r , a 1 1 o I i u 1 i vi n ) ........................................
I 1 1 K r t o l t’ i i i [ i m i l 1 u 1 .....................................................
(m ) I l t i n j t t I r J m
s in g le
l i v i n g ...........................
l hr
fa m ily
■i M r n
to
(n 1 K rla tin g
l -1 li t' 1 M l . I . l l
systems.
In ) o t h r 1 1 spec I l v )

1

1

1
1

1
1

1

1
1

1

*
.

I

tllH.li CAM
AMI H U I li'l'MI M
J 1 h a h > S 1 t t 1 t i g ..........................................................................
and
s p a c e ........................................
Ii ) I ’ l a y t h i n g s
'lt-natal
ia n a n d . I i - vt - 1 t p n u - n t
U )
1 n a n . m g a i h 1 1 d .....................................................
J )
Infant
a n d . I n 1 J . . a r e ........................................
p 1
t ) U p v e 1n p m e n t a 1 a g e s
and
stages
I ’h y s i i l i l
J r v t " 1 o p m e n t ...............................................
m i
dr v r 1ppitr n t *
.......................... ......
l h ) Mental
i 1 1 I t i - t i i . n a ] J n p l i - p f f i p i i t ........................................
JfiTlrpm i-nt ,
* ........................................
IJ 1 S i K 1 j |
needs nf
i h l l J t r l i .................................
I
1 Hilt u
O
b
s
e
I
v
1
n
g
1
1
1
1
1
J
r
e
n
......................................................
<1 1
ill h r i
1spi-i i 1 i |
in)

1
1
1
1
1

1

i
i

<

SI .

ICOIOUY
I C O M S I K V A ! l O \ Ol
SAIUKAL
HISOUKC!S1
(j)
land,
p e o p l e ......................................................
A i r ,
paper,
m t r i ..............................................
( I >) U l a s s ,
( s p e c 1 1> 1
I0 1 Olhe r

s : .

U.IS
(a )
b)
(i >
Id)
(f )

■

1

i
i
1

I
|
U _____- _____

Si .

.

1
1

UHI
1 IMI
t HA1 1 s
k n i t t i n g .......................................................................................
M l .

T

i n

t

1

—

|
f.

t ...................................................................................................................

N e e d l e w o r k ................................................................................
Tie
d y e i n g ................................................................................
Ot h e r
t specit y )

OllllK
t a 1
lb)

I s p n i l y )

i

i

BIBLIOGRAPHY

210

BIBLIOGRAPHY

Ack, Marvin.
"Is E d u c a t i o n R e l e v a n t ? "
J o u r n a l of Home
E c o n o m i c s , LXII (November, 1 9 7 0 K 647-51.
A m e r i c a n A s s o c i a t i o n of S c h o o l A d m i n i s t r a t o r s .
W h o 1s a
Good Teacher?
W a s h i n g t o n , D. C . : N a t i o n a l
School B o a r d s A s s o c i a t i o n , 1961.
An ders on, G. Lester.
" T h e o r i e s of B e h a v i o r an d S o m e
C u r r i c u l u m Issues," E d u c a t i o n a l P s y c h o l o g y :
A
B o o k of R e a d i n g s , ed~
Arthur P . Coladarcl.
N e w York:
Th e D r y d e n Pr es s, Inc., 1955.
Anderson, V e r n o n E.
P r i n c i p l e s an d P r o c e d u r e s o f C u r r i c u ­
lu m I m p r o v e m e n t . 2d e d . N e w York:
The Ronald
P res s C o m pany, 1965.
Astin,
Barker,

A. W.
The College E n v i r o n m e n t . Washington,
A m e r i c a n C o u n c i l o n E d u c a t i o n , 1968.

D. C.:

R o g e r G.
E c o l o g i c a l P s y c h o l o g y : C o n c e p t s and
M e t h o d s for S t u d y i n g th e E n v i r o n m e n t of H u m a n B e ­
havior"
Stanford:
S t a n f o r d U n i v e r s i t y Press; T968.
" E x p l o r a t i o n s in E c o l o g i c a l P s y c h o l o g y , "
A m e r i c a n P s y c h o l o g i s t , XX (January, 1965), 1-14.

