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This study aims to determine the competencies of Grade VI teachers teaching Technology and Livelihood Education (TLE). The survey questionnaire design utilizing frequency count, ranking and chi square were used to carry out this study. Result shows that majority of the TLE teachers belong to the categories of young and middle ages. Most of them are females, married and with teacher I position. It also showed that higher percentage of TLE teachers have earned masteral units. In terms of teaching experience many are new in the service, without national certificate and seminars and trainings on school-based level. The study concludes that the profile of teachers teaching TLE vary along age, gender, marital status, position title, educational attainment, length of service, competency assessment certificate and trainings and seminars attended. The TLE teachers are generally "experienced" in most of the competencies along the four areas of TLE. There is no significant relationship between the profile of TLE teachers and the competencies along ICT and Entrepreneurship, Agriculture, Home Economics and Industrial Arts except for the position title in Agriculture.

This study assesses the effectiveness of remediation activities of Grade 5 pupil's academic performance in the subject Technology and Livelihood Education (TLE). The study used an experimental pretest-posttest design. We chose two schools in the experiment and each school has a class with 50 pupils each. We assigned one school as the independent group and the other one was the experimental group. The researchers worked with the respective teachers in TLE to determine the level of academic performance of the students. First, we administered a pretest during their first grading period. The results for both schools were not impressive, prompting the researchers to advise remediation activities to the experimental group. We advised the independent group to do the usual learning methods. After the intervention, the researcher performed another set of assessment using the results of the second grading period performance. The researchers used a paired t-test to check for significant differences in the scores of the groups. The study found that there is a significant difference in the scores of the pupils after the remediation intervention. Therefore, the researchers concluded that remediation activities can affect the academic performance of the students.

Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall & Söderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers' possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils' own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as "economization with (limited) resources", but also guides the transition from understanding to a useful repertoire of teaching activities.

Technologies is one of the subjects in general education that have been influenced by political, economic, technological, social and cultural developments. The teaching of this practical subject has been a historical component of the curriculum for many decades. This reflected the needs of society to provide the younger generation with the skills and knowledge necessary to ensure their smooth integration into the labour market. During specific periods, the content of the subject did not change significantly, despite historic disruptions in the economic, political and cultural context and these were reflected in the guidelines of Technologies programs. This has been demonstrated in the analysis of content of general education programmes and textbooks of Technologies in Lithuania. From the time the subject was introduced, pupils were taught practical skills for employment in industry, as well as to perform household work and promote traditional Handicraft. State institutions steered Lithuanian public education towards industry-oriented, manual training and attempted to direct Lithuanian girls and boys into industrial production. However, the textbooks reflect the traditional view of what Lithuania's people needed, namely basic knowledge of how to manage domestic life, and promote Handicraft and national traditions.

Education policy in Australia and comparable countries requires that all secondary content teachers actively teach the literacy of their learning area and support the literacy development of students in their classes. In this paper we present evidence on the capacity of graduating teachers to meet that obligation. We review assessment data from 393 Initial Teacher Education students who completed a core unit in secondary curriculum literacy prior to graduation. We report that while the majority met the unit requirements, approximately 30% graduated as teachers with marginal or inadequate capacity to teach the literacy of their subject or support student learning through literacy. Approximately 12% of the sampled cohort failed the unit on their first attempt; yet 76% of those who failed went on to graduate. We show that such performance is consistent across the secondary disciplines included in the survey. We pose the questions as to whether secondary teachers with a marginal command of literacy strategies and poor literacy knowledge can be expected to provide effective literacy support, and whether education policy goals and provision of training in this area are therefore realistic.

This research was carried to identify characteristics of the master dissertations completed in the field of preschool education, between the years of 2015-2019 in Turkey. The sampling of the study consisted of master dissertations in preschool education, child development and education/home economics department registered to National Dissertations Center database. The design of this study was descriptive study using document analysis model. The main purpose of the study was to bring out arguments that made in the field of preschool education in Turkey. For this purpose 151 master dissertations were analyzed. Results indicated that the majority of the master level dissertations related to preschool education were completed in 2015. Most of these researches were studied in Gazi University and quantitative statistic methods were preferred. The common subject was personal competence.

