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A PROPOSAL FOR THE MAINTENANCE AND IMPROVEMENT OF EFFECTIVE INSTRUCTION IN HOME ECONOMICS AT THE COLLEGE LEVEL DISSERTATION Presented In Partiel Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State U n iv e rs ity By GERALDINE CLENSLL, B .S ., M .S. The Ohio State University 1952 Approved byt A d v iser ACKNOWLEDGEMENTS Grateful acknowledgement la made to Profeeeor H. Gordon Hullfish for the invaluable guidance and encouragement he haa given both aa the advisor for this study and through the stimulation of his teaching. Sincere appreciation is expressed to Professor Dorothy Scott for the continued and generous use of her time, and for the helpful suggestions she has given. Appreciation is also expressed to the other members of this committee, Professors Harold Alberty end Hugh Iatughlin, for the valuable advice they have given. Special thanks are extended to Beulah Coon of the I. S. O ffice of Education, to Ivol Spafford one of the outstanding leaders in Home Economics Education, and to the home economics college teachers who assisted in the development of the check lists. To the home economics administrators and teachers who have supplied data, the writer is deeply Indebted. To colleagues who have aided the study by their interest and by making the leave of absence possible, the writer Is also greatly Indebted. 82S726 TABLE OF CONTENTS CHAPTER **GE I . INTRODUCTION................................................................................................ 1 Description of the Study ................................ ...... 7 I I . EFFECTIVE INSTRUCTION IN HOME ECONOMICS AT THE COLLEGE LEVEL ..................................................................... 20 Purposes of Hoee Economics st the College Level .............................................................................. 21 Kind of Teaching Necessary in a Democracy ....................... 23 Characteristics of Activities Important to Effective College Teaching ....................................................... 45 Summary ................................................................................................ 4 8 I I I . SIGNIFICANCE OF PRACTICES DESIGNED TO IMPROVE INSTRUCTION IN COLLEGE HOME ECONOMICS WHILE TEACHERS ARE IN S E R V IC E ................................................................ 50 The need for Continuing Professional Education of Collegs Home Economics Teachers ..................................... 50 Review of Related Studies ............................................................ 60 Bases for Selection of Practices for Improvement of Instruction .............................................................................. 65 Summary ................................................................................................ 95 IV. EXTENT OF STAFF PARTICIPATION IN PRACTICES DESIGNED TO IMPROVE COLLEGE HOME ECONOMICS INSTRUCTION............................................................................................ 98 Survey of A ctivities Provided by Hone Economics Units .............................................................................. 99 Extent of Participation of Home Economics Staff Members in Practices for Improvement of Instruction .............................................................................. 112 Summary ................................. 136 V. FACTORS AFFECTING PARTICIPATION OF STAFF MEMBERS IN PRACTICES FUR MAINTENANCE AND IMPROVEMENT OF EFFECTIVENESS OF INSTRUCTION....................................................... 140 Reactions of Staff Members to Inservice Practices . 140 Conditions Which Influence Effectiveness of Practices for Improvement of Instruction ....................... 158 Improvements in Teaching Attributed to Participation in Inaervlce Practices ............................ 171 ii i l l CHAPTER PAGE Probable Sources of Leadership in Initiation and Promotion of Inservlce Practices ......................................... 177 Summary ...................................................................................................132 V I. TEACHER CONCERN FOR THE IMPROVEMENT OF INSTRUCTION . 185 Development of the Check List D evice ......................................... 186 Evaluation of the Fora of the Device .....................................190 Evaluation of the Use of the Device to Accomplish Desired Purposes .................................... 199 Summary ...................................................................................................218 V II. SUGGESTIONS FOR PROMOTING PRACTICES FUR THE MAINTENANCE AND IMPROVEMENT OF EFFECTIVE INSTRUCTION IN COLLEGE HOME ECONOMICS WHILE TEACHERS ARE IN S E R V IC E ....................................................................220 General Suggestions for an Inservice Program for Professional G row th ............................................................... 222 Guides for Selection of Inservice Practices .................. 233 Cheok Sheet for Evaluation of an Inservice Program ...............................................................................................245 V III. CONCLUSIONS AND RECOMMENDATIONS RESULTING FROM THE STUDY.......................................................................................... 248 BIBLIOGRAPHY ............................................................................................................262 APPENDIX A. 3urvey and Check List F o rm s ................................................... 267 APPENDIX B. L etters Which Accompanied Forms ..................................... 269 APPENDIX C. Summary o f In fo rm atio n About R espondents ................... 272 APPENDIX D. Tsbles 13-17, Tabulation of Information from Check List, Part I I I .................................................. 274 LIST OF TABLES TABLE PAGE 1. Distribution of Responses According to Size Units ................ 12 2. Activities Provided, Dsts Initiated, Groups for Whoa Provided, and Plana Made ....................................................... 100 3* Types of Practices Provided ............................................................... 106 A. Summary of Extent of Participation in Practices ................. 118 3. Extent of Participation in Practices Which are Pronoted by the Institution ....................................................... 12A 6 . Extent of Participation in Practices Which May or May Not be Promoted by the Institution ................................ 131 7. Staff Meabers Reactions to Practices Proaoted by the Institution ............................................................................. LA7 8 . Staff Meabers Reactions to Practices Which klay or May Not be Proaoted by the Institution •••••••• 153 9. Conditions Which Influence Effectiveness of Practices . 160 10. Improvements in Teaching Reported as Outcoaes of Participation in Practices ................................................................ 17A 11. Probable Source of Leadership in Pronotion of Practices for Improvement of Teaching ..................................... I'* 12. Distribution of Types of Teaching A ctivities Considered Essential and With Which Help is Desired ............................ 193 13. Opinions Expressed by 536 College Teachers Relative to Teaching A ctivities Which May be used for Effective Teaching in the Area of Setting up Objectives (Appendix D) ........................................................................................... 27A 1A. Opinions Expressed by 536 College Teachers Relative to Teaching A ctivities Which May be Used for Effective Teaching in the Area of Planning for Teaching (Appendix u) ......................................................................... 275 15. Opinions Expressed by 536 College Teachers Relative to Teaching A ctivities Which May be Used for Effective Teaching in the Area of Guiding Learning Experiences (Appendix D) ..................................................................... 276 iv V TABLE PAGE 16. Opinions Expressed 67 536 College Teachers Relative to Teaching A ctivities Which Bay ba Uaad for Effective Taaching in tha Araa of Evaluating Progress (Appendix D ) ......................................................................... 276 17. Opinions Exprassad by 536 Collaga Taacbara Ralatlva to Taaching A ctivities Which May ba Used for Effective Taaching in tha Araa of Establishing Good Student-Teacher Relations (Appandix D) ................... 279 CBAPTBl I DHROOOCTIQtf Tta* qeality of education which young people are obtaining In colleges today la, in the final analysis, tha responsibility of aach individual teacher. Tha institution has tha responsibility for tha quality of tha total program but only as aach taaohar is effective w ill tha total program of tha institution ba affact!to* To ta a c h so that laarning on tha part of aach individual studant results is tha moat important function of tha college, and aach taaehar must con­ tribute his share toward helping tha collage fu lfill this function* Taaohing, in shorty is tha most important job of the collage teacher* Every collage taaohar—regardless of where or what subject ha is teaching, whether ha is a professor or an instructor, or how busy ba may ba with tha many duties which are a part of tha life of any collage campus—is involved in tha problem of maintaining or improv­ ing the effectiveness of collage instruction* Tha collage teacher is no longer a resident of an "Ivory Tower"} what he does is subject to scrutiny by both colleagues and lay citlsens*

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