Barker,

R o g e r G., a n d P a u l V. Gump.
Big School, S m a l l
School:
H i g h S c h o o l Size an3 S t u d e n t B e h a v i o r .
S t a n f o r d : S t a n f o r d U n i v e r s i t y Press; 1964.

Beller,

E. Kuno.
" R e s e a r c h o n O r g a n i z e d P r o g r a m s of E a r l y
Education,"
S e c o n d H a n d b o o k of R e s e a r c h o n T e a c h ­
ing , ed. R o b e r t M.
Travers. Ch icago:
Rand
M c N a l l y & Co., 1973, 530-600.

Belok, M i c h a e l V.
" T e a c h e r F r e e d o m — H o w Much?"
T he
J o u r n a l of T e a c h e r E d u c a t i o n , XVI (December,
4 50-52.
Berman,

1965),

L o u i s e M.
N e w P r i o r i t i e s in the C u r r i c u l u m .
C olu mbus, O h i o : C h a r l e s E. M e r r i l l P u b l i s h i n g
Co mpa ny, 1968.
211

212
Brickell, H e nry M.
O r g a n i z i n g N e w Yo rk S t a t e for E d u c a ­
tional C h a n g e . Alb a n y , N e w York:
N e w York State
D e p a r t m e n t of E d u c a t i o n , 1961.
Buckley,

Walter.
Sociology and Modern Systems T h e o r y .
E n g l e w o o d C l iffs, N e w Jersey:
Prentice-Hall,
I n c ., 1967.

Burdin,

J o e l L . , an d M a r g a r e t T. Reagan ( e d s . ).
PerformanceB a s e d C e r t i f i c a t i o n o f Sch o o l P e r s o n n e l . W a s h i n g t o n ,
D^ C E R I C
C l e a r i n g h o u s e on T e a c h e r E d u c a t i o n and
the A s s o c i a t i o n of T e a c h e r E d u c a t o r s , 1971.

Burrup,

P e r c y E.
T h e Te a c h e r a n d the P u b l i c S c h o o l S y s t e m .
2d ed.
N e w York:
H a r p e r & Row, P u b l i shers, 19<J7.

C o m m i t t e e on P h i l o s o p h y and O b j e c t i v e s o f Ho me E c o nomics ,
Home E c o n o m i c s Ne w Di r e c t i o n s :
A S t a t e m e n t of
Philosophy and Objectively
Dorothy D . Scott,
chairman.
W a s h i n g t o n , d T C.:
American Home Econ­
o m ics A s s o c i a t i o n , 1959.
Compton,

Coon,

N o r m a H . , a n d Ol ive A. Hall.
F o u n d a t i o n s of Home
E c o n o m i c s R esear ch:
A Human Ecology A p p r o a c h .
M i n n e a p o l i s : B urgess P u b l i s h i n g C o m pan y, 1972.

B e u l a h I.
H o m e E c o n o m i c s in the P u b l i c S e c o n d a r y
Schools:
A R e p o r t of a N a t i o n a l S t u d y . W a s h i n g t o n ,
d T C .'
: u"! Si G o v e r n m e n t P r i n t i n g office, 1962.

Deutsch,

Morton.
" F i e l d T h e o r y in Soc ial P s y c h o l o g y , "
H a n d b o o k of S o c i a l P s y c h o l o g y . V o l . I.
T h e o r y an d
M e t h o d , ed" G a r d n e r Lindzey.
R e a d i n g , Mass.:
AdcTi s o n - W e s l e y P u b l i s h i n g Com pa ny, Inc., 1954.