The propagation of digital learning tools and the need to incorporate contextualized pedagogy plays a vital role in the development of 21st-century skills. The action research sought to explore the effect of Facebook as an integrated blended learning tool for students learning outcome using a quasi-experimental pretest-posttest and interview research design. The study gathered data from 15 students for the experimental group that was based on internet access profile and online behavior towards integrated blended learning mechanism and 15 students for control group infused in a traditional approach. The instrument used was the researcher-made test based on the prescribed learning competency in TLE exploratory validated by a master teacher. The salient findings yielded, that the students who involved on integrated blended learning tool had a significantly greater achievement in two of the exploratory learning competencies: entrepreneurship and prepare and use of tools in Technology and Livelihood Education Grade 7 exploratory. Despite limited access to the internet, student's experience in the blended instruction was exemplary, proving that Facebook was an effective learning-teaching integration and supplementary instruction in redefining classroom. Hence, it fosters motivation and confidence in interacting with other students. Finally, Facebook as blended learning integration is an effective instructional tool for teaching TLE exploratory which allows millennial learners to learn according to their own pace, time and place.

Blended education, or on-line education in combination with face-to-face education, is becoming more relevant in postsecondary education. The University of Agder offers blended education in food and health. In this study, we explored the advantages and disadvantages of providing blended education in food and health compared to providing oncampus education. The study focused on differences in student satisfaction for practical and theoretical education, as well as ICT and administrative support. Questionnaires were sent to students enrolled in two blended food and health education courses and to students enrolled in two on-campus courses. In-depth interviews were conducted with randomly selected students. Student evaluations and final reports for the different groups were studied. The findings indicated that both groups had high satisfaction scores for the theoretical and practical lectures. Students in blended learning courses indicated higher satisfaction for theoretical lectures and ICT and administrative support, but not for practical skills teaching.

This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher's development of competency. The results suggest problems related to the application of theoretical knowledge on the children's development in practice and problems related to classroom management in specific situations.

This work assessed the status of teaching pre-vocational subjects in junior secondary school level. The study adopted descriptive survey method. The population of the study was 2,916, while the sample for the study was 215 pre-vocational teachers and agricultural science and home economics students. The study was carried out in Afikpo Education Zone Ebonyi State. Four purposes of study and two hypotheses guided the study. The instrument used for data collection was a self-structured questionnaire. The instrument was validated by 3 experts. The reliability of the instrument was determined by the use of Cronbach alpha, and the reliability coefficient was 0.84. the data for the study was collected by the researchers and the research assistants. Research Question 1 and 2 were analysed using percentages while research question 3 and 4 were analysed using mean and standard deviation and the hypotheses were tested using t-test statistics. Based on the analysis, the following findings emanated among others; 92% of the teachers were qualified, the school administrations co-operates in teaching of pre-vocational subjects, instructional materials were available for teaching of pre-vocational subjects. It was recommended among others that the teachers should adopt demonstration and project methods instead of story methods in teaching of pre-vocational subjects.

The study was on enhancing the utilization of information communication Technology (ICT) among Home Economics lecturers in south Eastern Nigeria. The study adopted a survey method. The area of the study is south eastern Nigeria. Three research questions guided the study. The population was made up of 63 Home Economics lecturers from the six colleges of education that offer Home Economics in the area of the study. There was no sampling. Questionnaire was used for data collection. Data were analyzed using means and standard deviation. The findings include that there were low extent utilization of ICT in lesson preparation and presentation. The finding also reveals 10 challenges of ICT utilization and 15 measures for enhancing ICT utilization. It was recommended that workshops, conferences, seminars, in-service training and improvement programs should be organized by schools to train lecturers on ICT utilization among others.

This paper describes the historical process of development of engineering sciences as a school discipline and as an academic subject. It aims to understand the evolution of contents and their structuration, mainly, of the industrial technology for men and of the home economics for women, from the Liberation to today. It contributes to analyze the history of technology education in the basic school and its positioning in the curriculum. This historical and didactic research focuses on the prescribed curriculum, analyzing official texts about contents (practical tasks, functional analysis, graphic tools, modelling...), the training and the certification of teachers, equipment and administrative organization. It identifies the concordances between the emergence of engineering sciences within the university, their development within the tertiary and secondary schools and the development of technology education within the basic education. This contextualized sociological and political history reveals the movement of the deprofessionalization and the despecialization of the current courses, the opportunities to take into account of the sustainable development, the relegation of producing, the priorities for scientific approaches, the integration of mechanics, electronics, automatics, energetics and numerical tools.

