Home Economics in Arizona Schools: Guidelines for Program Development

DOCUMENT RESUME

ED 098 285 CE 002 246

TITLE Home Economics in Arizona Schools: Guidelines for Program Development. INSTITUTION Arizona State Dept. of Education, Phoenix. Div. of Vocational Education. PUB DATE [72] NOTE 83p. EDRS PRICE MF-$0.75 HC-$4.20 PLUS POSTAGE DESCRIPTORS *Administrator Guides; Administrator Responsibility; *Curriculum Development; Curriculum Planning; Educational Facilities; Educational Finance; Evaluation Methods; *Guidelines; Home Economics; *Home Economics Education; Learning Laboratories IDENTIFIERS Arizona

ABSTRACT The guideline for program development for administrators, supervisors, and teachers is to be used inmaking decisions regarding home economics education programs inArizona schools. It will also serve as the basis for the initiation of an extensive curriculum development at all levels and givedirections as to how programs may be established, continued, andfinanced. The topics discussed are: home economics education in Arizona schools (with objectives), administrator concerns (for various levels), curriculum in transition (guidelines for development), centers It designed for contemporary home economics curriculum (facility requirements), and evaluation procedures (sampleevaluation instruments). Appended to each of these topics are supplemental materials in the form of graphs, charts, and evaluationforms. (BP) D

AVAILABLE BESTCOPY

HOME ECONOMICS

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ARIZONA SCHOOLS

Guidelines for Program Development

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ARIZONA DEPARTMENT OF EDUCATION Division of Vocational Education Home Economics Education Service Phoenix, Arizona 85007 STATE OF ARIZONA BOARD OFEDUCATION 1972

President Mr. David Weisenborn Vice President Mr. O. B. Joy Member Mr. Richard Harris Member Dr. Dwight G. Hudson Member Mr. Stephen S. Jenkins, Jr. Member Mr. Paul P. Kennedy Member Mrs. Merle Platt Member Dr. W. P. Shofstall Member Dr. J. Lawrence Walkup

STATE OF ARIZONA DEPARTMENT OF EDUCATION Division of Vocational Education 1535 West Jefferson Street,Phoenix, Arizona85007

Dr. W. P. Shofstall,Superintendent of Public Instruction Dr. James Hartgraves, DeputySuperintendent of Public Instruction Mr. C. W. Harreil, DeputySuperintendent of Public Ir.;truction Mr. J. R. Cullison, ExecutiveAdminIstrator Mr. Eugene L. Darr, AssociateSuperintendent for Career Education and Director of VocationalEducation Mr. William J. Anderson,Deputy Associate Superintendent Mr. Paul Bennewitz, DeputyAssociate Superintendent Mr. John C. Dutton, DeputyAssociate Superintendent Mrs. Shirley Mannion, DeputyAssociate Superintendent Mrs. Clic S. Reinwald, StateSupervisor, Home Economics Education Mrs. Barbara A. Border, HomeEconomics Education Specialist and State Adviser, Home EconomicsRelated Occupations Club Mrs. Lettie B. Cale, HomeEconomics Education Specialist and State Adviser, Future Homemakersof America Miss Virginia Felch, Nutritionand Food Curriculum Consultant Mrs. Phyllis Alvey,Consultant NOTICE

The materials in this booklet have been prepared over a period of two years. They include intormocion he to administrators and teachers in local. districts in organizing, initiatin4, conducting and evaluating home economics education programs in

Arizona schools.

The booklet is organized and designed to be put into a loose leaf notebook and used. From time to time, you will be sent re- placements as the originals become obsolete. This applies especially to the Appendix sectic,n. Space is provided in the Table of Contents for you to list additions as you receivethem.

We trust these materials will answer many ofthe questions which you h.ue had. This is the purpose for which it was designed.

CLIO S. R.EINWALD, State Supervisor Home Economics Education

BARBARA A. BORDER, Home Economics Education Specialist

LETTIE B. CALE, Home Economics Education Specialist TABLE OF CONTENTS Pa Foreword

Chapter I HOME ECONOMICS EDUCATION IN ARIZONA SCHOOLS

Introduction . Objectives Characteristics Consumer and Homemaking - Occupational Home Economics

Chapter II ADMINISTRATOR CONCERNS Blue

Role of Home Economics Education . 1 Definitions

Organization Procedures for Total Program 3 Program Characteristics 4 Levels of Program Offerings 5 Home Economics The Basis for Two Types of Programs 11 Funding 13 Accountability 18 Chapter III CURRICULUM IN TRANSITION Green Introduction Conceptual Structure of Home Economics 2 Guidelines for Curriculum Development and Implementation 4 Levels for Curriculum Design 8 Planning for Comprehensive Home Economics Programs (Chart) 9 Suggested Class or Unit Titles - Consumer and Homemaking 11 - Occupational 12 Suggested Titles and Organization (Chart) 13 Relationship of Home Economics to Career Education 15 Relationship of Home Economics to Career Education (Concept Chart) it Youth Groups as a Part of the Curriculum 19 Arizona HERO Club 19 Arizona Association, Future Homemakers of America 20 Relating FHA to Home Economics Curriculum 21 Chapter IV - LEARNING CENTERS DESIGNED FOR CONTEMPORARY HOME ECONOMICS CURRICULUM Yellow Introduction 1 Development of Functional Facilities 2 Combination of Learning Centers Factors Affecting Architectural Design Supplemental Information on Learning Centers

Chpp...7 7 - LV:'ITATItfo, Whitt Basis 1 Concepts 1 Review Forms (Process) Cieeup.tioniAt White Consumer and Homemaking Regular Yellow Consumer and Homemaking Depressed Goldenrod

APPENDIX MATERIALS A. Home Economics Education in Arizona Schools B. Administrator Concerns C. Curriculum in Transition D. Learning Centers Designed for Contemporary Home 02conomics Curriculum E. Evaluation FOREWORD

The major role of home economics education has been to teach the knowledge and skills which would prepare youth and adults toassume the responsibilities of good home and family living. The Vocational Act of 1963 has broadened the scope of home economics education. It also includes the responsibility of offering programs which develop occupationalcompetency relating to the knowledge and skills of home economics. The vocational funds appropriated under P- L. 88-210 were used for educational programs preparing people for employment in any occupational field which relates to home economics with requirements of less than a baccalaureate degree. The Vocational Amendments of 1968, P L. 90-576 gave direction to greater emphasis of certainareas when Port F Consumer and Homemakin Pducation was added. Home economics education programs may It.? conducted in comprehensive or specialized secondary schools,area vocational- technical schools, junior or community collegesor universities offering termina1 or associate degree programs.

In 1961 the Home Econamis Education Branch of the U. S. Office of education initiated a nationwido project to re-examine home economics in the secondary schoola. Extensiao and intensive work on the part of classroom teacher-a, supervisors, school administrators, teacher educators and subject matter specialists brought about the identification of basic concepts in the home economics field. This conceptual structure defines the content nnd servo as the boHc source for developing the emerging curriculum in home economics in the next docaao. Since 1964, the conceptual structure organized in the five subject matter areas of Human Develop-lent and the Fainily, HomoManagement, and Family Ecunomics, roods and Nutrition, Textiles and Clothing, and Housing has servad as a ba : ;is for curriculum development. The outlines of concepts and Fenaralizationa serve a significant purpose in defining curriculum content and in revamping established programs as well as developingnew programs.

This material is prepared for administrators, aupervisors and teachers to use as a guide in making decisions on home` economics education programs in Arizona schools. It will also serve as the basis for the initiation of an extensive curriculum development program at all levels and give directions as to how programs may be established, continued ana financed. CHAPTiia I BEST COPYNAILABI F

,.'110ti :, t.,' ,11!c:it ion H 11; ..,::..!:II thv ( 10,1 i C,;1 1 t It li -.lc, it: J:.:t hat: a t:1.pto of yotiili:Ttv: ho.no in a coa',umin; tho pr,),-tratioo ot ;:n! adult', for ,,,,ninful in occupiltion!: kno'41t..11.4 ol horn, ; 10.tly, to plan ortivul,!fjon ftlth,2 c.lroer lopmoof convpt. ty..,os of program:-; h2 ofin thy lol1 or Llyr,.01,..r,. middle or jnnior high school, the urTor or o-nprchcniv: 114.,h :ichoo1,!he! arc: vocal-ional-Lechnical F,chool, nnd Tic jcoior or community

PROGRAM PATHS Di HOME ECONOMICS EDUCATION

co 'ismer occup Iona! and ham emakite home economics education Y education 00

047P

the individual as a onsuME wage earnerr

faamitidly ern commonalities commonalities in in general vocational education education

meet Oievplopment (prev r,cational)

yill, 1: 4'pt.-0::f. 195. P;;. 1. To re:tion !or homo econo:1iLs educaLionin the liOtt ot L.out,-;:po:- the toIlowiae, objectives have beenformulated:

41%,m of contituous evaluation which willserve as a guide for pro,r1..

. Offer which provide ed!cation forconsumer and homemaking education with sp:(:i.:1 Lmplisis on meeting the needsof the disadvantaged andpreparing people for thc dual roles of familymember and wageearner

Prepare mvn and women, girls and boys, for employmentin home economics related occupations including cooperativework el.perience and with emphasis on tateting the specIal needs of handicapped anddisadvantaged persons

2 BEST COPYAVAILABLE

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iThcLliti,:s which meet tI needstof the emerging clirriculum

!c_uritionth.,7ot,w,h vffective and ,ii.:crtminnting of tv,:hnolo:jcal clev,:lop:1,,ncin in!,tructionni tochniquw; The 0L-e the source lar pt: uui.ng 1.1A,th cf holAo cLonomia ,:oateut, methods, al: aud c!-:,....euioces, the curt- 1 ; ilLitruction tor tho:-.e preparitr:;tor the voca:lon of -r for those ps,7.arina for gainful empl6ymautiu uccupati.ons l!=ii: the ;.1. ortd !,h1l1 of home vcono'llic. [he orilni;:atibn oc t the followin,s; five areas in its conceptual structure1 4 huri-u Development and the Family Hem.. nanat,,er-,ut and Family Eonomtes Food and Nutrition Houin; Textiles and Clothing

The m.1.;:),r characteristics as shown below will helpto identify the differences in the two types of home economicsprograms:

Cum-e.Ier Occupational and Home Economics Homemaking Education Education

Total curriculu.n is broad in scope Curriculum is based on the job description and content of a specific occupaticn.

Attitudes nud behavioral development Emphasis is placed on the developmentof necessary to strengthening family attitudes and behaviornecessary to secure well-being are stresaed. and hold a job.

All studert_s aro accepted because Qualities and aptitudesare the basis for of the belief they can benefit from selecting enrollees ina specific lob- the pro,e,ralt. oriented program.

?Marriage and homemahing are cou-ion Programs are established only when evidence to practically everyone, so programs shows sufficient job opportunitiesare are jtlsti.t i ab le in al l commun ies available for placement of trainees.

Personol counseling is important and Vocational counseling service isnecessary desirable in all programs.. to help the teacher in determining needs, employment opportunities, and placementof students in the most satisfactoryprogram.

Advisory committees are recommended The required establishment of local.clvisory for a more functional program. committee helps determine work availableand to advise and evaluate the specificemphasis of the training program

Evidence show,: youth and adults are Placement in a job for which trainingwas strea6thoned in the role of consumer, given shows success. homemaker, wage earner and family life member. ., 1 A-ler:e.: T --.. EaoneLli Ar-,ocint:jon! Cww,.t)t.,7 my] Gen,cali7ation - Thoir Flag 0 in rh.,, !-;i-11 St..)1 l!or.u,.Ek.....Y,LYITe:: CtIrriculmo Dovolorent _....:;,_ _.....-c Reportofa National Project 1Thshington, D. C.. 1967

4 4

BEST COPYAVAILABLE CHAPTER II

Administrator Concerns

The administrator faced with the need to plan programs in home economics

education may ask: What is consumer and homemaking education and occupational home economics, and how do we plan for program development? How are they inter-

related? How do they differ?

