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DATE DUE DATE DUE DATE DUE 6/01 c:/CIRC/DateDue.965-p.15 AN EXPLORATORY ATTEMPT TO CLARIFY THE NEED FOR ARIED PUPIL EXPERIENCE JITH HEAT MEALS INCLUDING SOME SUGGSSTIONS FOR HOMEHAKING TEACHERS by Nancy MaoKean A Problem T.E. 52% 4 Term Credits Submitted to the Faculty of the College of Home Economics of Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIEflCE College of Home Economics 1960 ACKNOWLEDGMENTS The writer wishes to express her sincere appreciation to Dr. Beatrice O‘Donnell. College of Education. Teacher Education Department, for her guidance and supervision of this problem. TABLE OF CONTENTS CHAPTER I THE PROBLEM AND DEFINITION OF TERMS...................... Importance of the Problem............................. Purposes Of the StudyeIeeoeeOeOIOOOeeeeeeeeeeoeeeeoeoo mfmuon or TermSICOOD....0...OOOOOIOIOOOOOOIOUOUOOO II RBVIETIJ OF LITW‘PWCEO...C...0...C...’..............'...O. Trends in Home Economics at the Secondary Level....... Research Findings Which Indicate Students' Understandings and Interests in Meals with Special Reference to Heats......................... Cost of Adequate Food Preparation in the Homemaking ngrMeeeeeeeeeeeeeeeeeeeseeeeeeeeeeeee Conditions Related to Teaching of 'Foods"............. Some Generalizations about Foods with Special Reference to Meets................................. The Relationship of the Equipment in Homemaking Departments to the Learning Experience............. III DESCRIPTION OF PROCEDURESIOO...COCOCOUOIOOO0.00.00.00.00. Reviewed Certain Basic Literature..................... organi‘Qd the B3310 Concepts.....uuu.u.o.......... Developed Criteria..........n.n.........n.......... Developed Resource Haterials.......................... Iv DESCRIPTIOL‘E 0F RESIHJTSOOOCIOOOOOOI...OOOOOOOOOOIIOOIOOOOO Part I Summary of Evidence which Indicates Needs and Interests of High School Students for More Experiences with.Meat Meals..... Beliefs and Recommendations of Home Economics Leaders.OOOOOOOOOOOOOOOOOOOOOIO Part II Some Criteria Selected as Important in Plan- ning Experiences with Meat Meals......... Part III Some Suggestions Deve10ped for Homemaking Teachers in Providing Experiences with Meat M6313eeeeeeeeeeeeeeeeeeeeeeeeeeeeeee iii PAGE 3' ‘F' NNH VGUI 10 13 15 15 l6 l6 l6 l7 17 18 20 21 iv TABLE OF CONTENTS (Continued) CHAPTER PAGE v SUT‘EMARY AND RECOI‘E'ENDATIONSeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 38 PurpOSOS 0f Studyeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 38 RBBUltG Of the Bede" 0f Literatmeeeeeeteeeeeeeeeeeee 38 Procedurounun...".u...................unun... 39 ROBUlu-eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 39 RecomendationSOOOOOOOOIO00.0.0...OOOOOOOOOOGOCOOOOOO. 1+0 BIBLIOGRAPIIYOO00......0.00.00.00.00.0.00.00.00.00...0.0.0.0.... 1+2 fiAPTER I THE PROBLEM AND DEFINITION OF TERMS The writer is a former homemaking teacher and expects to return to this field upon the completion of her graduate work. During her teaching experience she realized that in all areas of homemaking there is urgent need for careful planning so students can and do have signifi- cant learning experiences. Hany homemaking teachers have difficulty in making effective decisions about the teaching of realistic family meals. Frequently in 'school meals" insufficient consideration has been given to the selection, preparation, and service of meats, fish, and poultry. Importance of the Problem There is increasing evidence that more emphasis should be placed on significant learning experiences related to “meat meals" in homemaking classes. Heat is one of the most basic foods of our diet. The yearly per capita consumption of meat continues to increase. American people tend to like meat and consider it most important to have this ”mainstay“ prepared properly. Since meat usually involves the largest outlay of money in terms of a meal, homemakers are eager to learn to select and to prepare this food in a variety of ways. However, homemakers tend to: 1. Have a feeling that meat cookery is difficult. 2. Buy only certain types of meat. especially hamburger. Results from several research studies indicate that high school girls lack basic understandings about meat selection and preparation as a part of family meals. These studies also indicate that students in all grades (9-12) are interested in having more instruction on meats than they now have in homemaking classes. Homemaking teachers have reluctantly accepted the responsibility for increasing the instruction in meat meals. In general they feel limita- tions due to: The high cost of meat, and the relatively limited school budget. The length of time which is necessary to prepare meat meals and the length of the class period. The lack of individual student experience in the preparation of meat meals. Purposes of the Stugy purposes of the study were to: Summarize the evidence for providing more emphasis on meat meals in the homemaking program. Define some criteria as found in the review of literature for effective instruction in meat meals. Use the criteria in developing some resource materials for home- making teachers to use in planning meat experiences for their classes. Definition of Terms Meat refers in this problem to the portion of the meal that furnishes the main source of protein. Included in this area would be cuts of beef, pork. veal. and lamb, fish, and poultry. Meat Heal refers in this problem to a variety of foods which have been put together to complement a type of meat. This may be a complete and/or a partial meal. CHAPTER II REVIEW OF LITERATURE In this chapter the writer has briefly reviewed and summarized representative literature in relation to six points: 1. Trends in home economics at the secondary level. 2. Research findings which indicate students' understandings and interests in meals with special reference to seats. 3. Cost of adequate food preparation in the homemaking program. #. Conditions related to the teaching of “foods.“ 5. Some generalizations about foods with special reference to meats. 