Well-being and wellness have long been the mantra of the family and consumer (FCS) profession (Brown, 1993). This paper shares the results of a decade review (2009-2019) of the American Association of Family & Consumer Sciences' (AAFCS) two major periodicals relative to their coverage of well-being and wellness. Specifically, we focused on the "Journal of Family & Consumer Sciences (JFCS)" and the "Family & Consumer Sciences Research Journal (FCSRJ)." Extraneous sources are cited to provide context and conceptual clarity.

In today's ever-changing and trend-focused climate, educators often are tempted to jump on the newest craze to hit the educational scene. Sometimes, after closer examination, it becomes clear that the new instructional strategies are more than short-term trends; in fact, they may be an idea that feels familiar. This is the case with project-based learning (PBL), which is more than a new "trend" for family and consumer science (FCS) education. It is an instructional strategy that has existed as a consistent standard and practice throughout the history of FCS. The application of PBL in FCS can be traced back to the practices of Ellen Swallow Richards who was known for seeking ways to apply scientific and management principles in real-world settings (Deaton et al., 2018). Although Richards used different nomenclature to describe PBL, she was seeking authentic opportunities for students to think critically and solve problems related to the content of FCS--the same authentic opportunities that form the foundation and essential components of effective PBL. FCS is a global discipline and profession that extends into multiple application settings (Palombit, 2019). With an audience of more than 5 million FCS students nationwide (AAFCS, 2019), FCS teachers have an amazing opportunity to have an impact on students' abilities to think critically, work cooperatively, and solve problems effectively through proper implementation of PBL instructional strategies and teaching methodologies.

In the two decades following World War II, a loose network of home economists at colleges and universities across the United States turned their attention to homemaking methods for women with physical disabilities. Often in consultation with physically disabled homemakers, these home economists researched and designed assistive devices, adaptive equipment, and work simplification techniques for use in the home. Their efforts signaled a new field of study, "homemaker rehabilitation," which helped to enlarge the broader vocational rehabilitation system beyond its historic focus on male veterans and wage earners while also expanding the boundaries of home economics itself. Home economists' work with disabled homemakers both bolstered and challenged postwar domesticity, middle-class gender roles, and able-bodied normalcy. Calling attention to these contradictions reveals much about how home economists engaged with and understood disability and how their work intersected with burgeoning movements for disability rights.

Although studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachers' food and FW attitudes, personal FW practices, and FW pedagogy--educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85%) and Home Economics teachers (62%), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupils' ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachers' pedagogical practices, future research should examine teachers' personal values and their consistency with basic curriculum values.

The development of home economics as a discipline parallels Industry 2.0 with technology appearing in early home economics research and curricula; introducing electrified technology, most often in the form of appliances, was a distinct and important role for professional home economists. While specific subdisciplines gravitated toward research focused on technology within their domains, such as kitchen equipment or laundry appliances, it could be argued that the fields of housing, interior design, and facilities management had an overarching responsibility to help individuals, families, and those in group housing best derive quality of life from household technologies developed by Industry 2.0. Communication was an additional technology developed during this era, however telegraphy, telephonic, radio, film, and television were never widely considered as under the purview of home economists, despite its clear presence in homes and its value to family quality of life. A search of articles in the "Family and Consumer Sciences Research Journal (FCSRJ)" and the "Journal of Family & Consumer Sciences (JFCS)" for the past 10 years resulted in 76 papers that used the word "technology" in the paper, 56 in JFCS and 20 in FCSRJ. These papers were pulled into NVivo (qualitative analysis software) to allow for qualitative analysis of the content. A word frequency query demonstrated that the most commonly used word was "use" (2,651 occurrences) followed by "technology" (1,938), educators (1,461), students (1,214), and learns (992). "Designs", "studying", "homes", "parents" and "university" round out the top 10 most frequently used words, which gives a clear sense of the focus of these papers on the topic of technology.

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

Food literacy (FL) has become a key concept for many family and consumer sciences/home economics (FCS/HE) professionals, especially those with specializations in dietetics and nutrition, food studies, and education. References to food literacy have grown exponentially since its first mention in the 1990s (Begley & Vidgen, 2016) and are used across a range of sectors (agriculture, sociology, health, FCS/HE education, social justice). In this review, the authors concentrated on FL reports from 2009 to 2019, selecting articles in English language peer-reviewed journals that focused on defining, defending, or implementing FL. Thirty-six FL articles were selected in these categories: (1) focused on definition/conceptual issues; (2) emphasized programmatic/curriculum descriptions; (3) advocated for inclusion of broader social, cultural, economic, political, environmental issues; (4) highlight barriers or raised assessment issues; and (5) made connections to home economics or health literacy.