The major role of home economics education has been to teach the knowledge

and skills which would prepare youth and adults to assume the responsibilities

of good home and family living. The Vocational Act of 1963 and the Vocational

Education Amendments of 1968, P.L. 90-576, broaden the scope of home economics

education and give new emphases to the total program. These include the respon-

sibility of offering programs which develop occupational competency relating to

the knowledge and skills of home economics, but with increased emphasis to assist

consumers and to help improve home environments and the quality of family life.

The vocational funds appropriated under P.L. 90-576 may be used for educational

programs preparing people for employment in any occupational field which relates

to home economics with requirements of less than a baccalaureate degree. In

Part F.L_Consumer and Homemaking Education Section 161, it specifically states

that at least one-third of the funds appropriated shall be used in economically-

depressed areas or areas with high rates of unemployment.

Arizona Senate Bill 5, 1971, prlvides funding for Career Education.Home

economics education has definite contributions to make at the Awareness, Ex-

ploration and Skill Preparation levels.

Home economics education programs may be conducted in elementary, junior

high, comprehensive or specialized secondary schools, area vocational-technical

schools, junior or community colleges or universities offering terminal or as-

sociate degree programs, and community centers.

1 BEST my AVAILA3LE The term "home economics education programs" used throughout this material refers to all programs offered which are based on the content embodied in the conceptual structure. (See Chapter III) This includes both types of programs whether they are designed for consumer and homemaking or occupational home economics. The conceptual structure of home economics education in Arizona

identifies the five basic content areas as shown in the diagram below which

I has been adapted from Concepts and Generalizationsdeveloped under the leadership of the U. S. Office of Education:

CONCEPTUAL STRUCTURE OF HOME ECONOMICS EDUCATION

HUMAN DEVELOPMENT AND THE FAMILY

CONSUMER EDUCATION AND MANAGEMENT

CONSUMER AND r NUTRITION AND FOOD OCCUPATIONAL

ENVIRONMENTAL HOUSING AND LIFE STYLE

r/ TEXTILES AND CLOTHING,'

The definitions of the two types of programs are as follows: (1) Consumer and homemaking programs are designed to help individuals and families improve home environments and the quality of personal and family life, and includes instruction in food and nutrtion, child development, clothing, housing, family relations and management of resources with emphasis on selection, use and care of goods and services, budgeting, and other consumer responsibilities. (2) Oc- cupational home economics programs are designed to prepare persons for gainful employment in recognized occupations for which persons normally receive a wage, salary, fee or profit. The knowledge and skills of home economics may be drawn upon to educate students to earn a living in related occupations.

1Ibid, page 4. 2 AVAILABLE BESTCOPY

The administrator planning to initiate or expand atotal program for home economics needs to:

. Determine the groups for whom the program is to bedesigned;

boys, . Plan to meet the needs of the maximum number of girls and

men and women;

. Understand the types of programs which are possible;

. Consider the type of programs to be offered at instructional

levels involved;

. Select the types of programs best suited to meet the needs of

students;

Arrange the scope and sequence of programofferings to assure

emphasis in desired phase or in all phases, andcontinuity of

learnings to assure learnings from K - 14; (See Chapter III)

opportunities in . Provide a guidance program which interprets the

home economics education; and

youth groups such . Consider and recognize the value of organized

at, the Future Homemakers ofAmerica (FHA) and home economics

related occupations (HERO Club) as an integral partof the

program.

The chart which follows shows thecharacteristics of the two types of

home economics programs. Even though consumer and homemaking aswell as the

occupational program content draw from the sameconceptual structure, the

student's objectives differ considerably for the two typesof programs.

3 HOME ECONOMICS PROGRAM CHARACTERISTICS CURRICULUM CONSUMER & HOMEMAKING SPECIFIC OCCUPATIONAL ATTITUDE - BEHAVIOR WELL-BEINGSTRENGTHENSBROAD FAMILY ASECURES JOB & HOLDS PROGRAMSTUDENT JUSTIFICATIONSELECTION ALLALL COMMUNITIES JOBSELECTIVE OPPORTUNITIES ADVISORYCOUNSELING COMMITTEES RECOMMENDEDDESIRABLE REQUIREDNECESSARY EVALUATION MEMBERSHOWSEARNERHOMEMAKER.ROLE SUCCESSOF ANDCONSUMER. FAMILYWAGE IN GIVENWHICHSHOWSSUCCESS TRAININGPLACU!AT IN JOB WAS&FOR BEST COPYAVAILABLE LEVELS OF HOME ECONOMICS PROGRAM OFFERINGS

The two distinct phases of home economics(see chart in Chapter I) may contribute to each individual's development ashe strives to achieve self-

identity in his progression through theeducational system.Varied program offerings from preschool through adulL levels servethese purposes:

family living in a . Prepare youth and adults for home and

consuming society;

employment in home economics . Prepare some youth and adults for

related occupations; and

development concept. . Plan articulation in the career

The following descriptions ofofferings at various educational levels

give ideas and suggestions forintegrating or emphasizing home economics:

NURSERY SCHOOL - PRESCHOOL CHILD CARE CENTER

Nursery schools and preschools operate as apart of the home economics program in manyArizona high schools and colleges. Their purposes are OCCUPATIONAL CONSUMER to provide experiencesfor students studying child AND development, family relationships, andchild care, HOME ECONOMICS HOMEMAKING to understand behaviorand care of younger children. Recent federal legislationindicates this may become one of the fastestgrowing emerging occupational areas.

This level serves as a laboratoryfor students in secondary,post-secondary, only and adult home economics programs. Students enrolled in such programs not

learn to give their ownchildren better care but gainknowledge, understanding,

and skill by which they can earn aliving as a child development worker,child

aide, child development care assistant,elementary teacher's aide, special needs

professional, and other relatedoccupations. Other related occupations include

such fields as food service,institutional care, and merchandising.

5 LESTCOPY P.'"11ABLE

ELEMENTARY SCHOOL K -6

The home economics teacher serves as a consultant CONSUMER and does team teaching in the elementary class- OCCUPATIONAL AND rooms. Advanced high school students may conduct HOME HOMEMAKINGspecial projects in teaching simple skills and ECONOMICS leairuin6b. Some schools schedule classes in basic elementary home economics

Home economics education has value as an integrated part in the lower or elementary school curriculum. Curriculum materials related to home life experiences may function effectively in the development of career education units of work. Contributions may be made to social studies units cerv-ering

about home life, food, clothing, family customs, the community, frontierlife,

and world cultures.

Several ways in which home economics education may contribute to the en-

richment of the elementary program are:

. The regular home economics teacher may work through conferences with the elementary teachers on ways to integrate home economics with everyday living;

. Children may go to the home economics department forclasses, or the teacher of home economics may develop units infamily living in the elementary classroom;

. Homeeconomics curriculum guidelines are being released to assist home economics teachers in working with the elementary level;and

. A full-time coordinator of home economics education maydevote a portion of her time to working with the teachers to integrate home economics or family living with the elementary program.

UPPER ELEMENTARY (7-8) MIDDLE SCHOOL (6-8) OR JUNIOR HIGH SCHOOL (7-9)

The suggested conceptual structure and objectives CONSUMER for each level in the curriculum guides are de- OCCUPATIONAL AND signed to be adapted to the needs of local die- HOME HOMEMAKING tricts. The curriculum materials developed for ECONOMICS use in the state are based on developmental characteristics of youth. Learning activities fc..r thia level are identified as "BEGINNING" in the curriculum guidelines.Materials are designed to be adapted for use by LEA's.

6 CESTCOPYAVAILABLE The middle school is changing what has traditionally been known as the upper elementary or junior high school. Reorganization of this segment of the educational structure will bring about decided changes in curriculum offer-

ings since younger and less mature students will be enrolled. Programs may follow the Scope and Sequence Chart in Chapter III. Emphasis at this level

is exploratory and should include broad offerings to meet the needs of adolescents. Such phases of home economics as personal development, decision- making, consumer buying, and simple homemaking skills are recommended.

ECO .

CONSUMERProgram content is based on the needs of students OCCUPATIONAL AND and provides for guided electives, homemaking, pre- HOME HOMEMAKINGprofessional subject matter courses, and home eco- ECONOMICS nomics related occupations courses.

Thehome economics education program offerings for the high school are designeeto meet the needs of the following groups:

Pupils planning to enter college il the field of home e:tonomics or related fields

. Pupils planning to enter college in other fields

. Pupils whose major concern in life will be homemaking

. Pupils becoming homemakers as well as wage-earners upon completing formal education

. Pupils planning to enter the world of work in jobs using the knowledge and skills of home economics

. Pupils with academic, socio-economic or other handicaps that prevent them from succeeding in the regular vocational home economics education program

Four types of home economics education programs suggested for senior high schools are:

Guided Electives in Home Economics Consumer and Homemaking (Comprehensive) Home Economics Related Occupations Home Economics for Pupils with Special Needs

See Chapter III for the detailed explanation.

7 AVAILABLE BESTC^ °1

POST SECONDARY

Terminal education in such areas as child care CONSUMER supervisors, food service supervisors, food OCCUPATIONAL AND service workers, fashion merchandisers and de- HOME HOMEMAKING signers, and household equipment and food ECONOMICS dcmcnctratvrs. Learning activities for this level are identified as "Advanced" in the curriculum guides. See chart Nowt E;opomics - the IBasisfor _Wo Tvgel of ProArams.

Home economics education may be offered in the junior or communitycollege or in the associate degree program of a university. Specialized programs in the area of family living are especially suited as offerings inthese situations.

New programs in middle management level occupations related tothe knowledge and skills of home economics are appropriate for terminaleducation as one or two- year programs. Some examples of these are: Foos' service supervisor, assistant to dietitian, assistant to nursery school orday care center director, and teacher aides, etc. (See Career Ladders in Appendix C.)Many of these programs could be planned so that students would be eligiblefor an associate degree.

Three alternative types of programs make itpossible for a student to complete a:

Two-year associate degree program

0:e-year or less certificate program

. Two-year transfer program

Cooperative education or an approved simulated workexperience is an integral part of occupational programs at thislevel.

8 r721-COPY AVAME These programs are structured for flexibility and adaptability:

. Each plan may be used in sequence or in combination;

. Specialization with greater depth in one interest area may be made available for students beyond the regular schedule of classes;

. All four plans are eligible for reimbursement from vocational funds when the minimum requirements are met as established in the State Plan for Vocational Education and in compliance with Department of Education regulations;

. Occupational home economics courses may be established as a sequence including skill preparation and cooperative education courses;

. Home economics courses may be offered under the provisions of the area school concept; and

. For students with special learning needs, programs are possible in both occupational and consumer and homemaking phases.

ADULT - OUT-OF-SCHOOL YOUTH

Short term courses may be offered for young adults CONSUMER based on the needs of beginning families, also for OCCUPATIONAL AND senior citizens in creative activities and for HOME HOMEMAKINGothers interested in the development of skills in ECONOMICS areas related to home economics. These may be part time employment or as a leisure time activity.

A variet,, of home economics programs may be provided forout-of-school youth and adults. Such programs may include courses which prepare for the responsibilities and activities involved in homemaking and in achievingfamily well being. In some communities provision needs to be made for instructional programs which prepare for successful entryinto occupations using the knowledge

and skills of home economics. (See chart Home Economics - the Basis for Two

Types of Programs.)

All home economics programs for adults or out-of-school youthwhich qualify may be reimbursed from vocationalfunds. Any district planning to initiate such

a program submits a VocationalAdult Application Form for approval.

9 CO?' :NVIULIBLE BEST

The chart, Aome Economics - the Basis IQ Zilo Types of Programs illustrates the potential offerings inhome economics education.

The center portion of the chart shows the organization of the areas in the conceptual structure asthe basis for both programs in home economics.

On the left-hand side, the "Concepts" column of the chart shows examples of the multiplicity of concepts as related to consumerand homemaking.

On the right-hand side, the "Careers" column ofthe chart deals with the home economics relatedoccupations which may serve as the basis of courseofferings.