6. The relationship of the equipment in homemaking departments to the learning experience. Trends in Home Economics at the secondagz Level The following points are emphasized by Dorothy Leahy in relation to trends in home economics.1 a. A shifting of emphasis in goals from homemaking skills as an end in themselves to the social development of the individual as a person and as a member of the family. b. Skills are not being discarded but rather set in proper focus as to their contribution to home relationships. Skills make a very positive contribution to good home relationships when 1 Dorothy Leahy, ”Trends in Homemaking Education," Journal of Home Economics, Vol. 42. No. b, April, 1950, p. 269. a our goal is the effect of the skill rather than its deve10pment as an end in itself. c. Home economics is an ever changing program to meet the needs of a changing society in an ever-changing world. d. There is growing evidence of more cooperation among pupils and teachers in an effort to develop a more functional program in keeping with the needs of the pupil. s. More emphasis is being given to evaluation particularly self- evaluation in an effort to find out what is happening to the individual instead of what someone else says about what he is doing or what is happening to him. f. More women are becoming both homemakers and wage earners. Edu. cators need to take notice of this fact to provide more adequately for the needs of their students. Research Findings Which Indicate Students' Understandings and Interests in Meals with Spegial Reference to Heat; Several studies were reviewed which indicated the lack of opportunity students have had to learn meat cookery and their interest to do so. Clara Brown Army discovered in the Minnesota study the following in 2 relation to student lacks in meal planning. a. Few girls were able to answer items dealing with protein foods until the 11 or 12th grades. In addition they could not dif- ferentiate between expensive and inexpensive cuts. b. The majority had not learned even at that level the methods used to prepare different cuts of meat to obtain a palatable product at the temperature at which various protein foods should be cooked. 0. Foods instruction appeals to most adolescents because it can furnish so many types of satisfaction. d. The study also showed evidence that as students grew older. their interest in foods tended to remain high. but they were particularly 2Clara Brown Arny. The Effectiveness of the Hi h Schoo Pro ram in Home Economics, (Minneapolis: University of Minnesota Press. 19525. p. 193 ff. concerned with learning new things about food and its prepara- tion and service. Meat cookery should receive greater emphasis. Students apparently knew little about either selecting or cooking meats. Another study done by Mac VanCitters in Michigan brings out the following factors which indicate student interest in meal planning and 3 meat meals. a. Pupils in all grades ranked preparation of meats in a variety of ways among the top six items in this category, indicating a need for some work with meats at each grade level with the most extensive consideration being given at 11 and 12th grades. Other items to which 80 per cent or more of the pupils at all grade levels gave a positive response concerning which should be a part of the work in meal planning for each grade include: adequate meals within the family budget. and food combinations for attractive. nutritious meals. Twelfth graders wanted to know how to plan so they would know what foods to buy. where to get ideas for planning meals. All levels indicated interest in lunch or supper foods. Pupils in all grades were interested in selection of meats. The problem considered most important at all grade levels was how to prepare foods in a variety of ways. Cost of Adeguate Food Preparation $3 the Homemaking Proggam Ailsie Stevenson has reported the results of a study done in the state of hashington in relation to the cost of an adequate food prepara- u tion program. The main points emphasized in her article are: 3 Mae VanCitters. 'Interests and Problems Related to Meal Planning and Food Preparation by High School Students in Michigan,“ (Unpublished Master's thesis. Iowa State College, 1955). 4 Ailsie Stevenson, ''The Cost of an Adequate Food Preparation Program.‘ Practical Home Economics. Vol. 31, No. 1, Sept., 1952. p. 40. a. Economy is not obtained by skimping on the amount of food pre- pared or by overemphasising films and demonstrations. b. Laboratory equipment should be used to better advantage. 0. There should be more individual responsibility by high school girls. d. More teaching should be done on the meal basis in contrast to single foods. e. More emphasis should be placed on partial meals for the sake of management experiences. f. Occasional complete meals should be served following the neces- sary practice lessons on dishes included in the meals. g. Teacher demonstrations are valuable for presenting new foods or techniques and for organization of work, but should not be habitual. h. Demonstrations by the girls may be substituted occasionally for class activity, but require careful planning. 1. There should be five or six food preparations every two weeks. Conditions Related to Teachigg of "Foods" Hazel Price has reported the results of a study conducted in Ohio to determine whether it is still possible to teach foods on a meal-planning basis in a 60-minute period as effectively as on a 90-minute period basis. The conclusions of the study were as follows:5 1. The meal basis of teaching foods can be successfully used in either 60- or 90-minute periods provided: a. Both class and teacher manage time to good advantage. b. That meals are simple enough and servings small enough to be prepared and eaten in the time allowed. 5 Hazel H. Price. “Studying Achievement in Foods Classes.“ Journal of Home Economics. Vol. #3. No. #. April. 1951. p. 263. 2. c. That arrangement of working space, equipment. and supplies permits the pupil to use her time and energy to advantage. d. That the class acquires good management habits, such as: (1) Keeping work surfaces clean. (2) Doing jobs with the fewest motions possible. e. That pupils evaluate themselves and each other frequently on standards and on their work habits. Both periods have specific advantages and disadvantages. One teacher has indicated the lacks of her students in relation to meat cookery and suggests how she arranges her teaching of meat cookery to compensate for student lacks. This teacher has stated the following in relation to meat cookery lessons: 1. 