Recently, there has been an intensification of calls for comprehensive food education curriculum in schools. Despite this, there is limited international comparative data on the provision of food education. This study uses a comparative case study approach to analyse second-level food education curriculum policy across seven countries. It explores curriculum policy regarding the status of food education, nomenclature and the pedagogical and philosophical approaches. In six of the seven countries, Home Economics is identified as the school subject which teaches practical food education. Coherence in the discourse and pedagogical approaches is evident; however, disparity between countries exists as to whether the subject is optional or mandatory. The authors conclude that food education should form part of the curriculum, but rather than a piecemeal approach, they recommend it be taught, by specialist teachers, in an integrated, sequential and developmentally appropriate manner through an established subject such as Home Economics.

The "Journal of Family & Consumer Sciences" ("JFCS") reflects the broad scope and reach of the family and consumer sciences (FCS) discipline through its inclusion of Scholarship, Practice, Strategies, Features, Reflections, and other articles that span content areas, settings, populations, issues, and methodologies. Recently, several "JFCS" Features have addressed the importance of disciplinary positioning for future relevance and impact (Carroll et al., 2017; Hall, 2015; McGregor et al., 2015). A new decade provides an opportunity to reflect on recent disciplinary trends showcased in "JFCS," including the topics that appear most frequently and how FCS professionals are addressing them. The purpose of this paper is to enable such reflection by presenting an overview of "JFCS" submissions over the past 10 years (2009--2018). In this paper, the overview of "JFCS" submissions is discussed in the context of the FCS Body of Knowledge (FCS-BOK). Over the past 20 years, the FCS-BOK has provided a framework for the discipline, indicating what is important (Roubanis, 2013), guiding research (Nickols et al., 2009), and helping universities mold committed FCS professionals (Reibolt et al., 2016; Walker et al., 2015). It consists of three categories: (a) Core Concepts (basic human needs, community vitality, individual well-being, and family strength), (b) Integrative Elements (human eco-system and life course development), and (c) Cross-Cutting Themes (capacity building, global interdependence, resource development, appropriate use of technology, and wellness) (Lee et al., 2015; Nickols et al., 2009). Review of "JFCS" disciplinary trends against the FCS-BOK would provide an opportunity to identify those elements in the FCS-BOK that have been well-covered (or not) in the past decade; and would suggest the continued relevance of the FCS-BOK in shaping professional work and dissemination.

In the spirit of the 110th anniversary of the American Association for Family & Consumer Sciences (AAFCS), which was celebrated in 2019, this paper traces Ellen Swallow Richards' lasting contributions to the discipline and profession, focusing on the years leading up to its formation in 1909. Within a span of approximately 15 years, she conceived six new disciplines or names for the same: "oekology," "home ecology," "ecology," "human ecology," and "euthenics," culminating in "home economics," which is now called family and consumer sciences. Always, her intent, couched in the disruptive change and prevailing ideologies of the Industrial Revolution, was the control or modification of the home environment using scientific knowledge to secure health, safety and sanitation (hygiene), and efficiency for the betterment of society. Serendipitously tracing her visionary journey proved a fitting way to celebrate 111 years of always moving forward.

The study focused on the utilization of selected vitality foods among low income household in Ebonyi State. Specifically the study aimed at identifying vitality foods that are available, accessible and utilized by low income household in state. Descriptive survey design was used for the study. The population of the study is 2,173,501 households and the sample size is 400 households. The instrument for data collection was questionnaire and interview. The research questions were answered on individual item basis using mean, frequency and standard deviation, and t-test was used to test the hypothesis. The findings revealed among other things that vitality foods are not always available in the state; they are not always accessible and therefore not always utilized by the low income households in the state. This is contrary to US Department of Agriculture Food Guide Pyramid that children should consume three servings from the vitality foods each day to remain healthy. Based on the findings, some recommendations were made including (1) Nutrition education at the household level should be taught by Home Economics Extension workers to family members through workshops/seminars as this will encourage low income households on ways of reducing food insecurity during off seasons; and (2) Entrepreneurship education should be introduced into the school curriculum from primary to university levels of education to empower low income households financially among others.