The two columns identified as "FundingProvisions" show that home economics programs may befunded in a variety of ways.

10 REST COPYIIVAILARE HOME (CO

PROGR CONSUMERaiidHOMEMAK NG AY. ANIIIMANIMOWN10.111

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itI t FUNDING BEST COPY AVAILABLE

Administrators interested in having either the consumer and homemaking educationor occupational programs funded must have on file an application to operate such a proeram which has been approved by the Division of Vocational

Education. In order to be eligible for funding, minimum requirements need to be met as follows:

CONDITIONS PERTAINING TO THE APPROVAL OF HOME ECONOMICS EDUCATION PROGRAMS

Consumer and Homemaking Education

1. New Programs

A new program may be approved by the Division of Vocational Education

when the application form #103 or #104 indicates

. There is a need for the program;

. Adequate learning centers are provided;

. The program plans are developed in accordance with regulations of the

Department of Education, Division of Vocational Education, and the

State Board of Vocational Education.

2. Continuing Approval

Continuing approval to operate consumer and homemaking programs will

be given from year to year when the following criteria are met by the

local school district:

. Facilities are provided which meet the minimum standards for a quality

program to be offered;

. Adequate funds are budgeted for equipment, supplies, and travel for

conducting the program;

. Current teaching materials and references are available;

. Equipment is maintained in good condition and is replaced when wear or

obsolescence reduce its educational value;

13 .ConsumereducationateitonSTis laVrAtlofallE courses offered;

. Properly qualified and certificated teachers are provided;

. The quality and methods of instruction fulfill the needs of the

students of the community;

. Preparation for the dual-role of homemaker and wage earner is a part

of the curriculum;

. The equivalent of at least one period daily is scheduled for the

teacher to use for planning and conferences with students, parents

and community agencies; and

. Average daily membership is ten (10) or more.

3. Direction and Supervision

. All programs will be accountable and under the supervision of the State

Division of Vocational Education.

. Courses shall carry credit and be accepted toward fulfillmentof program

requirements. At the secondary level a unit of credit shall begiven on

the same basis as for any major subject.

and . Programs of varying lengths may be developed provided objectives

activities have been approved by the Division of VocationalEducation.

4. Additional Recommendations

Teachers may be employed beyond the regular school term for makinghome

contacts and doing follow-up work of enrollees,and conducting summer

classes.

. An advisorycommitteewill be composed of representatives of the community.

. A chapter of Future Homemakers of America will beorganized and maintained

as an integral part of the program.

14 Home Economics Related Occupations REST COPYAVAILABLE

1. Program Development and Approval

A new program may be approved by the Division of Vocational Education

when the application forms 4100, #101, or #102 indicates:

There is a need for a program.

. Adequate learning centers are provided. (See Chapter IV)

. The program plans are developed in accordance with regulations of the

Department of Education, Division of Vocational Education, and the State

Board of Vocational Education.

Home economics occupational programs operate and are funded on the same

basis as other vocational areas. (See Home Economics O.E. Instructional

Program Code Chart and Home Economics Funding Information Chart.)

2. Continuing Approval

Continuing approval of home economics related occupations programs is on

a yearly basis using the following criteria:

. Curriculum is based on sequential development of skills as necessary

for specific occupations;

. Advisory committee is organized and functions for program direction;

. Cooperative education programs meet standards as established by the

State Division of Vocational Education;

. Instructor must be properly certified to teach the occupational phase;

. Opportunities for work experience are provided through cooperative

education or simulated work experiences;

Extended teacher time and travel will be budgeted;

Up-to-date references, materials and supplies will be available;

. Evaluation will be an integral part of the program and based upon the

objectives; and

. HERO Club is integrated with the instructional program.

15 BUT COI;:XABLE 3. Guidelines for Planning and Developing Occupational Programs

The local school administrator and members of his staff interested in initiating a home economics related occupations program may findthe following suggested procedures helpful:

. Become acquainted with local employment needs, through theBureau of Employment Security, business organizations, and lay leaders.

. Organize a local advisory committee.

. Develop a job analysis, identifying the functions the course will serve and define the responsibilities of the job so the content will be relevant.

. Develop a curriculum specifically for a certain occupation and to meetlocal needs by identifying the goals and anticipated learnings;

. Caxefully plan the learning experiences to be challenging but practical.

.Make arrangements to use available resources pertinent tothe training for the specific occupations being learned.

. Plan for the length of the course, considering prerequisitesand follow-up.

. Consider the qualifices-ions necessary for the teacher.

. Survey present school facilities for space and thenplan for additional equipment.

. Estimate the cost of the course and plan the budget.

. Select students on the basis of interests, abilities,and attitudes.

Industry, or institi . Arrange for an actual work experience with business, outside the school, considering hours, working arrangements,supervision, insurance, and other problems which may develop incooperative work programs.

developed to a place that . Establish criteria for determining when a student has the teacher or supervisor would considerrecommending him for employment.

determine the effectiveness of . Organize a plan for follow-up of students to the program.

. klan for a sound public relations program.

Reinwald, Clio. The Bulletin of the National Associationof Secondary School Principals- -A NEW LOOK AT HOME ECONOMICS -EDUCATION FOR EMPLOYMENT.Volume 48, Number 296, December 1964.

16 HOME ECONOMICS FUP"ING INFORMATION CHART HOME ECONOMICS EDUCATIONO.E. CODE NO. 09,00 111110111**.11.1...... nmilmwme, Nutrition EducationConsumer Environmental Housing I Development Duman Textiles Food and Management and Life Styles and the Family and I Clothing and CONSUMER AND HOMEMAKING 09.01 OCCUPATIONAL 09.02 LEVELS APPLICATION. FUNDING L S 'P'1. CA. 0 a ...---BEJLALCA-..M.V.----.Z19aaMLAWI.----EULLA5.---ECAEEELEMENTAAXDEPRESSED AREA FORM #104 VOC, ACT-PART F ....4 SECONDARYELEMENTARYCAREER Fr 0 `;0 0' SE"ATESENA E BILL 5 SECONRAAYDEPRESSEDREGULAR AREA . FORM #104#103 FORM - VOC.VOC,SENATE ACT-PART BILL 5F HANDICAPPEDDISADVANTAGEDCOOPSKILLCAREER DEVELOPMENTEDUCATION FORMPROJECTFORM #1021102#100 #101 FORM VOC,70C.VOC. ACT-PART ACT-PART B BG ADULTPOST SEcONDARYDEPRESSEDREGULARE-621gLIMMITSMLEBPJECT Al gA FoniFORM #104#103 VOC. ACT-PART F F 'OS GRANTAREA SCHOOL IN AID SE 0 DALY FORTFORM #10;#100 VOG. ACT-PARTOC ACT-6ALTB : DEPRESSEDREGULAR AREA FORM #104#103 VOC. ACT-PART F ...ADULL.------REGULARHANDICAPPEDDISADVANTAGEDCOOP ADULTFORMFOE: FORM#102#lul4102 VOC,VOC. ACT-PART BC mayStreet,HomeInformation be Economicssecured Phoenix, on from Educationprogram Arizona the Divisionorganization 85007Section, -of Phone 1535Vocational and 271-5359.West application Jefferson Education, forms DISADVANTAGEDHANDICAPPED FORM #102 VOC. ACT-PART B ACCOUNTABILITY

The L.E.A. will be responsible for the following:

. Application has been submitted and approved before initiation

of program;

. Data records and forms requested by the Division of Vocational

Education and the Research Coordinating Unit will be accurately

completed and returned by deadline dates;

. Records will be kept on file of any equipment purchased with

Division of Vocational Education funds;

. L.E.A. has evidence that measurable objectives for the program

have been achieved; and

. Supporting infoLAution and data must be on file for any claims

submitted to the Division comptroller.

The charts which follow are designed for the convenience of the L.E.A.

in completing report forms. The information includes code numbers for programs, classes and students to be used in completingthe R.C.U. data cards and forms.

18 HOME ECONOMICS 0,E, f, INTEREST CODE CHART See Appendix ( ) r HOME ECONOMICS EDUZATION 09.00 andusedcode LCU onnumbers DataApplications Cards.to be Nutrition Food and ManagementEducation ,jonsumer and EnvironmentalLife Styles Housing and Developmentthe Family Human and ClothingTextiles and CONSUMER AND HOMEMAKING 09.01 OCCUPATIONAL 09.02 Food and Nutrition 9.0107 Food Management, Production 9.0203 HomeConsumer Management Education 9,01049.0108 InstitutionalManagementServicesand Servicesand Homeand Supporting 9.0205 ChildHousing Development and Home Furnishings 9.0109 9.01059.0102 Home Furnishings,and Services Equipment 9.0204 ClothingFamily RelationsHealth and Textiles 9.01039.0106 ClothingCare and MAnagement,GuidanceChildrenand Supporting and Pro- the ServicesElderly of 9.0201 OtherComprehensive H .aemaking 9.01999.0101 Other duction and Services 9.0209').020.9 HOME ECONOMICS CODES INFORMATIONCHART*

HOME ECONOMICS EDUCATION 10Aco,°"'''LE 09.00

1 CONSUMER AND HOMEMAKING OCCUPATIONAL 19.01

9.0107 Foods- and Nutritim 9.0011.coag. Also Family Meals; Nutrition, Food and the All Home Economics Cooperative Consumer; Advanced Foods; Creative Foods; Education Advanced Nutrition; Food and Science; Meal 9.0203food Nanuement. Production and Management Services 9.0104 Consumer Education Food Preparation and Service, Also Family Finance; Family Economics; Con- FEAST,DietaryServices, Baking: sumer Buying; Cash, Credit and theConsumer; Institutional Food Service, Young Consumers; Decisions, Decisions Catering, Food Sanitation, School Food Service, Food Demonstrators 9.0108 Home_Management. Also Managing the Dual Role, Personal Man- 9.0205Ipstl.tutiol and _Opole Manage- agement, Managing My Time and Energy mentaad-filinsuzing_lemziara Executive Housekeeping, House- 9.0109 Housing and Home Furnishings keeping Services, Social Ser- Also Interior Decoration and Design, vices, Home Service Demonatration Creating My Environment, Housing for Consumer Services, Recreation Young People, Decorative Arts 9.0204 9.0102 Child pay elczymera Servjces Also Child Care, Child Growth and Develop- Home Furnishings Production an-' ment Child Guidance, Understanding Child- Services, Maintenance, Florist.,,, ren, Caring for Children, HumanGrowth Equipment and Furnishings Demon- stration, Household Products 9.0105 familv_Aulth. Also Home Nursing, Home Safety Technology, Handicrafts 9.0106 family Wations 9.0201LaraADASaidaaragfaihilArra Also Human Relations, Family Living, and 414er1v gridSuripcortin% Understanding Ourselves and Others, Con- ,services temporary Living, Living with People, Child Care and Guidance, Teacher Aide Services, Social Services, Family Customs and Cultures Foster Home Supervision, Care 9.0103 Clothing and Textiles for Lhe Elderly Also Clothing Selection, Grooming. Cloth- 9.0202 ing Construction, Tailrring and Altera- Llethintatimatembiallia tions, Advanced Clothing, Family Clothing huasLaraxigra Fashion Merchandising and Design- Needs, Creative Clothing ing, Fabric Coordinator, Tailor- 9.0101 ,Qomprehepsive Home Economics ing, Maintenance Services, Dress- Also Senior Homemaking; Home Economics 1, making, Textile Technology, 2, 3, 4; Co-Ed Home Economics; Home Living; Wardrobe Services, Clothing Basic Home Economics Production

9.0199 114chelor Survival. 9.0209 Othez Also Boys' Home Economics, Bachelor Arts, Hospitality Education and Others Chef's Arts (See Career Ladders 9.0190 Consumer and Homfm4Ktmg Depressed Argo, in Appendix C) Projects

*For use in completing RCU data cards and forms.