2. 3. Students are often confused about the difference between the basic principles of meat cookery and meat recipes for meat dishes. Students are often ignorant of the wide variety of meats avail- able because of the few types of meats served in their homes. First hand knowledge of choice cuts is often lacking due to their prohibitive costs. Method of teaching used to overcome these student lacks. l. 2. Determine that there are two classes of meats-tender and less tender. Methods and recipes used at home are discussed and compared with the two general methods so that the girls understand the basic types of preparations used. Ground meat is used to demonstrate the various methods of meat cookery for economy's sake. Visual preparation is used for the more expensive cuts. Through the use of visual aids the students gain a wealth of experience although they are not able to smell or taste the finished product. 6Anna Jo Pearce, "How I Teach Meat Cookery." Practical Home Economics. Vol. 2, No. 6. March, 1957. p. 30. Two editorials which deal with the teaching of foods in general are summarised below. One article of special interest found in what's New in Home Economics states:7 1. Our real objective is teaching foods and it may well be that the method or methods used must vary with the situation at hand. Could it not even be that our very interpretation of the term teaching foods by the meal planning method is itself open to wide variation? The ultimate goal of effective family centered teaching of foods must include these three essentials: a. Students must learn to cook foods skillfully. b. They must know how to plan meals correctly. c. They must be able to prepare and serve meals properly. he must take a fresh look at these essentials which will prove helpful in making sure that each is included with the fullest possible measure of achievement no matter how the idea of teach- ing by the meal-planning method may be interpreted. Skills are the necessary foundation on which good foods and happy meal times are built. The learning must include those practical aspects of meal plan- ning which contribute to successful family and guest meals. One such aspect is time management. Another the ability to plan so that hot foods will be hot and cold foods cold. In addition all should have the background information necessary to know Just when to use various types of foods in menus. Our one real goal in our whole food teaching program is to inspire everyone we reach to gain a vision of the part that family meals can and do play in the highest and best family living. In another editorial found in hhat's New in Home Economic; the fol- lowing points were emphasized:8 ”Teaching Foods Must Include These Three Essentials,"hhat's New in home Economics, Vol. 20. Feb.. 1956. p. 74. 8 "Teaching Foods by the Meal-planning Method,“ fhat's New in Home Eggnomics. Vol. 20, Feb., 1956, p. 72. 10 1. Teaching foods by the meal-planning method offers opportunity for closer correlation to real-life situations for family-centered teaching. This method is: b. So basic it includes all phases of foods. nutrition, diets- tics. table service and so forth. One that gives students clearer understanding. Students learn foods as a whole not a part. Easiest way to interest students. One that helps teach solutions of home problems. problems that arise in the use of this method are: Time-~1t is difficult to fit the preparation of meals to a short laboratory period. The teaching of cooking skills is basic yet often slighted. Group preparation of meals is more expensive than is the cost of teaching individual food preparation. Laboratory space and equipment is too limited to make this method of teaching possible or practical. Not always practical for success depends on the maturity of the students. They must have a background of basic facts. Sometimes too great an emphasis on the complete meal leads to poor cooking habits. This method may be too repetitive to students over a three to four year period. Some Generalizations About Fbods'with Special Reference To Meatg The following generalizations have been taken from the Iowa State College generalizations in relation to evaluating foods learnings in the ninth and tenth grades. Some of the generalizations relate to meals in 9 general. but several deal specifically'with meats. Chadderdon, Index of Generalizations and Items for Evaluation for FoodsI 2th and 10th Grades. Iowa State College. 10. 11. 12. 13. 11 Families are alike in many ways. and.yet different in many ways. Family practices result from differences in goals. beliefs. values. cultural heritages. resources available. age of family members. occupations. The skillful food manager plans menus in which there is variety in textures, flavor. color and shape. A good manager considers the time required to prepare each food so that too many time-consuming dishes are not included in the same day's menu. Well balanced meals are not necessarily appetizing. since they may lack contrasts in color, flavor. texture. and shape. Heals recommended for people to maintain robust health include adequate amounts of all the basic food groups. Meat, poultry. and fish are excellent sources of protein, iron, niacin, riboflavin, and thiamine. Edible organ meats such as heart. kidney. liver are valued for their protein. minerals, and vitamin contributions. Freezing tends to tenderize meat slightly. High temperatures and/or long cooking toughen proteins. Decrease in weight of meats in the cookery process is in direct prOportion to the increase in temperature. Cooking in liquid may increase tenderness by softening the con— nective tissue. Cuts of meat from the loin or steak areas of the animal are more expensive than those from the organs or from less tender cuts of meat. yet they are no more nutritious. Foods which are more perishable are more expensive than those that can be shipped and held more easily. Ground beef varies in price depending on quality of meat and amount of suet. The variation from less to more expensive is usually in the following order: hamburger. lean ground beef, ground round steak. The following generalizations are more specifically related to meat cookery and have been quoted from Lowe's Experimental Cooke§[.lo IUSee page 12. 