The objectives of the research reported in this article were to develop and evaluate an interdisciplinary primary school Education for Sustainable Development (ESD) curriculum as a collaboration among the subject areas of "kateika" (Japanese home economics), art, and music. In our curriculum, which focused on the improvement of "sensibility and creativity" as embodied knowledge, the students were encouraged to use their five senses, express their feelings and ideas, and to freely explore their imaginations. Our sample consisted of 38 sixth-graders in the primary school attached to a national university. Assessment of curriculum effectiveness revealed that the students learned to think about alternatives while questioning convention, to use all five senses, and to look at things from different angles. The students were also encouraged to explore and pursue their personal interests and to develop the motivation and determination to put forth effort in order to succeed.

Family and consumer sciences (FCS) professionals in home economics and allied fields have a long history of fostering increased knowledge and skills related to food; in recent decades, interest in providing food education has grown among practitioners in many other fields and contexts. Along with this expansion of providers and opportunities for food education has come increased interest in analyzing and evaluating food literacy in the literature representing several disciplines--from home economics to public health to geography to sociology to food studies. This article discusses a common thread appearing in food literacy definitions and the scholarly attention being paid to them: an overwhelming emphasis on food, with far less attention being paid to literacy.

The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics.

This paper is a historical review, documenting the evolution of Home Economics as a subject in Irish primary and post-primary education from the 1800s to the twenty-first century. In the 1800s and early twentieth-century domestic subjects, including cookery, was widely taught to females in both primary and post-primary schools. The philosophical underpinning of the subject was to enhance the quality of life for families. The subject remained a popular choice for young women up until the establishment of the Irish Free State which, thereafter, witnessed many changes in the teaching of cookery and domestic science in primary and post-primary schools. The core ideology of the subject has remained relevant and it aims to provide students with knowledge, practical skills, understanding and attitudes for everyday life as individuals and as family members. This reflects the richness of the subject from the past and the relevance of the subject in addressing issues of a twenty-first century society.

This article discusses an action research study using a wiki as a course platform for teaching and learning Home Economics in secondary schools. A secondary Home Economics teacher observed that dessert recipes were too wordy and that students generally felt bored and were not eager to read them in full. To improve his teaching effectiveness, the teacher attempts to investigate the use of a free wiki service (Google Sites) in order to supplement traditional classroom teaching and practice with online learning resources and activities. An action research approach is adopted in the study and the teacher tries to improve his teaching strategies to enhance interactions between the participants and improve students' learning outcomes. Furthermore, the teacher also attempts to integrate assessment activities with wiki-based learning activities to support students' learning in his class.

The impact of teacher retention on quality education has inspired a great deal of research. Although many factors have been identified as contributors, few have been specific to the career and technical education (CTE) area and the diversity of CTE programs demands a more specific approach. The purpose of this study was to identify specific factors affecting the retention of Family and Consumer Sciences (FACS) teachers in Kansas. Major findings include that administrative support and gaining student respect are important for the social integration of teachers. As evidence of the desire to be successful in their teaching role, FACS teachers strongly agreed with their commitment to improve student performance, student engagement, accessing resources, school reputation, incorporating new ideas, and adolescent issues. Additionally, institutional factors that were found extremely important to their willingness to continue teaching were inner sense of knowing they were doing a good job, adequate time to complete job responsibilities, and administrative support for program development. (Contains 1 figure and 6 tables.)

The authors investigate how an integrative approach can be applied to teaching of different disciplines at school. Interdisciplinarity can be defined as a process of answering a question, solving a problem or addressing a topic that is too broad to be dealt with by a single discipline. In addition to an integrated understanding of the topic, the process going on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students' social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools (Grades 1-9). The research questions are: Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction? Can they develop a deep understanding of the topic they are studying? The authors plan to present story re-telling and visualization activities in groups concerning one theme: eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students' understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world. (Contains 3 tables and 7 figures.)

The purpose of the study is to describe differences in career and technical education (CTE) student teachers' perceptions of psychosocial support provided by student teachers, as separated by CTE discipline(Agricultural Education and Family and Consumer Sciences Education) and personality type, at a southern state university. The group was more female than male. The most frequent personality types for the sample were ESTP, ENFP, and ESFJ. ESTP was the most frequent personality type for Ag Ed student teachers; ESFJ was the most frequent for FCS Ed. Psychosocial assistance is being provided to student teachers by their cooperating teachers from some extent to a large extent. The acceptance function was reported as the largest extent provided by the sample and by the Ag Ed student teachers; friendship for FCS Ed. Social was reported the lowest function for both groups. The E-I personality type dichotomy experiences the largest difference. (Contains 4 tables and 1 figure.)