20 BEST COPYAVAILA3LE CHAPTER III

Curriculum in Transition

"The American school curriculum is in transition, and it is necessary to see it as a moving force with a past, a present, and a future."1

Curriculum planners and developers need to ask themselves many questions, some of which might be:

Are learning experiences compatible with objectives?

Does the instructional program stimulate student inquiry and interest?

Do objectives provide for articulation within the total home economics program as well as with other disciplines?

Are alternative learning experiences provided to meet the needs of varied learning abilities, cultures, economic levels, and geographical settings?

Does it provide for exploration as well as in-depth study?

Does curriculum provide experiences which lead to the development of decision-maki,ig capabilities?

Is there provision for an individual to learn to appreciate himself as well as others and to live and work cooperatively in our society?

Do real-life experiences add meaning to the instructional program?

In 1961, the Home Economics Education Branch of the U. S. Office of Education initiated a nationwide project to re-examine home economics in the secondary schools. Extensive and intensive work on the part of classroom teachers, supervisors, school administrators, teacher educators, and subject matter specialists br3ught about the identification of basic concepts in the home economics field. This conceptual structure defines the content and serves as the basic source for developing the emerging curriculum in home economics in the next decade.

Arizona has modified this conceptual structure in the following manner:

National Model Arizona's Titles

Human Development and the Family Human Development and the Family

Home Management and Family Economics Consumer Education and Management

Food and Nutrition Nutrition and Food

Housing Environmental Housing and Life Styles

Textiles and Clothing Textiles and Clothing

Wiles, Kimball. The Changing Curriculum of the American High School. Prentice- Hall, Inc., Englewood Cliffs, N. J. 1963.

1 AVAILABLE BESTCOPY

These major concepts become the five contentareas for home economics curriculum. A curriculum guide for each ofthese areas has been developed or is in the process ofbeing revised.

In each of the five areas, theconceptual structure is supported by generalizations which define content, principles,and methods of inquiry. Briefly, the skeletal structure as developedin a nationwide project by the TT S. Office of Education is:

2 HUMAN DEVELOPMENT AND THE FAMILY

I. Universality of individuals and families

II. Uniqueness of individuals and families

III. Development and socialization of the individual

IV. Challenge and creative possibilities ofchange

HOME MANAGEMENT AND FAMILY ECONOMICS

I. Environmental influence on individual andfamily management

II. Managerial processes

III. Effective elements in management

FOODS AND NUTRITION

I. Significance of food

II. Nature of food

III. Provision of food

TEXTILES AND CLOTHING

the individual in I. Significance of textiles and clothing to society

II. Nature of textiles and clothing

III. Acquisition and use of textiles andclothing

HOUSING

I. Influence of housing on people

Factors i-ifluencing theform and use of housing

III. Processes in providing housing

2American Home Economics Association. Concepts and Generalizations. Washington, D. C. 1967. 2 LEST COPY AVAILABLE The preceding structure includes only the "big" ideas. The total structure as released will serve to plan for broad courses or for depth courses in both the homemaking and the employment phases of home economics education.

In Arizona, curriculum in home economics education becomes a custom- designed product. The question, "What shall we teach and to what end?" raised in The Process of Education3 is most appropriate in the field of home economics education. Curriculum planners need to consider not only the subject matter content, but the content of other disciplines as well as to the place and contribution which home economics education may make in the total educational program of the school, home, and community. And most importantly, that happens to students enrolled in the program, is it meeting their needs?

As one considers the relationship of home economics education toward achieving the nine Imperatives of Education, as stated by the Educational Policies Commission of the NEA, one finds the possible contributions to each to be of some magnitude. They are as follows:

"Make urban life rewarding and satisfying

Prepare people for the world of work

Discover and nurture creative talent

Strengthen the moral fabric of society

Deal constructively with psychological tensions

Keep democracy working

Make intelligent use of natural resources

Make the best use of leisure time

Work with other peoples of the world for human betterment"4

As administrators, supervisors, teachers, guidance counselors, lay advisers, and others interested in curriculum development in this discipline, examine current programs in light of the contributions presently being made and in terms of new commitments to be made, decisions concerning curriculum come into focus.

-/Bruner, Jerome S. The Process of Education. Harvard University Press, Cambridge, Massachusetts. 1960.

4American Association of School Administrators, NEA. Imperatives in Educaticn. Washington, D. C. 1966. 3 AVAILABLE BESTCOPY GUIDELINES FOlt cURELAJOMDEVELOPMENZ AND IMPLEMENTATION important to "In approaching curriculumimprovement in any school, it is recognize that changes shouldbe made in terms of theneeds of that particular needs."1 community and the inadequacyof the present program inmeeting those How can curriculumfacilitators best move to resolvethe discrepancy between relates to the home economics the rate of technologicalchange and society as it of programs in theschool community? Moderntechnology applied to development curriculum in terms of adapting asystem's approach, provides theneeded vehible for improving home economicscurriculum in the local schooldistrict.

Local curriculum change agents mayfind the following five phaseshelpful in organizing asystem's approach to:

CUSTOMIZING HOME ECONOMICS CURRICULUMI

I Phase I - EXPLORING Comprehensive examination of all pertinent factors and data affecting curriculum change. Deadline Date

Phase II - PLANNING Organized approach to bring- ing about plannedcurriculum change at all levels. Deadline Date

Phase III - DEVELOPING Development of curriculum resource guidesproviding for program. Deadline Date

1 Phase IV - OPERATING Implementation of organized plan in relation to objectives and goals. Deadline Date

Phase V - ACCESSING Orderly process of review- ing progress of eachphase and development of future plans. Deadline Date

4 lIbid, page 1 REST C27Y AVAILABLE cunkicutumdevelopment is 14ac ititated when thoae who au to partticipate have uached a atate o; teadine44 and ucognize tke need 6otchange.

Leadership for . Initiate a self-evaluation of the present program. this process may need to be providedby outside advisers or con- sultants.

. Arrange field trips to new and different type programs.

evaluation courses. . Encourage staff to enroll in curriculum and

attend confer- . Provide time and expense money for staff members to ences sponsored by organizationsconcerned with the improvement of curriculum.

work with state staff . Provide time and expense money for teacher to and appropriate teacher educators in programand curriculum development.

An undeutanding o6 community needy and u4ounce4 id 6a4ic to cumicaum demeopment.

. Establish a steering committee representing the community.

. Conduct community surveys to provide needed data.

. Survey graduates to determine what learning experiences shouldhave been offered for present roles.

. Encourage staff to become acquainted with community needs and resources.

. Interview a sampling of student body for reaction to new and recent offerings.

An undeutanding of the bcaie conceAn4 of youth (and adata) id baaic to cutti,caum devetopment.

. Project competencies needed by students in 5 years.

. Recognize individual differences and needs of people in their search for self identity.

. Involve guidance in identifying the basic concerns of local youth.

5 Competent ieadetship Zs cases at 04 4uccess6a cutticuium devetopment.

. Identify individual as leader for curriculum development.

. Involve all members of the local home ezonomics staff.

. Provide outside leadership if local leadership is inadequate.

. Include participation in career education projects, district curriculum development, and state level curriculum projects and meetings.

. Plan for longitudinal and lateral articulation.

Cutticuium deveeopment 4:4 a continuous mem) which ptovides ion evatuation and nevi. .con.

. Develop both long-range and short-range goals in curriculum development.

. Plan for a continuous integration of planning, evaluating, and revising.

. Emphasize the ever-evolving nature of curriculum.

Cutticutum devetopment tequites adequate time and tesoukces.

. Provide time in the teachers' annual schedule for curriculum work.

. Provide money in the budget for resources.

. Provide secretarial assistance for recording and editingmaterial prepared by staff members.

. Provide, if needed, consultant services.

Cutticueum devceopment is mote saccesqui when the patticipant6 have achieved a cettain degree oconcuttence tegatding educatZonat betZeis and p4actites.

. Plan experiences which assist teachers to clarifyself-understanding of their beliefs.

their beliefs. . Assist teachers to be more articulate concerning

. Stress points of agreement.

clarifying curriculum. . Make use of the techniques of group dynamics in

6 ''ST COPY AVAILABLE

Cutticaum designed with studentotiented objectives andteatning activities geared to ditiietent &vets puvides the basis boncontent se- tection, as wcU as assessment otc student totogless and.teacher success.

. Select objectives basedon the needs of local students.

. Design or select learning activities appropriateto individual student needs.

. Use objectives as the basis for evaluatingstudent progress.

. Evaluate teacher success in terms of teacherprogress.

The phases o6 cateet education can maize a sizabZeeontaibution to the totat home economics cutticaaptans and goats.

. Identify the commonality factors between homeeconomics and education. career

. Identify objectives in light of overall homeeconomics goals for development ofcareer activities.

. Participate in area and districtcareer education projects.

Youth gtoup otganizatio4 activitiesate a. planned, integtated patt o6 the insttuctionat cutticutum.

. Relate activities to instructionalprogram objectives.

. Involve students in planning organization programs, andwhere appropriate, parents, employers, andother interested adults.

. Provide activities whichcontribute to individualgoals and growth.

State cuvEicaum gtades, in-seAvicesmall gtoup meetings, and Teachees Idea Exchange ptovide teadytesoutces sot local distticts to customZze home economics cutlacuta.

. Explore all available resources such as curriculum guides,new books, and media.

. Participate and become involved in the statewidecurriculum developmental process.

. Make contributions to Teacher's Idea Exchange.

. Be selective and imaginative in adaptation andincorporation of ideas into local curriculum.

SUMMARY:

Customized cutticaum ina tome disttict is designed to providea. compte- hensive hone economicsptognam 6tom the OtienCation, to Seginning, to Intotmediate and Advanced Levels oiConcepts in all Give contentaura bon that special locale.

7 CD ?YAVAILABLE LEVELS FOR CURRICULUM DESIGN

In the Arizona curriculum guides the structure includes topical outline, objectives, conceptual statements, and learning experiences.The topical outline or conceptual structure for each subject matter area provides a source of concepts for planning at all learning levels. Adaptation of some objectives and learning experiences make it possible to develop courses to meet the needs of all ages, abilities and interests. This framework also provides for articulation of individualized instruction.

The levels for curriculum design as used in this material are:

The orientation level curriculum includes concepts and objectives which are utilized at the elementary level by various subject matter areas. Concepts are not organized into a total home economics program. Units are introductory in nature providing a first exposure to homeeconomics content.

Beginning

A broad exploration of the total home economics program is provided at the beginning level. Basic concepts in each of the five content areas serve as a foundation for future courses.

Intermediate

Courses at this level provide greater depth within a specified content area, and are built upon preceding units or classes.This level is designed to prepare students sufficiently so that they may fulfill their role in this area successfully.

Advanced

Special courses designed for specific individual interests and needs are offered at this level. Concepts are complicated with far-reaching im- plications. Practical application of concepts is also stressed.

The chart PLANNING FOR A COMPREHENSIVE HOME ECONOMICS PROGRAM which follows,

is designed to give a quick and easy review of concepts in all five areas organized to show the continuum from K through adulthood.