Dobry, Albert a, a n d N o r m a B o b b i t t .
"The D e v e l o p m e n t and
I m p l e m e n t a t i o n of a C u r r i c u l u m A p p r o a c h for th e
C o n c e p t u a l R e o r i e n t a t i o n of S e c o n d a r y Home E c o n ­
o m i c s P r o g r a m s w i t h E m p h a s i s on M e e t i n g N e e d s of
Special Groups:
P hase I."
U n p u b l i s h e d report,
M i c h i g a n S t a t e U n i v e r s i t y , 1972.
Downie,

N. M . , an d R. W. Heath.
Ba sic S t a t i s t i c a l M e t h o d s .
2d ed.
N e w York:
H a r p e r & Row, P u b l i s h e r s , 1965.

Eastmond, J e f f e r s o n N.
tion.
Bos ton :

The T e a c h e r a n d S c h o o l A d m i n i s t r a ­
H o u g h t o n M i f f l i n C o m p a n y , 195£.

213.
E l l i s , C h a r l e s M.
"Nee d s and D e f i c i e n c i e s of the T e m p o r ­
aril y C e r t i f i e d T e a c h e r in F l o r i d a . "
Unpublished
D o c t o r ' s d i s s e r t a t i o n , U n i v e r s i t y of F l o r i d a , 1955.
Erickson, E dsel L . , C l i f f o r d E. Bryan, a n d L ewis W a l k e r .
"The E d u c a b i l i t y of D o m i n a n t G r o u p s , "
Phi D e l t a
K a p p a n , LIII (January, 1972), 319-21.
Fleck,

Henrietta.
T o w a r d B e t t e r T e a c h i n g o f Home E c o n ­
o mic s . N e w - YoFkl
The M a c m i l l a n Company, 196i).

Foster,

H erbert L.
"The I n n e r - C i t y T e a c h e r and V i o l e n c e :
S u g g e s t i o n s for A c t i o n R e s e a r c h , "
Phi D e l t a
K a p p a n , L (November, 196 8), 172-75.

Gerlock,

D o n a l d E.
"An A n a l y s i s of A d m i n i s t r a t o r s '
E v a l u a t i o n s of S e l e c t e d P r o f e s s i o n a l l y a n d P r o ­
visionally Certified Secondary School Teachers,"
Th e J o u r n a l of T e a c h e r E d u c a t i o n , XVI (June, 1965),
240-41.

Glass,

Gray,

G e n e V., and J u l i a n C. S t a nley.
Statistical
M e t h o d s in E d u c a t i o n a n d P s y c h o l o g y . E n g l e w o o d
C l i f f s , N e w J ersey:
P r e n t i c e - H a l l , Inc., 1970.
Horace B.
"A S t u d y of the O u t c o m e s o f P r e - s e r v i c e
E d u c a t i o n A s s o c i a t e d w i t h T hree L e v e l s of T e a c h e r
Certification."
Unpublished Doctor's dissertation,
The F l o r i d a S t a t e U n i v e r s i t y , 1962.

Gulliver, P. H.
"Age D i f f e r e n t i a t i o n , "
International
E n c y c l o p e d i a of the S o c i a l S c i e n c e s . Vol. I, ed.
D avi d L. Sills.
N e w Y ork:
The M a c m i l l a n C o m p a n y
& The Free Pr ess, 1968, 157-62.
Hall, C a l v i n S., and G a r d n e r L i n d z e y .
T h e o r i e s of P e r s o n ­
ality.
2d ed.
N e w York:
John W i l e y & S o n s , I n c . ,
1970.
Hall,

O l i v e A., and B e a t r i c e P a o l u c c i .
E c o n o m i c s . 2d ed.
N e w York:
I n c . , 1970.

Teaching Home
J o h n Wile y & Sons,

Hass,

Glen.
"Who S h o u l d Plan t h e C u r r i c u l u m ? "
Educational
L e a d e r s h i p , X I X (October, 1961), 2-4, 39.

Hays,

W i l l i a m L.
S t a t i s t i c s for P s y c h o l o g i s t s .
Holt, R i n e h a r d a n d W i n s t o n , 1963.