12 14. The changes brought by cooking meat may be slight or great depend- ing on how well the meat is cooked. 15. The characteristic changes produced by cooking consist of: a. Change in color. b. Loss in weight. c. Contraction in volume. d. Changes in fatty tissue. e. Changes in structural proteins or connective tissue. f. Changes in muscle fibers. ‘ 3. Change in flavor. 16. The temperature of cooking affects both the rate and the extent of shrink. In general lower cooking temperatures result in more uniformly cooked meat and in less cooking losses. 1?. The possible ways of increasing or decreasing the tenderness of meat are: , a. Aging. b. Mechanical alteration of the tissues. 0. Treatment with enzymes. d. Freezing. e. Cooking. f. Added substitutes for cooking such as acid, salts. and sugar. 18. In general meat is cooked as follows: a. Tender cuts--by dry heat. b. Less tender cuts--by moist heat. 10(Continued from page 11) Belle Lowe, Experimental Cookepz, (New York: John Wiley and Sons. Inc.. 1955). pp. 220-2h7. 13 19. The cooking losses are less and the meat more palatable in the uncovered pan. The booking time is shorter. however, in the covered pan. The Relationship of the Equipment in Homemakipg Departments to the Learning Experience Two authors. Ruth Cowles, and Stacey Krasnecki have made some state- ments in relation to this aspect of the homemaking program. Ruth Cowles in her article states: 1. The modern homemaking program, giving instruction in many areas of homemaking. demands attractive. home-like and flexible facil- ities. Its first function is to serve as a laboratory for home and family life instruction for all boys and girls and for the specialised field of hememaking for all girls. 2. whatever the department is like there are five essentials to consider in relation to equipment. a. Have at least one all-purpose or multiple purpose laboratory in every department. b. Allow freedom and flexibility in space arrangements. c. Provide adequate and versatile storage. d. Plan for homeolike decorations. colorful backgrounds, a center of interest and a teacher conference area in order to obtain the home center atmosphere. e. Permit adaptation for an adult homemaking center that may offer Opportunity for out of school classes. In the same light Stacey Krasnecki has stated:12 1. Our major objective in teaching homemaking can be stated simplyb- to give young boys and girls a better working knowledge of how to live in a family and how families may better live with one another. 11 Ruth Cowles, ”Needed Facilities for a Modern Homemaking Program," American School and University. Vol. 27, 1955, p. 273. 12Stacey Krasnecki, “Homemaking Spaces for New School Buildings." American Schools and Universities, Vol. 17. 1955, p. 279. lh 2. In planning spaces for teaching homemaking we need to provide an educational climate in which certain basic needs are met. so that young people will be better equipped to cope with the society in which they live. 3. Some of the overall objectives which the educational climate of the homemaking room should provide are: 3.. Provide experiences in all phases of homemaking. Set a standard for deve10ping homes in the community. Deve10p a family-centered curriculum. Help to achieve personal independence. Develop intellectual skills and concepts necessary for competent family living. Provide Opportunities for growth in managerial ability and competence in the skills of homemaking. Help individuals acquire a set of values and an ethical system as a guide to behavior in personal and family living. In an all-purpose room, modern equipment is usually provided for the preparation of meat meals. Experience with some of the following equipment is generally possible: Oven--roasting of meats Broiler Electric roasters Electric fry pan Deep well Heat thermometers Pressure cooker Deep fat fryer Rotisserie However. little discussion was found in the review of literature which related to this aspect of the use of the homemaking department equipment. CHAPTER III DESCRIPTION OF PROCEDURES Reviewed Certain Basic Literature The review of literature was limited to the following: Professionalgjogynals which included articles related to teachigg. 1. Nine years of the Journal of Home Economics from January 1950 to December 1959. 2. Six years of Practical Home Economics from January 1950 to May 1957. 3. Seven years of What's New in Home Economics from January 1950 to December 1957. #. Seven years of Forecast from January 1950 to December 1957. 5. The 1955 volume of American School and University. Repegpch studies in whiph findings about students' interests and under- standings were reported. Two research studies by Arnle and Van Citterslh were reviewed. Selected professional matgrialp in which generalizations about meals and pppts were defipgg. Two resources were used from which generalizations were secured: (l) Chadderdon's Evaluation Materials15 and (2) B. Lowe's Experimental Cookegx.16 13 . cit. lnArnye .2. ___ Van Citters, pp. pip. lsChadderdon, pp. pip. 16Lowe.‘pp.‘p;§. 15 16 Organized the Basic Concepts The basic concepts secured from the above references were organized into the following six categories: 1. Trends in home economics at the secondary level. 2. Research studies which indicate student understandings and interests in meals with special reference to meats. . Cost of adequate food preparation in the homemaking program. 3 h. Conditions related to the teaching of foods. 5. Some generalizations about foods with special reference to meats. 