8 -rt THIS PAGE WAS MISSING FROM THE DOCUMENT THATWAS SUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE. AVAILABLE SUGGESTED CLASS OR UNIT TITLES PM fin

CONSUMER AND HOMEMAKING

The following are suggestedtitles which may aid a district indeveloping their own titles:

Basic Home Economics Units

NUTRITION AND FOODS ENVIRONMENTAL HOUSING AND LIFE STYLES The World of Food Creating My Environment Food for Family and Friends Decorative Arts Nutrition, Food and You Housing Environments Food and Science

CONSUMER EDUCATION ANDMANAGEMENT HUMAN DEVELOPMENT AND THE FAMILY Dollars and Sense Person to Person

Decisions, Decisions, Decisions Babysitting Your Time and Money The World of Others Personal Management Living With People Young Children TEXTILES AND CLOTHING The Emerging You Teen Charm and Looks Family Customs and Cultures Beauty Box Family Health and Home Safety The Sewing Scene The Clothes Boutique 'super Simple Sewing Fun With Fashion The Clothing Dollar

Special Interest Classes(Guided Electives)

NUTRITION AND FOODS ENVIRONMENTAL HOUSING AND LIFE STYLES Contemporary Foods Interior Design Cuisine and Cultures Life Style Environments Food Fads and Fallacies Housing Design Creative Foods Ecology of the Home Convenience Cookery Housing for Now and the Future Sixty-Minute Chef Meals in Minutes HUMAN DEVELOPMENT AND THEFAMILY *Family Meals Child Growth and Development Fer-..,ly Customs and Cultures CONSUMER EDUCATION ANDMANAGEMEL Human Relations Consumer Action Trends in Living The Market Place (-ntemporary Living Bachelor Survival Love, Logic and Life Consumer Education Marriage and the Family *The Family Consumer Roles and Goals Cash, Credit and the Consumer

TEXTILES AND CLOTHING Textiles Today Creative Clothing Tailoring Techniques Textile Technology *May be used as basic home economics Carr Clothes units

11 ek5ACCN4'$;MIABLE OCCUPATIONAL

(To be completed later)

The chart on the opposite page, Suggested Titles and Or2aqj.zation, is designed to show possible organization and placement of classes or courses. These will assist local districts in planning a total district home economics offering, or may be used for a single Leacher program. A blank form is included in Appendix C for convenience in organizing scope and sequence.

12 BEST COPYAVAILABLE SUGGESTED TITLES AND 0 *Indicates Special Interest

CONTENT DIVISION 7th 8th 9th AREAS

CONSUMER The World of Food Food for Family and Nutrition, Food NUTRITION AND Friends HOMEMAKING Contemporary Foo AND

FOOD See Chart RELATIONSHIP OF HOME ECONOMICS TO CAREER OCCUPATIONAL Page 17, Chapter III Curriculum in Transitiot

CONSUMER Dollars and Sense Decisions, Decisions, Your Time and Mot CONSUMER AND Decisions HOMEMAKING EDUCATION

AND-- See Chart - RELATIONSHIP OF HOME ECONOMICS TO CAREER MANAGEMENT OCCUPATIONAL Page 17, Chapter III - Curriculum in Transitiot

ENVIRON- CONSUMER Creating My Environ- Decorative Arts Housing Enviromn MENTAL AND ment HOMEMAKING HOUSING

AND See Chart RELATIONSHIP OF HOME ECONOMICS TO CAREER LIFE STYLES OCCUPATIONAL Page 17, Chapter III Curriculum in Transition

1.11111PIP=MMOI==01

HUMAN CONSUMER Person to Person Babysitting Family Health any AND Safety DEVELOPMENT HOMEMAKING The World of Others Living with Peop Young Children AND The Emerging You

THE FAMILY See Chart RELATIONSHIP OF HOME ECONOMICS TO CAREER E OCCUPATIONAL Page 17, Chapter III Curriculum in Transitior

CONSUMER Teen Charm and Looks The Clothes Boutique Fun with Fashion TEXTILES AND HOMEMAKING Beauty Box Super Simple Sewing The Clothing Dol. AND The Sewing Scene

CLOTHING See Chart RELATIONSHIP OF HOME ECONOMICS TO CAREER F OCCUPATIONAL Page 17, Chapter III Curriculum in Transition

13Frt. TED TITLES AND ORGANIZATION *Indicates Special Interest Classes BEST COPY AVAILABLE

1 9th 10th 11th 12th 1 I

.1 and Nutrition, Food and You Food and Science Family Meals Culture and Cu * * Contemporary Foods* Food Fads and Fallacies Convenience Cookery Sixty Minute C

Creative Foods* Meals in Minut

Jobs, Careers and You OF HOME ECONOMICS TO CAREER EDUCATION HERO Co-Op :II- Curriculum in Transition See p. 20, Chapter II, 09.02

The Family Consumer 'ions, Your Titre and Money Personal Management * Bachelor Survival Cash, Credit a * Consumer* Consumer Action* The Market Place Consumer Education*

Jobs, Careers and You OF HOME ECONOMICS TO CAREER EDUCATION HERO Co-Op III Curriculum in Transition See p. 20, Chapter II, 09.02

Housing Environments Interior Design* Housing Design* Ecology of the

Life Style Environ- For Now and the ments*

Jobs, Careers and You DF HOME ECONOMICS TO CAREER EDUCATION HERO Co-Op ?I Curriculum in Transition See p. 20, Chapter II, 09.02

-.. Contemporary L. Family Health and Home Family Customs and Living in Families Safety Cultures Love, Logic an hers Living with People Human Relations* Marriage and t Child Growth and Young Children * * The Emerging You Development Trends in Living Roles and Goal!

_F HOME ECONOMICS TO CAREER EDUCATION Jobs, Careers and You HERO Co-Op :I Curriculum in Transition See p. 20, Chapter II,

D9.02_ df,

. 1 tique Fun with Fashion Textiles Today* Family Clothing Needs Textile Techno' iing The Clothing Dollar Creative Clothing* Tailoring Techniques* Career Clothes'

;F HOME ECONOMICS TO CAREER EDUCATION Jobs, Careers and You I Curriculum in Transition See p. 20, Chapter II, HERO Co-Op 09.02r...... ---. Arizona Department of Educe Division of Vocational Educ IZATION S BEST COPY AVAILABLE

10th 11th 12th

* Food and Science Family Meals Culture and Cuisine * Food Fads and Fallaciez* Convenience Cookery* Sixty Minute Chef * Creative Foods* Meals in Minutes

Jobs, Careers and You )1g HERO Co-Op See p. 20, Chapter II, 09.02

The Family Consumer Personal Management * Bachelor Survival Cash, Credit and the * Consumer* Consumer Action* The Market Place Consumer Education*

Jobs, Careers and You )1g HERO Co-Op See p. 20, Chapter II, 09.02 ,...

Interior Design* Housing Design* Ecology of the Home* * Life Style Environ- For Now and the Future ments*

Jobs, Careers and You T HERO Co-Op See p. 20, Chapter II, 09.02

Contemporary Living* Family Customs and Living in Families * Cult.xes Love, Logic and Life Human Relations* Marriage and the Family* Child Growth,and Roles and Goals* Development'''. Trends in Living*

Jobs, Careers and You HERO Co-Op See p. 20, Chapter II, 09 0? * Textiles Today Family Clothing Needs Textile Technology* * Creative Clothing* Tailoring Techniques Career Clothes*

Jobs, Careers and You See p. 20, Chapter II, HERO Co-Op 09.02

Arizona Department of Education Division of Vocational Education 11/72 BEST COPYAVAILABLE RELATIONSHIP OF HOME ECONOMICS TO CAREER EDUCATION

"Career education," as defined by the U. S. Office of Education, "is the total effort of public education and the community aimed at helping all individuals to become familiar with the values of a work-oriented society, to integrate their values into their personal value systems, and to implement these values in their lives in such a way that work becomes possible, meaningful and satisfying to each individual."1

Career Education's Place in Education*

*Adapted from Career Education: A Handbook Low Impletwntation

Home economics has a two-fold contribution to make in career education curriculum, first as consumer and homemaking education, and secondly as vocational preparation. The diagram, modified from Careyji Eduction. AL Handbook for Implementation, shows the relationship of home economics to career education.

Consumer and homemaking education has long used the career education themes- - self-awareness, economic awareness, decision-making, attitudes and appreciation as the basis for subject matter areas in consumer education, individual and home management, and human development and the family. Recently, with the

1U. S. Office of Education, Career Education. A Handbook for ImpleeAtation, p. 8. U. S. Government Printing Office, 1972.

15 BESTCUPYAVAILABLE addition of occupational home economics, the preparationphase of career education has been implemented. However, further clarification of career education themes in the home economics programs must beestablished before an articulated effort toward preparation for careersby all individuals can be accomplished. The DeveLoamental Program Goals for the ComprehensiveCareer EAyeatiop

Models, Ohio State University, Center for Vocational and Technical Education, recognizes the following themes as the basis onwhich to develop goals and objectives for career education: Self Awareness Economic Awareness Educational Awareness Beginning Competency Career Awareness Employability Skills Decision Making Attitudes and Appreciation Furthermore, the U. S. Office of Educationhas identified occupations in

fifteen clusters as follows: Consumer and Homemaking-Related Occupations Business and Office Occupations. Marketing and Distribution Occupations Communications and Media Occupations Construction Occupations Manufacturing Occupations Transportation Occupations Agri-Business and Natural ResourcesOccupations Marine Science Occupations Environmental Control Occupations Public Services Occupations Health Occupations Hospitality and Recreation Occupations Personal Services Occupations Fine Arts and Humanities Occupations

Together, the themes and clustersprovide home economists with the tools

needed to assist individuals inbecoming self-fulfilled personsreaching the maximum of their potential in pursuinglifetime careers. The chart, "Relationship of HomeEconomics to Career Education" illustrates

the concepts of career education inrelation to the content areas of home eco-

nomics and learning levels. Outcomes relate to the various careersin home economics as established in the CareerLadders for Home Eqopomics, Appendix C. Concepts identified in the matrixrelate to the themes identified andgoals established by the Comprehensive CareerEducation Models, and the Technical

Education Center for VocationalEducation.

16 gEST COPY AVAILABLE RELATIONSHIP OF HOME ECONOMIC

K-6 BEGINNING

CONTENT DIVISION CAREER AWARENESS BROAD CAREER EXPLORATION AREAS

CONSUMER Recognizes relationship of food to Explores broadly skills required NUTRITION AND feeling of well being and health from food management, production, HOMEMAKING Becomes aware of relationship of and services health and work Explores types of jobs making up AND Recognizes general careers associ- food and nutrition cluster ated with food and nutrition - occupational requirements - educational requirements OCCUPATIONAL FOOD - career rewards - life styles

Is aware of why people work Becomes aware of economic inter- CONSUMER Recognizes economic interdependence dependence of community, state, CONSUMER AND of himself, family and community and national government HOMEMAKING Becomes aware of economic principles Formulates tentative career choices EDUCATION relating to life, family and com- based on own values munity Explores careers associated with AND OCCUPATIONAL Is aware of the relationship of consumer education and home alternatives management MANAGEMENT Knows how to gather information about career references

Becomes aware of the interrelation- Recognizes relationship of environ- ship of life styles, economic ENVIRON- CONSUMER ment, self, family, and community security and occupational choices MENTAL AND Is aware of the various living with worker traits HOMEMAKING styles associated with working Explores careers associated with HOUSING styles housing environment, and home AND Recognizes general careers related furnishings LIFE to housing and home environments - skills needed STYLES OCCUPATIONAL - educational requirements - cariie r rlwes aerds l styee societal

HUMAN CONSUMER Recognizes roles and responsibil- AND ities of family, self, and others Understands that priorities, values DEVELOP- HOMEMAKING Knows cultural differences and and goals are modified throughout MENT group similarities life Identifies recognition workers re- AND ceive for performing occupational tasks Explores careers associated with THE OCCUPATIONAL Is aware of individual differences child development and family re- as they relate to values lations FAMILY (as listed under Housing)

Identifies clothing as associated Explores broadly skills required for TEXTILES CONSUMER with various occupations food management, production and AND Recognizes general careers asso- services AND HOMEMAKING ciated with clothing and textiles Explores careers associated with clothing and textiles CLOTHING - skills needed - educational requirements OCCUPATIONAL life styles career rewards mobility 17/ri - societal OF HOME ECONOMICS TO CAREER EDUCATION BEST COPYMAIM BEGINNING INTERMEDIATE ADVANCED

BROAD CAREER EXPLORATION IN-DEPTH CAREER EXPLORATION CAREER PREPARATION

;plores broadly skills required Develops beginning competences for rom food management, production, food related careers Jid services plores types of jobs making up Explores one or two specific food Applies attitudes, knowledge and :ood and nutrition cluster related careers skills associated with foods and occupational requirements - job entry requirements nutrition - monetary rewards Evaluates career success based upon educational requirements occupational preparation career rewards necessary aptitudes knowledge and skill of area in re- life styles -job outlook lation to own characteristics - orizontal and vertical mobility