N e w York:

214
Hill, A l b e r t a D.
"The B u s i n e s s of T e a c h e r E d u c a t i o n —
Teaching Teachers,"
Home Economics Teacher E d u c a ­
t i o n — the S t a t e of th e A r t . W a s h i n g t o n ,
C.:
A m e r i c a n Ho m e E c o n o m i c s A s s o c i a t i o n , 1970, 1-4.
Hurt, M a r y Lee, an d M a r g a r e t A l e x a n d e r .
"New C h a l l e n g e s
for H o m e E c o n o m i c s E d u c a t o r s , "
Jo u r n a l o f H o m e
E c o n o m i c s . LXI (December, 1 9 6 9 ) ” ' H i - 7 5 .
Johansen, J o h n H.
"An I n v e s t i g a t i o n of the R e l a t i o n s h i p s
b e t w e e n T eachers' P e r c e p t i o n s of A u t h o r i t a t i v e
I n f l u e n c e s in Loc al C u r r i c u l u m D e c i s i o n - M a k i n g
an d C u r r i c u l u m I m p l e m e n t a t i o n . "
Unpublished
Doctor's dissertation, Northwestern University,
1965.
Johnson,

Lydia, and M a r y R. Swope.
"F act s a b o u t C u r r i c u l a
in H o m e E c o n o m i c s in I n s t i t u t i o n s of H i g h e r E d u c a ­
ti on,"
J o u r n a l of H o m e E c o n o m i c s , L X I V (February,
1972), 11-17.

Koontz,

J. E.
"A S t u d y of the R e l a t i o n s h i p b e t w e e n the
P r o b l e m s of A r k a n s a s S e c o n d a r y School T e a c h e r s in
C e r t a i n S e l e c t e d S c h o o l s an d the F a c t o r s of P r o ­
f e s s i o n a l P r e p a r a t i o n , T e a c h i n g E x p e r i e n c e , the
S e x of the T e a c h e r , a n d the S i z e of the S c h o o l
System."
Unpublished Doctor's dissertation,
U n i v e r s i t y of A r k a n s a s , 1963.

Leeper,

R o b e r t R. ( e d . ) . C u r r i c u l a r C o n c e r n s in a R e v o l u ­
t i o n a r y E r a . W a s h i n g t o n , d T C . : A s s o c i a t i o n for
S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 1971.

Levie, W. Howar d.
"The A n a l y s i s an d A p p l i c a t i o n of M e d i a , "
S e c o n d H a n d b o o k of R e s e a r c h o n T e a c h i n g , ed.
R o b e r t M. wT T r a v e r s . C h i c a g o : Rand M c N a l l y &
C o m p a n y , 1973, 858-82.
Livingston, W i l b u r D.
"An E v a l u a t i o n o f R e q u i r e m e n t s for
t h e C e r t i f i c a t i o n of S e c o n d a r y Sc hool T e a c h e r s . "
U n p u b l i s h e d D o c t o r ' s d i s s e r t a t i o n , U n i v e r s i t y of
S o u t h C a r o l i n a , 1957.
McGrath,

E a r l J.
"The C h a n g i n g M i s s i o n of Home E c o n o m i c s , "
J o u r n a l of H o m e Eco n o m i c s , LX (February, 1968),
85-92.

_________ .
"Th e I m p e r a t i v e s of C h a n g e for Home E c o n o m i c s , "
J o u r n a l of H o m e E c o n o m i c s , LX (September, 1968),
5 0 5 - I T . -------------------------

215
McKinney, C a r o l y n Dommer.
" P r o f e s s i o n a l Ro le P e r c e p t i o n s
of M i c h i g a n Home E c o n o m i c s T e a c h e r s . "
Unpublished
D o c t o r ' s d i s s e r t a t i o n , M i c h i g a n Sta te Un ive rsity,
1972.
McLeish,

John.
Teachers' A t t i t u d e s :
A S t udy of N a t i o n a l
and O t h e r D i f f e r e n c e s . C a m b r i d g e : C a m b r i d g e I n s t i ­
tute of E d u cation, 11)69.

Metcalf,

L a w r e n c e E . , and M a u r i c e P. Hunt.
the C u r r i c u l u m , "
Phi Delt a Kappan,
358-61.