6 . The relationship of the equipment in homemaking departments to the learning experience. Developed Criteria A summary of basic concepts that are important in meat cookery and meal preparation was then made. From this information the writer then set up some criteria for use in the preparation of some resource materials for teachers to use in planning meat meal experiences in homemaking classes. Develoggd Resource Materials Using these criteria some suggestions for teachers to use in provid- ing Opportunities for students to have experience with meat meals were developed. CHAPTER IV DESCRIPTION OF RESULTS The purposes of this study were to: l. Summarize the evidence for providing more emphasis on meat meals in the homemaking program. 2. Define some criteria as found in the review of literature for effective instruction in I'meat meals.“ 3. Use the criteria in develOping some resource materials for homemaking teachers to use in planning meat experiences for their classes. Progress made toward achievement of these purposes are described in three parts below. Part I Summary of Evidence Which Indicates Needs and Interests of high School Students for More Experiences with Meat Meals Gaps in Students' Understandings of Meats 1. Eleventh and twelfth grade girls in the Minnesota study could not differentiate expensive and inexpensive cuts of meat. 2. Eleventh and twelfth grade girls in the Minnesota study did not know the methods of preparing different cuts of meat to obtain a palatable product. 3. The Minnesota and Michigan studies indicated that the girls knew little about selecting meats. Interests of Students in Studying Meat; 1. In both the Minnesota and Michigan studies the girls were par- ticularly concerned with learning new things about food and its preparation and service. 17 18 2. The Michigan study indicated a need to include planning of meals within the family budget and planning meals so that they would know what to buy. 3. Both studies indicated that preparation of meats in a variety of ways ranked as one of the high student interests. Beliefs and Recommendations of Home Economics Leaders Leaders in home economics and/or home economics education have in various ways indicated various concerns for what is important in teaching “meat meals.“ Dorothy Leahy in her article on trends in home economics points out that: skills are basic to home economics learning. but must be put in their proper perspective. They should be a means to the end of helping the individual to develop into an efficient homemaker.... Home economics is an ever-changing program and 290 that must make allowances for the new happenings of our times. An editorial which appeared in $hat’s flew in Home Economics states that in relation to teaching foods it is most important to remember that the method used must vary with the situation at hand. Even the term “meal-planning method" in foods teaching is Open to wide varia- tion. It is, however. a method whichashould provide closer correlation to real life situations. This editorial also states that the following essentials must be stressed in effective teaching of meals on the family basis: 1. Students must learn to cook foods skillfully. 2. They'must know how to plan meals correctly. 19 3. They must be able to prepare and serve meals prOperly. 17L9ahy. 9-2. Cite. pt 2690 18"Teaching Foods Must Include These Three Essentials.“ 22._g;§o. P- 7“. 19 Ibid. l9 Ailsie Stevenson has related the following in an article on planning a budget for an adequate food preparation program: In providing for an adequate food budget economy is not obtained by skimping on the amount f food prepared or by over-emphasizing films and demonstrations. In an editorial which appeared in hhat's New in Home_§conomics the author states: The problems that arise in the use of the meal-planning method are: a. Time. b. Money. 0. Maturity of the students. d. Loss of basic skills. 21 e. Method may be too repetitive over a three to four year period. In the report of a study done in Ohio. Hazel Price relates the following: The length of the period does not determine to any great extent the success or failure of the mealoplanning method of teaching. The determining factor is that bgfih class and teacher manage time and equipment to good advantage. Ruth Cowles and Stacey Krasneoki have reported that The educational climate we create in our homemaking department must be one that will bettefi equip young peeple to c0pe with the society in which they live. 3 The modern homemaking program must serve as a laboratory for home and family living. Thus the equipment of our hoggmaking departments must be such that this goal can be accomplished. 205tevenson,__p.‘gi§., p. #0. 21“Teaching Foods by the Meal-planning hethod,‘I pp. git.. p. 72. 22Price, pp.‘gi§.. p. 263. ZBCowles. 93. 3.3:... p. 273. 2“Krasnecki. gp.igi§.. p. 279. 20 After examining the statements of Chadderton and Belle Lowe, it can be seen that there are some definite principles of meat cookery that can be used for basic guides in the preparation of all meats. Part II Some Criteria Selected as Important in Planning Experiences with Meat Meal! The suggestions in the following pages were based on the following assumptions: 1. 5. Any girl in e homemaking class will be there a full year and with one teacher. The room is an all-purpose room with opportunity to use the kitchens all year. Spaced learning is more effective. Learning is more effective when tied to a real situation. a. When it is timely. b. When there is social approval. The school cannot deve10p skills in the length of time student is in class. They need to be reinforced at home. Considering the above assumptions and after considering the concepts expressed in the literature. the writer developed the following criteria which she believed should be considered in deve10ping suggestions for homemaking teachers in planning for and guiding experiences with ”meat meals": Students need: 1. Experiences with a variety of meat meals in all homemaking classes with more intensive work at the 11th and 12th grade levels. 2. 10. The criteria 1. 2. Experiences which are challenging and up-to-date and which are related to real problems and concerns of homemakers and the students themselves (time, money, etc.). Experiences with complete and partial meat meals. (This is possible by proper use of time. money and equipment.) Experiences in which principles of selection and preparation are emphasized as well as the 'how to do it.