"We cannot always build the future for our youth, but we can build our youth for the future." Franklin D. Roosevelt spoke those words more than 50 years ago. It was a time when students took classes called "shop," and those students were almost exclusively boys. Home economics classes, on the other hand, were filled with girls learning cooking and sewing. Business classes often meant typing and shorthand for girls, while mostly boys learned about farming in the classes devoted to agriculture education. Today, "vocational education" is "career and technical education," and students are learning about engineering, computers, information technology, health sciences, business and marketing, and a number of trades and industries. The changes in the career and technical education (CTE) classroom have been dramatic, but what will that classroom look like 50 years from now? Each year since 1985, the editors of "The Futurist", which is published by the World Future Society, have selected for their "Outlook" report what they call the most thought-provoking ideas and forecasts that appeared in the magazine during the year. Number four on the "Futurist's" Outlook 2009 list is, "Careers, and the college majors for preparing for them, are becoming more specialized." Students are beginning to explore what the magazine calls "niche majors," such as sustainable business, strategic intelligence, entrepreneurship, neuroscience and nanotechnology, computer and digital forensics, and comic book art. This article discusses the forecasts made by various futurists and their recommendations on what CTE should be doing now in order to prepare students for the future.

Catharine Beecher, daughter of Lyman Beecher and reared in New England Calvinism, struggled against it as a means of acquiring life orientation. Convinced of the mind's superiority in resolving moral and ethical matters, she developed pioneering views on women's education with its three linchpins, which became known as moral philosophy: (1) transference of soul salvation from theological to social grounds; (2) creation of a moral code to regulate behavior without the presence of an angry God; and (3) assumption of a new class of moral guardians to promote this code. In 1823, she opened The Hartford Female Seminary, in Hartford, Connecticut; and went on to establish the Western Female Institute in Cincinnati, Ohio. She helped in the formation of women's colleges in Burlington, Iowa; Quincy, Illinois; and Milwaukee, Wisconsin. Although Beecher later incorporated support for childhood education, her priority was to women's education as teachers and writers in her curricular advances. This article examines Beecher's educational program, its curriculum, her emphasis on physical health for women, the way she changed the role of teaching as a career for women, and her extensive writings that show the far-reaching influence of Beecher in opening educational and writing careers to women. (Contains 38 footnotes.)

Family life and Extension family and consumer science educators are encouraged to adapt existing curricula to effectively use with ethnically diverse audiences. Scholars have described different methods for culturally adapting programming; however, few have documented the process by which Extension educators may tackle this endeavor. The purpose of this article is to provide a framework and step-by-step example for how one Extension program was translated and culturally adapted for U.S. Latino participants. Lessons learned and recommendations are provided.

The late Ottoman education policy implemented curriculum reforms adding science courses reduced to school children level. The modern science was popularised by supplementing public education with the new courses. Textbooks with illustrations efficiently introduced children to European material improvements and icons of progress. Between the years 1898 and 1924, home economics textbooks for girls, with improved illustrations and updated content, taught traditional tasks within modern guidelines. They conveyed the values of European family consumerism, in which material discoveries of science were adapted to domestic grounds. This paper explores home economics textbooks in an attempt to define and characterise the concept of scientifically idealised womanhood. It contextualises "scientific housewifery" within the debate on degeneration and the women question. It seeks to discuss the reproduction of patriarchal codes in the polished disguise of rationality and modern science.

Ellen Swallow Richards is traditionally cited as the founder of family and consumer sciences (FCS). A chemist, she drew from her root discipline, applying its concepts to the needs of the family and the individual. Much of what she advocated was based on the work of mid-19th century German chemists, particularly Justus von Liebig. Before Richards started the New England Kitchens and developed the school lunch program in Boston, Liebig applied chemistry to improve nutrition and food science. This paper explores the work of mid-19th century chemists as it relates to what would become "home economics", now "family and consumer sciences".

Food and health have long had dominant position within the subject of Home Economics (HE) in Sweden. However, what constitutes a proper diet, and how it is associated with a healthy lifestyle changes over time. In this article, a discourse analytic approach combined with a didactic perspective are used as the theoretical frame. The aim is to explore how food in relation to health has been constructed within the syllabus of HE. Six HE syllabi from 1962 to 2011 were analysed. From the results three different discourses were identified and named after their main areas of focus: (1) the medical discourse, (2) the consumer discourse and (3) the human ecological discourse. Each discourse represents a different way of constructing food in relation to health, and different representations have dominated over the past fifty years. The construction of food in relation to health is thereby seen in its historical and cultural context according to what this knowledge content includes or excludes.