,-.omes aware of economic inter- Identifies steps and costs in time Concepts related to economic aware- ependence of community, state, and money in pursual of a chosen ness and decision-making nd national government career rmulates tentative career choices Explores one or two specific con- Applies knowledge and skills of con _aced on own values sumer or management careers sumer education and management plores careers associated with Recognizes advantages and responsi- !)nsumer education and home bilities of career choices anagement - (as listed under Foods) Evaluates personal goals and values in confirming career plans

comes aware cf the interrelation- hip of life styles, economic Analyzes chosen career in terms of ecurity and occupational choices present and projected life styles ith worker traits plores careers associated with Explores one or two housing or 'using environment, and home home furnishings careers Applies attitudes, knooledge, and irnishings skills associated with housing skills needed and home furnishings - (as listed under Foods) educational requirements Understands career selection as creer rgwards basis for life styles lifestyles societal

Recognizes psychological variables Concepts related to self-awareness, lerstands that priorities, values, involved in interpersonal re- attitudes, and appreciation d goals are modified throughout lationships ife Understands that individual differences contribute to positive relationships 31ores careers associated with Explores one or two child develop- Applies attitudes, knowledge, and iild development and family re- ment or family relations careers skills associated with child development and family relations -tions (as listed under Foods) (as listed under Housing) Communicates effectively personal data to ros ective em lo ers cores broadly skills required for Develops beginning competences 'Dd management, production and for textiles and clothing careers -vices :ores careers associated with Explores one or two textiles and Applies attitudes, knowledge and 'thing and textiles clothing careers skills associated with textiles 'kills needed and clothing .ducational requirements Perceives self in realistic terms .ife styles (as listed under Foods) in proposed plans for careers :areer rewards - iobility Arizona Department of Educatiot ocieta1 Division of Vocational Educati 11/: TO CAREER EDUCATION BEST COPYAVAILABLE ICAREER INTERMEDIATE ADVANCED OETCOMES Career IN-DEPTH CAREER EXPLORATION CAREER PREPARATION Ladders (Appendix C) Develops beginning competences for food related careers Management

Explores one or two specific food Applies attitudes, knowledge and related careers skills associated with foods and Production - job entry requirements nutrition - monetary rewards Evaluates career success based upon - occupational preparation - necessary aptitudes knowledge and skill of area in re- Services - job outlOok lation to own characteristics - horizontal and vertical mobility

Identifies steps and costs in time Concepts related to economic aware- and money in pursual of a chosen ness and decision-making Management career Explores one or two specific con- Applies knowledge and skills of consumer or management careers sumer education and management Production Recognizes advantages and responsibilities of career choices - (as listed under Foods) Evaluates personal goals and values Services in confirming career plans

Analyzes chosen career in terms of Manawment present and projected life styles

Explores one or two housing or Production home furnishings careers Applies attitudes, knowledge, and skills associated with housing and home furnishings Services - (as listed under Foods) Understands career selection as basis for life styles

Recognizes psychologlcal variables Concepts relate to self-awareness, involved in interpersonal re- attitudes, and appreciation lationships 1 Management Understands that individual differences contribute to positive

relationships Mpl,MMI Explores one or two child develop- Applies attitudes, knowledge, and ment or family relations careers skills associated with child development and family relations Services (as listed under Foods) Communicates effectively personal data to prospective employers Develops beginning competences for textiles and clothing. careers Management

1 Explores one or two textiles and Applies attitudes, knowledge and clothing careers skills associated with textiles Production and clothing Perceives self in realistic terms - (as listed under Foods) in proposed plans for careers Services

Arizona Department of Education 1 Division of Vocational Education 11/72 YOUTH GROUPS AS A PART OF THE CURRICULUM BEST Copy AVAILABLE

Home Economics has two youth organizations. They are (1) Future Homemakers of America related to consumer and homemaking, and (2) HERO Club for homeeconomics related occupations.

Arizona HERO Club

The Arizona HERO Club was organized during the 1971-72 year for studentsin home economics related occupations courses.Local, state, and national affilia- tions are possible. It is a co-curricular organization which further develops skills and attitudes necessary for career goals as wellas providing opportunities for community involvement with professionals, para-professionals and business people.

Activities should relate directly to the course and training plan objective.

Goals to be emphasized include:

Development of leadership ability in individuals Development of effective public relations Encouragement of para-professional activities with trade and professional organizations Further development of skills and attitudes necessary for career success

The club itself represents one of the three integral parts of the total occupational program: the class, the club, and work experience.

THE CLUB

THE CLASS \ EXPERIENCE

Each works as a member of the team to assist the individual toward his career goals. Future Homemakers of America ,ro. NV51113/

"FHA has strengthened for me the aspect of homemaking one cannot learn in a clfss. As a member, I have learned leadership, appreciation of individual worth, how to organize and how to get along with others. This organization has made me realize the importance of good relations and communications in the family."1

These words by an FHA member illustrate the contribution that Future Home- makers of America makes to the Consumer and Homemaking program. Since its incep- tion in 1945, FHA has been an integral part of the home economics curriculum, providing a means to e..ttend and expand classroom instruction.

A Future Homemakers of America chapter provides:

. an opportunity for students to develop leadership abilities through participation in offices and committees at the local, state and national level

. greater relevancy of classroom instruction through application of learnings in real life situations

. promotion of self-actualization through achievement of self-selected goals and recognition of accomplishments

. improved communication and relationships between youth, parents and other community members through joint participation in planning and carrying out chapter activities

. a means to publicize the home economics program and its contribution to the total education program

. enrichment of student-teacher relationships through working together in an informal setting

. increased interest and enthusiasm for the total home economics program as its contribution and value becomes more evident

The FHA chapter program of activities is built upon the needs and interests of students, and is closely related to classroom instruction. In planning chapter activities, in-depth projects which are continuous, home economics related, and attempt to solve actual problems and get real results, need to be developed.

Activities of several types- - service, educational, social and business--are needed to serve a variety of student interests. Examples of FHA activities related to each of the home economics content areas appear on the accompanying chart.

1 "It's Happening," PULSE Kit, National Future Homemakers of America, Washington, D. C.

20 Content OBJECTIVE FHA ACTIVITY p NUTRITION AreaWhen quateindividual, nutrition family is acceptedand the corn- the responsibilityCONCEPTUAL forSTATEMENTS ade- by the TheAPPLICATIONtion student about appliesfood assistance informa- ancereferenceStudents programs. hearto find resource out about speakers food or use Students develop project eligible, such assist FOODAND Nutritionmunity,papers)and wellbeing a andcontribution Food is made. working to health (1.45 food.and/orprograms families to help obtain needed individuals asprogramsapplyshopping,to providing help for residentson stamps,helping transportationfood stamps whoconductingincapacitated are and nutrition. for groceryeducational people EDUCATIONCONSUMER Today'savailabletelligently consumer credit from must thesources choosevarious in in-order COMPREHENSIONandsourcesThe thestudent typeof available describessuited to variousindi- credit meetingauthorityA creditrepresentative onand presentsthe installment advantages of a atalk bank buying. andat or a otherdangers ofchapter Invite MANAGEMENT AND Management)to(Pg. purchase 160 effectively, Consumer Education an.i vidual and family 'needs. 2 parents to attend the meeting. ENVIRON- MENTAL Whenagesources, one improvement recognizes this may in available tendareas to encour- re- where * TheAPPLICATIONavailable student resourcesis able to to use improve ments,displaysChaptersituation. wall adviseritems hangings, which or resource improved brick person a E.G., dried flower arrange- and board housing ..) HOUSINGSTYLES LIFE AND ofhousingand (Pg.individuals, Life 76fails Styles) to meet the needs Environmental Housing orhousing others. situation for himself usebookcases,improvement.items or volunteerand etcdevelop a project Membersservices suggest for communityother for personal DEVELOPMENT HUMAN Whenhomelife one economics styles, examines theeducation a contributionvariety makes of TheCOMPREHENSIONlife student styles describes of women variousand the woman,A problems,apanel married and composed asatisfactionscareer single of woman, parenta full-time anda their single workingdiscuss the homemaker feeling! AND THE FAMILY to each becomes evident, cationvalue ofin homeeach economicssituation, edu- homechapterinabout eacheconomi..s theirmeeting situation. particular education situationwould be at a Members consider how helpful CLOTHINGTEXTILES AND ofconsumerComparative his available in makingshopping resources. the may best aid use the TheANALYSISlationpurchases student to price.foranalyzes quality clothing in re- MembersSummarizeshoes,buyingguidelines conduct sweaters,practices findings, toa surveyhelp coatsin theirevaluatestudents ofor clothinggroomingschool; andin draw iaids. e., up shopping. BEST COPYAVAILABLE

CHAPTER IV

LEARNING CENTERS DESIGNED FOR CONTEMPORARY HOME ECONOMICS CURRICULUM

Introduction

"Learning Centers" as used in this material refers tofunctional facilities designed to meet the needs of the emerging curricula inboth consuer and homemaking programs and employment programs in occupationsrelated to home economics.

The information provided in this chapter is based onthe objectives for home economics as stated in Chapter I. In designing learning centers for local school districts, it will be important to plan and equip facilities toattain these objectives ano meet the needs of the local district.

The administrative staff developing plans for thelearning center will consult with the home economics staff, advisory committee membersand the local and state home economics supervisors. This group will cooperatively establish philosophy and program needs relating to homeeconomics education. The coTtbined efforts of this group will help to develop afunctional facility. Mot

The following questions will assist the planning group todetermine the type, size, location and arrangement of the facility.

What are the present trends in ham economics education?

What community needs affect the course offerings?

What types of home economics programs will be offered?(See Chart)

. Education for Consumer and Homemaking

. Education for Employment

What age groups will use the facility?

. Pre-school pupils

. Elementary pupils

. Secondary pupils

. Out of school youth and adults including elderly

. Community or other school groups

What special groups w131 be enrolled in addition to regularclasses?

. Handicapped

. Disadvantaged

1 A

BEST COPYAVAILABLE What equipment and facilities areneeded to teach pupils the emerging curricula?

That equipment and facilities areneeded to provide a variety of learning eAperiencee for all age groups tobe served? n,dvelopment of Functional Facilities

Learning centers provide for the five areas of instruction included in the conceptual structure of home economics. These areas are:

Human Development and the Family

Home Management and Family Economics

Food and Nutrition

Housing and Home Furnishings

Textiles and Clothing

Within each of the above areas, provision must be made for a variety of learning experiences. Special consideration needs to be given to space and equipment required for class discussion, demonstration, experimentation, conference, skill development, and individual study and reference.

With the facility designed around the types of educational experiences which occur in each learning center, it is important that all space and equipment provide a:or flexibility to meet the new demands in education resulting from the rapid technical and sociological changes. A flexible facility provides the opport. nity for many varied learning experiences in the contemporary curriculum. Some ways in which flexibility may be achieved are:

Provide movable room dividers to create areas for individual study, conference, and varied size activities;

Provide equipment and furniture to adapt the room for a variety of learning activities;

Provide mobile storage units which may serve multiple purposes;

Provide accessible storage space for equipment not currently in class use; and

Provide for easy replacement of equipment.

Combination of Learning Centers

The number and type of learning centers within a school is determined by the projected program. There may be a center for each area or combination of areas of instruction within the learning centers depending upon curriculum to be offered, the projected enrollment, and the number of teachers employed. The following are suggested combinations: AVAILABLE BESTcore

Secondary (9-12) and Adult

5 teachers 1. Human Development and the Family 2. Nutrition and Foods 3. Home Management and Family Economics 4. Housing and Home Furnishings 3. Textiles and Clothing

4 teachers 1. Human Development and the Family 2. Home Management and Family Economics - Housing and Home Furnishings 3. Nutrition and Foods 4. Textiles and Clothing

3 teachers 1. Human Development and the Family 2. Home Management and Family Economics - Nutrition and Foods 3. Housing and Home Furnishings - Textiles and Clothing

2 teachers 1. Home Management and Family Economics - Nutrition and Foods 2. Housing and Home Furnishings - Textiles and Clothing Living center used by both teachers for Human Development and the Family

1 teacher One room to provide for all areas of instruction

Middle School (5-8) Junior High School (7-9)

Same combinations of learning centers for 1, 2, or 3 teachers as indicated for the secondary and adult level may be employed; however, the exploratory nature of this age group requires a greater variety of learning experiences. A curriculum developed around the project method of teaching necessitates multiple usP of each learning center and reduces the number of similar work stations required. Communication with the other practical and fine arts departments promotes the development of the unified arts program.