Minot,

"Re l e v a n c e and
LI (March, 1970),

M a r i o n E.
"To P r e p a r e the B e g i n n i n g T e a c h e r as a
Specialist,"
Home E c o n o m i c s T e a c h e r E d u c a t i o n —
the S t a t e of the A r t . W a s h i n g t o n , Dl c .:
Ameri­
can Home Eco no m i c s A s s o c i a t i o n , 1970, 12-15.

Moeller,

G e r a l d H.
" B u r e a u c r a c y a n d Teachers* S e nse of
Power ,"
A d m i n i s t r a t o r ' s N o t e b o o k , XI (November,
1962).

National E d u c a t i o n A s s o c i a t i o n , R e s e a r c h Di vi sion .
FirstYear T e a c h e r s E v a l u a t e T h e i r P r e p a r a t i o n for T e a c h ­
i n g . W a s h i n g t o n , 51 C .:
National Education Association, 1956.
N a t ional E d u c a t i o n A s s o c i a t i o n , R e s e a r c h D ivision.
Th e P o s t ­
w a r S t r u g g l e to P r o v i d e C o m p e t e n t T e a c h e r s . W a s h i n g t o n , 6. C . : N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1957.
Ostler,

Ru t h - E l l e n .
"A S u r v e y of B e l i e f s an d P r a c t i c e s
R e l a t i v e to T e a c h i n g Home E c o n o m i c s in N e w York
State."
Part 1.
Unpublished Doctor's dissertation,
S y r a c u s e U n i v e r sity, 1967.

Overholt, Geo rge , and Don Mart in.
"T h e V e n d e t t a in the
Schools:
A n E x e r c i s e in E t h n o c e n t r i s m , " Phi D e l t a
K a p p a n , L I V (February, 1973), 409-10.
Pace,

C.

Parker,

R.
A n a l y s e s of a N a t ional S a m p l e of C o l l e g e
E n v i r o n m e n t s . F i n a l Report, C o o p e r a t i v e R e s e a r c h
P roj ect No. 50764.
W a s h i n g t o n , D. C.:
O f f i c e of
E d u cation, U. S.
D e p a r t m e n t of Health, Edu cation,
and W e l fare, 1967.
J o h n L . , and R i c h a r d J. W i t h y c o m b e .
" M e d i a t i o n in
an A l t e r n a t e T e a c h e r T r a i n i n g Program,"
Phi D e l t a
K a p p a n , L I V (March, 1973), 483-85.

216
Peterson, W a r r e n A.
"Age, T e a c h e r ' s Role, an d th e I n s t i ­
tutional Setting,"
C o n t e m p o r a r y R e s e a r c h o n Tea c h e r
E f f e c t i v e n e s s , e d s . B ruce J . B i d d l e , a n d W i l l i a m
Jl Ellena.
N e w York:
Holt, R i n e h a r t an d Winston,
1964, 264-315.
Prescott, E., E. Jones, and S. K r i t c h e v s k y .
" G r o u p Day
C a r e as a C h i l d - R e a r i n g E n v i r o n m e n t : "
R e p o r t to
C h i l d r e n ' s Burea u, U. S. D e p a r t m e n t of Health,
Education, and W e l fare.
P asadena, Ca lif:
P acific
O a k s College, 1967.
The P r i n c i p a l s L o o k at the S c h o o l s . A Status S t u d y of
S e l e c t e d I n s t r u c t i o n a l Pra c t i c e s , A W o r k i n g Pap er
P r e p a r e d for th e Pro j e c t on the I n s t r u c t i o n a l P r o ­
g r a m of the P u b l i c Schools.
W a s h i n g t o n , D. C . :
Th e N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1962.
Ray, E l i z a b e t h M.
" S u m m a r y - - T h e A r t of the P o s s i b l e , "
Home E c o n o m i c s T e a c h e r E d u c a t i o n - - t h e S t a t e of the
A r t . W a s h i n g t o n , D-^ C. : A m e r i c a n Home E c o n o m i c s
As s o c i a t i o n , 1970, 54-56.
Reichmann, W. J.
Us e a n d A b u s e of S t a t i s t i c s . A P e l i c a n
Book.
B a l t i m o r e : P e n g u i n Books, I n c . , 1964,
Robinson, Donald W.
" A l t e r n a t i v e Schools:
C h a l l e n g e to
Traditional Education?"
Ph i D e l t a K appa n, LI
(March, 1970), 374-75.