“ Experiences on an individual as well as group basis. Experiences which are spaced over a sufficient period of time so learning can be effective and the school food budget distri- buted and not excessive. ‘ Experiences in their own homes which supplement those in school. Experiences are broad and not limited to their own situations. resources, or customs. Experiences which show them what concepts about meat they under- stand and/or do not understand. Experiences with real materials and/or visual materials especial- ly in the selection of meats. Part III Some Sgggestions Developed for Homemaking Teachers in Providigg Experiences with Heat Meal; writer has developed several types of suggestions based on the discussed on page 20. These are as follows: Suggested objectives which appear to be defensible. Suggested types of eXperiences indicating their relationship to the criteria. Suggested Objectives Which Appear to be Defensible The following objectives appear to be defensible using Tyler's rationale: Students 1. Understand the role of meat in family meals and the importance of including meat cookery in homemaking classes. 2. Have a concept of the wide range of meats on the market includ- ing the relative prices and the relative degree of tenderness and suitable methods of preparation. 3. Understand the basic methods of preparation of meats and can relate this information to produce a desirable product in terms of taste and nutrition. h. Are able to prepare a variety of meats in school in small groups and/or demonstrations using the basic principles of meat cookery. 5. Are able to manage a variety of meat-meal situations in school and in home. Suggested Types of Experiences Indicating Their Relation to the Criteria Protest students to determine what they know about meat selgction and preparation before instruction. (Criterion 9) The writer has not prepared evaluation materials for meat meals but this needs to be done for effective teaching. flake pealistic plans for gypes of learning experiences that are_possible in homemaking classes. (Criterion 6) 2 . 5Ralph Tyler, Basic Principleg of Curriculum andflnstructiogi (Chicago: The University of Chicago Press. 1959). 23 The teacher will need to: 1. Know the total budget allowed her and what her expenses may be. 2. Allocate a part of the budget for foods. 3. Allocate some of this food budget to the preparation of meats and meat meals. 4. Know the available group time. Thus the teacher will know her limitations as to money, and can plan accordingly the type of experiences that are possible in the range of her budget. The writer proposes that instead of including all of the meat experi- ence at one time that a teacher space these experiences throughout the year. A suggested plan for this spacing appears on page 2h. In this way there will be an opportunity to introduce lessons when they are timely. In addition the students will be introduced to only a few facts at one time, but in the end they will have had wide experience with meats. (See Suggested Plan for Spacing of Meat-Fish—Poultry Lessons Throughout the Year.) 'v-.____ 2% SUGGESTED PLAN FOR SPACING OF’MEAT-FISH-POULTRY LESSONS THROUGHOUT THE YEAR Sectember 1. Outdoor cookery a . Bro iling b. Barbecue 2. Snacks a. Hamburger variations b. Hot dog variations 0. Sandwiches December - February 1. Party meals a. Roasts, chops b. Fish - shell 2. Hearty foods a. Stewing b . Braising 0. Pan broiling d. Casseroles 1. U.N.Jay November 1. Thanksgiving a. Foreign foods a. Poultry b. Ham March - May 1. Summer meals a. Cold cuts b. Salads 1. Meat 2. Fish c. has of canned meats 25 gagglze students in making decisions about the types of Experiences which would be most helpful to them. (Criteria 2, 6. 8) The teacher and pupils should examine the types of meats available in the community and decide which ones would best furnish them with the experiences they need in selecting and preparing of meats. This could be done by using the “Meat Reporter Form" which appears on page 26. Some suggestions as to the types of meat that might be prepared through- out the year have been listed in the spacing chart which appears below. The teacher needs to remember that the final decisions as to what should be included must be influenced by the needs and interests of her students. Igtimulate students to study cuts of meats in local markets and to identify these cuts. (Criteria 1. 2. 4. 5) Help the students determine what cuts of meat are available in the stores of the community. This might be accomplished by the use of a "Meat Reporter Form" which would be filled out by the individual student. fission e5 and no 3332.. 23 you so? 3 3:8 £8 :35. s. AIS 10> atom ween use: Hens.” 05 so we sum .33 you .53 «o hedoo 3.39.3: i 60333.5 .99 6.903 so» in .- hon urea—”Mm Woo an”: 3333:”. age .5 we a vase serum .32 “can 23.3.5 35¢ PH .332. 38 so» «565 sec. 5.539 M53033 05 3 goes. one». Hdoca u 5 c.3135- uaes no 3.3. e5 «.3 35.33.39 23m e59 .33 319 lfldz snug Eamon: 94w: 2? Involve students in setting up a display of meats in class by using labelgg pictures of various cuts of meat. The best source of such pictures is from meat charts which are offer- ed as free material from various meat companies. These pictures might then be used in the following way: Location of the cut on the carcass o; the animal. Arrange the labeled pictures on a bulletin board according to the type of meat. Then the students may indicate their location on the carcass charts handed out to them and the degree of tenderness. EXAMPLE OF THE BULLETIN BOARD B I Pork Lamb Veg; (Other similar pictures would be placed under each seat B‘ade - End R“) Kong‘- category. There should be at least two pictures under each eategony. One should be an example of a less tender meat and one an example of a tender cut of meat.) 28 rurn- . *3 w n- r V y ‘- n Dish-‘IPLUI l UHRCA. he) CllerR-PD Beef \‘ Name CLASS Directions: Look at the pictures on the bulletin board that are in the K:> beef column. 