Elementary School (1-6) or Primary (K-4)

In some instances a homemaking facility is provided but portable equipment may be used in the elementary classroom or all purpose room if a homemaking facility has not been included. Provide storage for equipment and supplies.

Nursery or Pre-school

Use the suggested facility for Human Development and the Family.

3 BESTCOPY AVAILABLE Factors Affectin& the Architectural Design

Learning centers designed by the criteria developed in this material will have space for learning - space that will survive changes in learning as well as changes in teaching techniques.

If the department can be located in a wing with an outside entrance, the department may be closed off from the remainder of the building for adult classes and community uses. Such an arrangement saves the expense of heating and lighting other parts of the building. A separate entrance for the play school does not disturb other areas.

In Arizona, maximum space allotments are determined by the local district and are subject to change. However, it is recommended that at least 1000 square feet be allocated for each learning center.A multiple of this would be the basis for the total space. Program offerings as established by the community planning group may necessitate additional space. Realistic planning for future enrollments and programs may indicate the need to locate the department where expansion can keep the entire facility as a compact unit.

It is generally accepted that the class size for effective learning in home economics varies from 10 to 24 pupils. The number of pupils, the placement and use of equipment and the varied activities during class periods require consideration. Skill development areas may be more effective if even a lesatr enrollment is maintained. Ease of supervision of the entire area by the instructor affects arrangement within the learning center. These factors of class size, the number and identification of learning centers and the arrangement of equipment in each center are paramount decisions to be made by the local planning group. The facility can then be designed to meet the established program objectives.

The following factors should be considered in the development of facilities for the home economics department:

Location

A first floor location facilities: 1. delivery for supplies and equipment and removal of waste, 2. accessibility to adults and adult use, 3. accessibility to a safe play area for nursery school, 4. accessibility to utility installations. 5. exterior exit as safety precaution.

Heating, cooling, ventilation and plumbing

Adequate heating, cooling and ventilation must be provided for all possible room arrangements. Where movable walls are used, special consideration must be given to each identifiable area for both heat and ventilation. A temperature of /00 at a 30" height should be maintained for the entire time classes are in session. A relative humidity of 45 percent is recommended.

Type of heating and cooling systems used need to be recessed in the walls, if possible, to permit maximum use of wall space.

4 BEST COPYAVAILABLE

Ventilation should provide for sufficient air change asdetermined by each area. Areas of excess grease, steam or fumes may require a separatesystem. (Kitchen, workroom, powder roam, laundry).

Plumbing should be readily accessible for maintenance.

Lightingi electrical outlets and sas suply

Adequate illumination without glare or shadows isessential in all areas. The brightness balance must be related to the range of activitiesrequiring close attention for both day and evening classes.

Areas requiring special lighting are display, demonstration,and special work centers.

Both 220 and 110 electric lines should be available asneeded in predetermined locations.

Electrical outlets should be placed on all sides of the room and onwork counters to accommodate movable appliances.

Both gas and electricity supplied to all applicablestations permits flexibility in choice of equipment and appliances.

Utility lines must be permanently installed.

Walls and floor finishes

The entire area should receive a harmonious treatment.

The floor and wall finishes should be selected onthe basis of maintenance required as well as aesthetic effect desired.

Windows and doors

Fenestration should be planned to provide for its best useof wall space.

Fenestration presents no problem if adequate ventilationand lighting are provided.

Doors should be of adequate size to permit movement ofequipment and flow of traffic.

Entrances may be designed to create a homelike atmosphere.

If located on the ground floor, an exit to a court or lawn areafacilitates the use of ground as a play area for the nursery school program orfor teaching certain phases of the program such as patio cooking andentertaining.

Sound Control

Sound Lvatrol is necessary when facility planning isdevelope around the concept of changing room sizes for various activities.

Movable or demoentable partitions should have the acoustical properties of fixed, conventional walls.

S MAILABLE Storage BESTCON

Sufficient storage is defined in each selected learning center should bean integral part of the department.

Portable storage units may be considered to increase the use of space.

Additional storage space may increase flexibility in use ofspace within the department.

Visual Aids

Facility should be so planned that the teachermay be able to use any instructional material or equipment that will make for the best learning experience.

Installation of cables for closed circuit television should be considered.

Supplemental Information on Learning Centers

The charted material which follows is designed for easyuse in planning learning centers for teaching:

Human Development and the Family Home Management and Family Economics Foods and Nutrition Housing and Home Furnishings Textiles and Clothing

The charts are divided so as to answer questions on planning, designing and equipping the facilities to be used in teaching both homemaking and the home economics programs for employment. Special emphasis is given to provide areas in both types for:

Discussion Individual Study and Reference Demonstration Experimentation Conference Skill Development