_

_

.

" A l ternate Scho ols :
Do They Promise System
Re form?"
Phi D e l t a Kappan, L I V (March,
433, 443.
.

Ryans,

1973),

" A l ternate Sch ool s:
Is the O l d O r d e r R e a l l y
Changing?"
Educational Leadership, XXVIII
1971), 604-6071

(March,

D a v i d G.
C h a r a c t e r i s t i c s of T eache rs:
Their
D e s c r i p t i o n , C o m p a r i s o n , and A p p r a i s a l . W a s h i n g t o n ,
D. C.:
A m e r i c a n C o u n c i l o n E d u c a t i o n , 1960.

Sasse, E d w a r d B.
" T e a c h e r and A d m i n i s t r a t o r P a r t i c i p a t i o n
in D e c i s i o n M a k i n g a n d C u r r i c u l u m D e v e l o p m e n t . "
U n p u b l i s h e d D o c t o r ' s d i s s e r t a t i o n , The U n i v e r s i t y
of Wisconsin, 1966.
Sax, Gilbert.
E m p i r i c a l F o u n d a t i o n s of' E d u c a t i o n a l R e ­
s e a r c h . E n g l e w o o d Cliffs, N e w Jersey:
PrenticeHall, I n c . , 1968.

217
Schwab,

Sharp,

J o s e p h J.
The P r actical:
A L a n g u a g e for C u r r i c u ­
l u m . A u x i l i a r y S e r i e s , S c h o o l s for the 7 6 1s .
W a s h i n g t o n , D. C.:
National Education Association
P u b l i c a t i o n s , 1970.
Mari an.
" F a ctors R e l a t e d to P a r t i c i p a t i o n of 121
Jun i o r s in E x t r a - C u r r i c u l a r A c t i v i t i e s . "
Un­
p u b l i s h e d M a s t e r ' s thesis, Ohio s t a t e U n i v e r s i t y ,
1956.

Shuster,

A l b e r t H . , Jr.
"A S t u d y of the A d v a n t a g e s and
D i s a d v a n t a g e s of th e C o l l e g i a t e C e r t i f i c a t e in
Virginia."
Unpublished Doctor's dissertation,
U n i v e r s i t y of V i r g i n i a , 1955.

Simpson,

E l i z a b e t h J.
" C h a l l e n g e s in C u r r i c u l u m D e v e l o p m e n t
in Home E c o n o m i c s . "
J o u r n a l of H o m e Eco n o m i c s , LX
(December, 1968), 767^751

Sincock,

W i l l i a m R.
" T e a c h e r R e a c t i o n to C e r t a i n P r a c t i c e s
in C u r r i c u l u m S t u d y P r o g r a m s . "
Unpublished Doctor's
d i s s e r t a t i o n , U n i v e r s i t y o f C h i c a g o , 1959.

Smith,

B. O thanel (ed.).
R e s e a r c h in T e a c h e r E d u c a t i o n :
A S y m p o s i u m . E n g l e w o o d Cli ffs , N e w Jersey:
P r e n t i c e - H a l l , Inc., 1971.

Smith,

B. Oth ane l, W i l l i a m 0.' Stanley, a n d J. H a r l a n Shores.
F u n d a m e n t a l s of C u r r i c u l u m D e v e l o p m e n t . N e w York:
W o r l d B o o k C o m pany, 1950.

Steidle,

W a l t e r E.
"The P r e p a r a t i o n , C e r t i f i c a t i o n , and
T e a c h i n g E m p l o y m e n t of G r a d u a t e s o f S c i e n c e E d u c a ­
t i o n P r o g r a m s in Ohio, 1 9 6 1 - 1 9 6 3 . "
Unpublished
D o c t o r ' s d i s s e r t a t i o n , T h e Ohi o S t a t e U n i v e rsit y,
1964.