1. Color in the section on the carcass from which each cut in the beef column comes. no the coloring in the following way: a. If the meat should be cooked by a moist method, color the section blue. ,1 b. If the meat should be cooked by a dry method. color the section brown. ‘ 2. aoel each you have colored with:* a. The name of the section of the carcass. b. The name of the cut that is on the ‘ bulletin board that comes from that section. [ J 9;? ’You may use your Armour Fresh Meat Study Guide as your reference. 31 Help students to build useful materials about the method of cooking and type of meat. (Criterion h) The cuts available which have been determined by the meat survey could be divided.by the students with the aid of the Armour Fresh Meat Study Guide into six methods of cooking categories: roasting. broiling. stewing, pan broiling, and boiling. Teach basic principles before, during. and after experiences with meats. (Criterion h) In teaching meat cookery according to the spacing chart. page 24, the teacher will need to do the following: Aid the students in understanding the basic principles of neat selec- tion and cookery. This may be done through demonstration. visual materials. reading, and discussion. The basic concepts can be classified as follows: 1. Selection of meats. There are two guides that can be used in the selection of meats. a. Appearance. This is Judged by (l) conformation. (2) finish. (3) quality. b. Grading and branding. A consumer also needs to consider (1) choice of a reliable dealer. (2) taking advantage of lower priced cuts. When considering the price. if the number of servings per pound is con- sidered, a lower price per pound does not always mean more economical meat. 2. Cookery of meats. 32 Basically there are two methods for meat cookery: 1. Dry heat. 2. Moist heat. Dry Methods Oven roasting-alarge tender cuts Broiling--small tender cuts Pan broiling. pan frying- variation of broiling Tendernessgis affected_§z: l. The age of the animal. Moist Methods Braising--less tender cuts Stewing--small pieces of less tender cuts Boiling-large less tender cuts (usually for soup) 2. The location of the cut in the animal. 3. The amount of fat interspersed in the lean. Use ground meat to demonstrate the basic meat cooker: principles. (Cri- teria 3, 4. 5) Most people are familiar with ground meat. This old familiar favor- ite can be used very effectively as a basis for teaching all of the basic meat cookery principles. An example of how this can be accomplished follows: Roasting- meat loaves Broiling-o meat patties Pan broiling-- ' ' Pan frying-- ' ' Braising-- Stewing—o meat balls It is important for teachers to help students realize the variations of ground meats and fish that are available. 3 Ground beef, fresh pork. veal. lamb. A combination of any of these. Ham. Salmon or other fish. eumw Involve students in observing and participating in demonstrations.(Criteria 1.9 It should be remembered that demonstrations are not a substitute for actual student preparation. They should be used only when individual student participation is not practical. Each demonstration must be care- fully planned if Optimum results are to be obtained after its completion. There are three types of demonstrations that are possible: a. Teacher. b. Teacher-pupil. c. Group of students. It may be possible for some teachers to buy roasts or other expensive cuts for demonstrations or individual student preparation and then to sell the finished product. for example to various staff members. The function of demonstrations in meat cookery should be to emphasize the following: The varied use of eguippenp in meap cookery. 1. Pressure cooker. 2. Small electrical equipment. a. Fry pan. b. Deep fat fryer. 0. Electric sauce pan or controlled surface unit on an electric or gas range. d. Rotisserie. The preparation of large andlor expensive cuts of meat. 1. Roasts. . Steaks. . Turkey. . Ham. . Lobster. \n‘F'UN 34 Provide individual and small_group experiences in complete and partial meals. (Criterion 5) A a. In connection with each demonstration to be done in class. the students in each unit could plan a complete meal to accompany the main protein food to be demonstrated. The preparation of this could be done several days before or after the demonstration. On the day of the demon- stration the protein portion of the meal would be prepared as the demon- stration. b. The class as a whole might plan a complete meal around the pro- tein food to be demonstrated. Then each unit could prepare a portion of the accompanying foods. If time allows, it might be possible to serve this meal on the day of the demonstration. The following demonstration would be one that would help the teacher to show her students how they could plan to make the most of the meat dollar: 35 MEATS Tailored for Indoor-Outdoor Cooking BEEF BLADE-END RIB ROAST (6th and 7th Ribs) Three Fresh-Cooked Meals for a Family of Four A. Ask your rctailcr to saw . . across the ribs about 2 l\\\\'\ inches from the. chine \“g _; 319.1); bonc. \ \ \ B. At home, with ribs up and fat side on table, separate eye mus- cle (1) from balance of cut at natural dividing scam. Remove bones from this piece of meat, thcn cut into 2, 3 or 4 steaks, dcpending upon thickness. C. Run knife under rib bones (2), then under blade bone (3). The pieces of boneless meat taken from (:2), (3) and (4) may be ground for patties or cut into cubes for bruising. Cubes from top grade beef may be marinated and broiled. Sometimes a small rolled roast is made from (4). Michigan State University, the Colleges of Agriculture and Home Economics and the Cooperative Extension Service provide this material for you. Michigan State University is represented in each county by a Cooperative Extension staff that provides educational services in agriculture, home economics, 4-H club work, marketing and related fields. Encourage students to try out new ideas about meatgpreparation and serving. (Criteria. 1. 2. 3. 5. 7) gtudent preparation of meats as a home experience. This experience may be one that offers the student a change for practical experience as well as one to be creative. One experience which will offer this opportunity is recipe construction. Recipe constructigg. Provide a space on the bulletin board which could be entitled ”New Ideas with Meat.