Stephens, J. M.
Educational Psychology:
T h e S t u d y of
E d u c a t i o n a l Growth"
r e v . ed.
N e w York:
Henry
H o l t and Company, 1956.
Stiles,

L i n d l e y J.
" C e r t i f i c a t i o n and P r e p a r a t i o n of
E d u c a t i o n a l P e r s o n n e l in M a s s a c h u s e t t s , "
Phi
D e l t a K a p p a n , L (April, 1969), 477-80.

Stogner, M y r t l e D.
"C h a l l e n g e s for Home E c o n o m i c s T e a c h e r s
in S e c o n d a r y E d u c a t i o n . "
N e w D i r e c t i o n s for V o c a ­
ti onal H o m e E c o n o m i c s . W a s h i n g t o n , d T C .:
A m e r i c a n V o c a t i o n a l A s s o c i a t i o n , A p r i l , 1971, 21-23.

218
Stuart, Alan.
B a s i c Ideas of S c i e n t i f i c S a m p l i n g .
G r i f f i n ' s S t a t i s t i c a l M o n o g r a p h s and C o u r s e s N o
N e w York:
H a f n e r P u b l i s h i n g C o m pa ny, 1968.
Taba,

4.

Hilda.
Curriculum Development:
T h e o r y and P r a c t i c e .
N e w Y o r k : H a r c o u r t , Brac e & World, Inc., HST6 2 .

Tanner,

Daniel.
opment .

Secondary Curriculum:
T h e o r y and D e v e l ­
N e w York:
T h e M a c m i l l a n Co mpany, T 9 7 T T

Te acher E d u c a t i o n S t u d y Group.
T e a c h e r D e m a n d an d S u p p l y
in M ichigan:
1 9 5 4 - 1 9 7 0 . A n n Arbor, Mi chigan:
J~! W. E d w a r d s , Pu blis her, Inc., 1956.
Turner,

R i c h a r d L.
" C o n c e p t u a l F o u n d a t i o n s of R e s e a r c h in
Teacher Education,"
R e s e a r c h in T e a c h e r E d u c a t i o n :
A S y m p o s i u m , ed.
B. O t h a n e l S m i t h . E n g l e w o o d
C l i f f s , N e w Jersey:
P r e n t i c e - H a l l , Inc., 1971,
10-36.

Turner,

R i c h a r d L . , and N. A. Fattu.
Problem Solving P r o ­
fi c iency a m o n g E l e m e n t a r y T e a c h e r s : I : The
D e v e l o p m e n t of C r i t e r i a . M o n o g r a p h of the I n s t i ­
tute of E d u c a t i o n a l R e s e a r c h . B l oomington:
I n d i a n a U niversity, May, 1960.

U.S.

The
D e p a r t m e n t of Comm erce, Bureau o f the Census .
for
Statistics
&
I
n
fo
r
m
a
t
ion
U. S. Book of Facts,
1970.
N e w York:
G r o s s e t & Dunlap, 1969.

W a t t e n b e r g , W i l l i a m W.
"Yo uth E d u c a t i o n :
A Psychophysical P e r s p e c t i v e , "
Y o u t h Education:
Problems/
P e r s p e c t i v e s / p r o m i s e s . P r e p a r e d by the A S C D - 196 8
Y e a r b o o k Co m mittee.
W a s h i n g t o n , D. C.:
Associa­
tion for S u p e r v i s i o n an d C u r r i c u l u m D e v e l o p m e n t ,
NEA, 1968.
Woodworth, R o b e r t S.
D y n a m i c s of B e h a v i o r .
Holt, R i n e h a r t and W i n s t o n , 19 56.
Ylvisaker, Pau l N.
"B e y o n d
S a t u r d a y R e v i e w , LV

N e w York:

'72:
S t r a t e g i e s for Sch ools,"
(December, 1972), 33-34.