‘ Students will use this space to post the recipes they construct. Give each student doing this project a list of foods from which to work. An example of such a list is as follows: fiesta Vegetables Daigx Products Hamburger Tomatoes-~sauce,whole Eggs Hot dogs Potatoes Milk Carrots Cheese Cabbage Butter mu Flour Your sud estions o foods Bread not included on this list. Rice Macaroni 3? Supply the following directions uithwthi§_list of foods. 1. Using this suggested list of foods see what new ideas you can I'drean up" for a new way of preparing one of the meats listed. The list of foods suggested is only a guide. You may add any others that you would like. 2. Write up your recipe according to the proper form and post it on the bulletin board. 3. Have some member of your family fill out question 1 on the following form. You should fill out the remaining portion. FORM Your name Class underline one 1. a. I (liked. did not like) the recipe. b. In the following underline the description that best describes your reaction to the recipe. Flavor--very good, fair. poor. Appearance-cattractive, passable. unattractive. Comments: Signed 2. Were you satisfied with your results? Why? 3. If not, what suggestions do you have for improvement? h. Determine as nearly as possible the cost of your product. Describe how you determined this estimate. 5. Plan a day's menus that would include your product as the main protein food at one of the meals. CRAPTER V SUHMARY AND RECOMMJNDATIONS Purposes of the Study The purposes of the study were to: l. Summarize the need for more emphasis in meat meals in the homemaking program. Define some criteria as found in the review of literature for effective instruction in "meat meals.‘I Use the criteria in develOping some resource materials for home- making teachers to use in planning meat experiences for their classes. Results of the Review o£_Literature There is high student interest in gaining experience with meat selection and preparation. There are indications that many of the homemaking programs of today are not meeting the needs of students in relation to experience with meats. The basic reasons for teachers not providing experience with meats in homemaking classes are: 38 a. The high cost of meats and the relatively limited school budget. b. The length of time which is necessary to prepare meat meals and the length of the class period. c. The lack of individual student eXperience in the preparation of meat meals. b. There are ways that homemaking teachers can overcome the dif- ficulties that have prevented them from including adequate meat experiences in their teaching. Two of these are: a. Proper management of time and equipment. b. Using the basic principles of meat selection and cookery as a guide for teaching meats. Procedure Several volumes of five professional journals were reviewed to gain information about the conditions in a homemaking program that are important for successful pupil experiences with “meat meals.“ In addition. two research studies were reviewed to identify the interests and needs of students in the preparation of ”meat meals.“ Finally two sources were reviewed to determine some generalizations about foods with Special reference to meats. Results From the information reviewed, the writer set up criteria for use in the preparation of some resource materials for teachers to use in 40 planning neat meal experiences for their students. Then, using the criteria, some suggestiuns for teachers to use in providing their students with meat meal sXperiences were develOped. Recommendations There are two recommendations which the writer feels it is important to stress. 1. Since each teacher must treat her individual situation according to its needs, the materials develOped are not meant to be a final answer. It is heped that they will be only a start in continued thinking on the subject. 2. It is important that these materials be used in order to see what revisions and additions are needed. In addition, continued evaluation of them will be necessary if their further develOpment is to be of value. BIBLIOGRAPHY k2 BIBLIOGRAPHY Armour Fresh Meat Study Guide. Chicago: Armour and Company. Arny, Clara Brown. The Effectiveness of the Highfgchool Program in Home Economics. Minneapolis: University of hinnesota Press, 1952. Chadderdon. Index of Generalizations and Items for Evaluation for Foods, 2th and 10th Grades. Iowa State College. Cowles, Ruth. "Needed Facilities for a Modern Homemaking Program," American School and University. Vol. 27. 1955. Krasnecki, Stacey. “Homemaking Spaces for New School Buildings,” Ameri- can Schools and Universities. Vol. 27. 1955. Leahy, Dorothy. PTrends in Homemaking Education,‘I Journal of Home Economics. Vol. 42. No. h. April, 1950. Lowe, Bells. Experimental Cookery. New York: John Wiley and Sons, Inc., 1955- Meats Tailored for Indoor-Outdoor Cooking. Michigan State University, Cooperative Extension Service. 1959. Pearce, Anna Jo. “How I Teach Meat Cookery," Practical Home Economics. Vol. 2. No. 6. March, 195?. Price, Hazel. ”Studying Achievement in Foods Classes,“ Journal of Home Economics. Vol. #3. No. 4. April, 1951. Stevenson, Ailsie. "The Cost of an Adequate Food Preparation Program,‘ Practical Home Economics. Vol. 31. No. 1. Sept.. 1952. Stevenson, Gladys and Cora Miller. Introduction to Foods and Nutrition. New York: John Wiley and Sons, Inc., 1960. “Teaching Foods by the Meal-Planning Method,“ What's New_in Home Economics. Vol. 20. Feb., 1956. “Teaching Foods Must Include These Three Essentials," What‘s New in Home Economics. Vol. 20. Feb.. 1956. The Talks About Summer Meals. Michigan State University, Cooperative Extension Service. 1959. “3 , BIBLIOGRAPHY (Continued) Tyler. Ralph. Basic Principles of Curriculum and Instruction. Chicago: The University of Chicago Press, 1959. Van Citters. Mae. "Interests and Problems Related to Meal Planning and Food Preparation by High School Students in Michigan,” Unpublished Master's thesis. Iowa State College. 1955. 11.3. 1960 A Problem I IscKea'n , Laney An exploratory attez‘zpt to clarify the need for varied pupil experi— ence I-Iith moat meals including some sur*ostions for honcmaking teachers IIHIIHIIIHHIIIHIHIHIIII||||lHHIIIHH||ll||ll|HllllHl 31293 02429 2710