The diagrams of layouts for home economics facilities in eacharea (see appendix) give suggestions for planning learning centers. HUMAN DEVELOPMENT. -AD TgE FAMILY LEARNING CENTER Desert tion CONSUMER AND HOMEMAKING EDUCATION ui ment Description OCCUPATIONAL HOME ECONOMICS EDUCATION E ui ment ConferenceconferencesIndividual Area andare smallan important group comfortableTeacher's desk chairs. and one or two Round (or Theimportant conference for area occupational is especially train- Con- orTeacher'schairs. two comfortable desk and one Round (or two beculumcrmsideration possible. Area, in this Curri- Privacy should cabinets.ingtwo sixtrapezoidal) with chairs. tables seat- File wellferencesing as in the child willteacher care involve andservices. pupils.parents as forseatingtrapezoidal)ferences. small six group with tables con- chairs File cabinets. KitchenprovidedSkill Developmentfacilities where students shouldArea maybe Attractivedining room living furniture room andof a needTheSkill skillto Developmentbe developmentdeveloped Area to area fit willthe prepareschool.for the"family" food short-term for occasions, hospitality, nursery and The addition of a ments.itselfflexible to typevarious which arrange- will lend ForneedsFamilying instance, programof Dinnerthe occupationalwhichtraining Specialist is tofor be train-woulda offered. breakfastfor wnall nook group would discussions, serve Unitsink kitchen with double bowl linens,diningrequire facilities, etc.emphasis on dishes, kitchen silver, and STD planningindividual conferences work, and refrigeratorovens)lentdoubledishwasher in ovensurface range with units (orsizable andequiv- wall Therequire:for addition child care of aservices nursery wouldschool Forandgestions more equipping specific on furnishing a nurserysug- breakfastfrozen foodnook compartment . ReceptionKitchen & areamenu &planning toilet area Careforschool, EmploymentServices see "Preparing in in Penn- Child radiantIndoorfacilitiesfloor play&hasheating outdoor heatedarea in shouldplay roomfloor arels- under- haveunless Harrisburg,ofsylvaniaissued Education, bySchools" thePA Box Department 911, 17126 . ObservationClothingneath Care booth Center with ote-way Cash (25c) a copy. . AdditionalIndividualglass panel storage work area area Descri tion CONSUMER AND HOMEMAKING EDUCATION E ui ment OCCUPATIONAL HOME ECONOMICS EDUCATION Equipment shouldTheStorage---reacarefully storage be utilized planned.area should as ef- be Space nurseryprovidedA small school storagefor the supplies. roomstorage should of be Description ficiently as possible ?VI .04 Reference Area forBook magazines shelving and pamphlets.storage andstorageBook pamphlets. shelving for magazines and 5 7102:11id= MANAGEMENT AND FAMILY EL-404ICS LEARNING CENTER OCCUPATIONAL HOME ECONOMICS EDUCATION Discussion Area CONSUMER AND HOMEMAKING EDUCATIONSpace for discussion Description Trapezoidaling chairs, tables, display stack- boards, 1:_iuipment smallSpace group,for total classDescription or Equipmentlisted under similar family to that E ui ment convenientsmallfor total groups classto locatedstorage. or materials.visualchalkboard,screen, equipment showcase, projecticn and audio- centered. Demonstra-tion kitchen,Providetionsto conduct with opportunityhome demonstra-variety organi- of drawers,onDemonstrationtrical casters outlet,shelves with base lockstorageand cabinet over-elec- relateddemonstrator.Special occupation training forof home withspaceunderSame additional equipmentasskill needed. development storageas listed ance,equipment.andzation homehome and accountingnursing, mainten- underheadto bemirror. skill used developmentin demonstrations. also Equipment Conference oneteacher'stoIndividual becorner conducted workofconferences room. area in in area.providedTable or fordesk teacher's and chairs work as area.Space in teacher's work Table or desk and chairs. ReferenceStudyIndividual and quateQuietdistractions lightingplace free withand from ade- referenceandShelvesstorage periodicals, for formaterials, books, audio-visual files pamphlets,This and fJr would be the same as under family centered. Additionaling.pertainingfor reference storage to materialswage needed earn- co space for writing. materials,learningFacilitiesdividual materials.projects.and for for programmed in- CrnCDc,-0A forSame discussion tables and area. chairs used =Arnr-coV=1 O Experimen-tation Area COICUMER ANDrangementExperimentation HONEMAKING of EDUCATIONwork with centers r Description Mobilelow counters, base cabinets variety with of ui Thefamily description centered under applies.DescriptioAOCCUPATIONAL HOME ECONOMICS EDUCATION Ana additionalgreater variety number of and Equipment motiontestSpaceand types equipment. studiesto conductof storage.and timeto and storageetc.calas step-updividers, arrangements, shelves, peg boards verti-such Additions.andtimefor testing workand spacemotionarrangements, of equipment.needed studies, appliances. beMuchtion.skill used of developmentforequipment experimenta- under could Development Skill development of preparation.Mealmanagement planning in: and dishwasher,LargeOne Kitchen appliances-- Unit:refrigerator- y family centered managementprogramareasSkill asdevelopment inlisted the sameunder of wouldtheunderThe followingequipmentbe family utilized centeredadditions:listed with householdandCare equipment. and furnishingsrepair of Portablefreezertoaster,gas and/or orappliances: mixer,separate electric frying units, range. pan, withhomemaker'stionallated (executiveapplication homeoccupations: assistant,and housekeeper, toinstitu- re- HomeandCaring householdcare for of clothing the linens. sick. andSink,andStorage--tocan 32" opener,overheadcounter from floor). waffle includetopscabinets (36" iron. base with worker.)maintenancehotel-motel worker, aide, laundry Household accounting. appliances.cups,special silver, storage and for small trays, : UprightHouseholdcleaner, cleaner, Carehand typeandjamlisillit: canister cleaner, type inLinenCleaning motels cart cart. and of othertype usedin- fireforutensils,andscrubber-polisher, household brooms,extinguisher work storage tools bench, and mops, andfor blanket.storage paint,. cleaningbrushes Heavyequipment.stitutions. duty cleaning Area CONSUMER AND HOMEMAKING EDUCATION Description Equipment Description OCCUPATIONAL HOME ECONOMICS EDUCATION Equipment DevelopmentSkill(cont'd.) OneSingledryer. LaundryIrons laundry and Unit ironing tray, boards.washer, OneandStorage detergents.Home cabinetsSewing Unit for soaps Small steam presser withportableOneandFree free table.built-in standing sewingstanding ironing adjustablemachine and oneboard. Power(optional) sewing machine HomeofStoragegarments. thread,type forcloset trimmings,drythe forandorganization hangingsteam scissors, irons. Onepatterns, Home Nursingcloth. Unit Hospital type bed, HomecareStoragetype."Murphy" type of sickcabinet bedor studioorin singlethefor bedequipment bedof hotel home-bed of for bedsideoverbed cabinet serving and table. blocks,Familyrest,linensStorage etc. bedmedicine and place tray, blankets. for closet.improvised pillows, backbed HomeHouseholdaccounts.file type for desk,Accounting keeping book of household Unitshelves and N FOODS AND NUTRITION LEARNING CENTER Discussion Area CONSUMER AND HOMEMAKING EDUCATIONSpace for total class or Description Tables-trapezoidal or Equipment Space for total or smallDescriptionOCCUPATIONAL ROME ECONOMICS This area requiresEDUCATION the Equipment strationlocatedsmall group neararea. discussionsthe demon- ProjectionChalkDisplayChairsfolding board board screen stacking locatedorthegroupfor maysame family discussion benear space a separatelivingthe as demon- mayused area areabe area.assamefamily that type requiredliving of equipment discussion for the ment.andstrips,Storage audio-visual transparencies for charts, equip- film stration area. Demonstra-tion techniques.parationstrationsSpace to and conductof servingfood demon-pre- Workmountedwithtion space an purposes, eitheroverhead for demonstra- on provided mivrorthe servingSpacefoodstrations topreparation techniques. conduct of quantity demon- and An foodEquipment preparation used in area. quantity dalrrn wellandThisthe designedequipped areadiscussion may homeas be a area. designedtypepart of A portableon an overhead work space track. or beused.preparationareaSpace conveniently planned for chairscould for located food beshould 4C2 Conference workkitchenSpacefor space demonstration inlocated isdiscussion adaptable near purposes. thearea Tables and chairs Spaceand easily in teacher's rearranged. work Tables and chairs ar- 7777 conferences,individualor teacher's or workgroup for arranged informally. Thegrouparea same furconferences. areaindividual or type or of Theranged same informally. equipment is CenterReferenceStudyIndividual and workswriting,basis,viewingAu areaon suchan experimenting,andwhere individual as: testing. areading student racks,Bookchairs.Table shelves, orchart counter drawers. magazine and areafamily as provided centered for program. the centeredasrequired for the one.for family this area Area CONSUMER AND HOMEMAKING EDUCATION Description Iolpment CO OMICS EDUCATION Equipment provided in the tationExpe rimen- Ancouldor foodarea group conductanalysis,where of studentsa simplestudent taste and Workrange.Quicktective space heating covering. with electronica pro- motionmethodsAnandcan area sanitationbe studies whereoftested, preparation variousconducted methodstime and used.preparation area may be animalandutensils,smalltest motion new equipmmtfeeding foods, conductstudies, andandtest time other GramandLowerSinkTitration chairs. scales counter table with stools evaluated. bacteriology.andnutritional studies relatedexperiments to MicroscopesBunsenPetriTestPortion tubes dishesburner scales DevelopmentSkill units where students Modified home kitchen WorkAnimaltables counters experimentation and portable unit. A providefacilitycommerical instruction designed and institu- to in DeckSteamerInstitutional or convection ranges oven orcan in work groups individually withWasteRanges-electricRefrigerator-freezerSinks ovens disposals or gas workpriortional experience. to fooda cooperative service RefrigeratorSinksWorkSteam tables jacketed kettle andStorageDishwasher supplies. for dishes, utensils MixerUtensilBinsScalesingredients for rack storage or cabinet of dry familyA canserving be sized served area groups wherein a ChairsTablesServer or buffet Ancouldgroups area be whereof served. varyiag several sizes WaitresssizesTablesServer and of stationshapesa variety of variety of ways. silverware,Storage for etc.linens, china, The facility Forleastprovide more 25 forpersons.specific serving suggestions at on furnishing should and CostEducation,equipping,Instructional Boxsee 911,"CurriculumPrograms Harrisburg, in GuidePennsylvania," PA. for Food ServiceDept. of (250. 17126 HOUSING AND HOME FURNISHINGS LEARNING CENTER Discussion Area CONSUMER AND HOMAKING EDUCATIONSpace for total class or Description Living Center furniture. E ui ment Space for totalOCCUPATIONAL class or HOME ECONOMICS Descri tion Similar equipmentEDUCATION as Equipment Demonstra- Spaceadapted.Livingsmall groupto center conduct discussion. may demon- be Audio-visualchairs.Folding or stackablematerials small group discussion. centeredrequired program.for family tion homehousing.strations furnishings related and to pliesAlloverheadWellsurface. equipment lightedlisted mirror under areaand and sup-withskill work onstrationsoccupationalfurnishingforSpace housing to conductrelated fields. trainingand home dem-to program.familythatEquipment necessary centered similar for toa Conference centerSpace withinmay be theutilized living TableReferenceized.development and chairs. materials. may be util- centerSpace maywithin be utilizedthe living Table,reference chairs, materials. StudyIndividual and Wellstudentconferences.for lighted individual may areawrite, orwhere read,group Flat surface (table or Areaconferences.for similarindividual to thator group in Table, counter tops, CenterExperi-Reference Areaindividualconduct where research individuals basis. on Workreferencecounter), surface materials chairs,such as Descriptionfamily centered under programfamily Workmaterials.chairs, surface reference well mentation homeprojectsfieldsearchor groupsfurnishings. of andinvolving housing maystudy work andinre- onthe materialsskillspacetable development.andtop listed accessor counter under to applies.centered facility lighted with access. Area CONSUMER AND HOMEMAKING EDUCATION Descri tion utninent DescriOCCUPATIONAL tion HOME ECONOMICS EDUCATION Equipment as suggested E ui ment DevelopmentSkill andnecessarydevelopspace home fortechniques furnishings to individual the housing to materials;draperybeMovable utilized facrics panels window in anddepartmentto type displaycurtain may HousingmentSpaceFurnishings:fields infor andoccupationalrelated skill Home develop-to sanderprogram,forexhaust family (electric), smallfans, centered handlong fields. andkitchenLivingingor couldorequipment; Centerrevolving and be diningmounted-.7urniture, cleaning racks. furniture on slid- UpholsteringFurnitureSlipDrapery cover production refinishing production powerwideof plywood tables,machine 4' pieces(sewing). x 8', lightslaundrysuppliessuppliessewing and supplies andand andlighting pressingequipment; equipment and supplies; equipment;equipment; for re- storage.andcabinet,finishing glass linenfurniture.storage, storage, wardrobe china Medicine ment,Materialsvisuals-posters,pictures,Accessories for decorative --flower vases, pictures, arrange- articles, lamps, films. CLOTHING AND TEXTILES LEARNING CENTERS Discussion Area CONSUMER AND HOMEMAKING EDUCATIONacommodateSpace forlarge discus.ions and/or to Descri tion Lightweight durable tables, Ecfuirment Space for large and/or OCCUPATIONAL HOME ECONOMICS EDUCATION Lightweight tables, Demonstra- Spacesmall groups.to conduct demon- Tablevisualstack withtypeequipment. adjustablechairs, audio- Spaceofthissmall the could togroupworkroom. conduct be discussion, a sectiondemon- Tablesstack withtype adjustablechairs. tions Thetolocatedstrations. the area discussion iu should or adjacent contain area. This may be utilized.skillEquipmentoverhead development mirror. listed undermay be area.Specialadjacentstrations attention to located discussion shouldin or meatunderEquipmentoverhead for skill occupational mirror. as develop-listed c7 El pg waterelectricallighting supply and specialoutlets. adequate be lines,given towater utility supply, izedtraining may be util- . Conference dividualSpace to orconduct small in-group Tablestype chairs.or desk, stack Spacespecialelectrical to lighting. conduct outlets, indi- and Tables and/or desk teachertheconferences discussion work locatedarea or in Partvidualcouldorconferences. teacherof orbethe smallutilized. discussionwork group area stack chairs. Individual smallSpace group for individualactivities. or . audio-visualtrative,TablesStorage and reference,space chairs equipment for illus-and smallSpace groupfor individual activities. or andillustrative,TablesStorage audio-visual and space chairs. reference, for equip- development.experimentationEquipmentPortableand materials. machines. listed and under skill machines,Drawingmentequipment, and boards,materials. pressing specialized power work.)canmachines(Additional be stored and attachments forportable specialized powerspecialcan bemachine storeduse. heads for CONSUMER AND HOMEMAKING EDUCATION OCCUPATIONAL HOME ECONOMICS EDUCATION mentationExperi- Area Areaor smallwhere groupsindividuals work on Description WorkStainless counters steel with sink. E ui ent Areasmall where groups individuals work on pro-or Descri tion WorkStainlesstables space-counter of steel various sink. orheights Equipment projectselectricshouldresearch containinvolving andlines, study. gasspecial and Area Simple textile testing Laundryequipment.chemical equipment. resistant tops. waterjectslinestestingtional involvingsupplies for andlighting electric study. andresearch, shouldaddi- and gas, be Utility withequipment.Simpletops. laminated textile plastic testing lighting and water supply.Sewing machine and Microscopes.BunsenPressingsupplies. burner. equipment. included. Microscopes.ingLaundrySmall washer table equipment andlooms. dryer. includ- Fire extinguisher. occupationalFireBunsenskillEquipment extinguisher. burner.development listed training. underfor mentDevelop-Skill developSpacetion, and care,skill equipment maintenancein selec- to typeCabinet(Maximum sewing and machines.numberportable 1 to 2 placedequipmentSpace forin athatindustrial work may flow be machines-singleSewingand portable. machines-cabinet needle and Power andingtimefor construction and optimumand textiles motion. use of arrangedof cloth- pupil justablevariousgirls.)counters, heights. Workironing tables space- of Ad- abepattern industry.home allocated business similar to center.representto Space should varioustablesspecialIndustrialtops forheights. andtypes. draperycounter pressing making.of equip- Work space- Special boardsStorage-equipmentdrawerindividualequipment. and and pressing wardrobe.project and Storage- ofment.Storagegenerator. piece work- equipment fabric. and Steam press. Steam Storage-bundleE Dressingsupplies.fullTriple length. mirrorarea. adjustable Adjustable fullTriplesupplies.forms. length. mirrors - adjustable Pressing rooms. Sizes dress ing.andsuppliesdress construction form, needed materials inof studycloth- and M CO Area CONSUMER AND HOMEMAKING EDUCATION Description Equipment Description OCCUPATIONAL HOME ECONOMICS EDUCATION Equipment, supplies and Equipment centerhomestoragefamilysimilar business - necessarycentered thisto kind wouldsewing program.foundfor be a in asMaterialsclothing used in andconstruction.industry supplies for carmvo CDe7 HomeEmploymentsee,For additional Furnishings"Preparing in Clothinginformation forService," and -10 . eat Credit is given to materials used for reference Cost911,Department (35c).Harrisburg, of Education, PA. 17126 Box -F; Additional Bulletins: Harrisburg,previously developedPA. by the Department of Education, - Revised - November, 1969 October,Guide 1964. Home Economics The Ohio State University, 1885 Neil Avenue,Columbus, Ohio 43210. Pro rams. The Center for Vocational and A StateTheTechnicalGuide of for New Education, PlanningYork, Albany. Tina Facilities Ohio State for University, Home Economiss2mmatimyllitmEALLTIA____ 180 Kinnear Road, Columbus, LearningEnvironment 1969. Home Economics Occupational Education. Ohio 43212. August,New York. 1968. The University of the andPlannin Welfare. Functional Facilities for Home Economics Education.Washington, D. C. 20202. 1965 OE- 83015. Office of Education, U. S. Department of Health, Education t'

CHAPTER V

EVALUATION

Evaluation is a continuous process by which each individual and group checks progress toward recognized, desirable, clear-cut goats. The 1967 ASCD publication, Evaluation as Feedback and Guide, (Part One, Page 1) raises the question which faces each person involved in education, "How to use evaluation as a positive force toward better teaching, better learning and a better balanced curriculum What is evaluation, really? What does it have to contribute to the fundamental tasks of education? Where does it fall short? How do we get from where we are to where we want to be?"

The technologies of automation and cybernation have introduced new methods and terminology into the evaluative or assessment process. One term being used concomi- tantly with evaluation is "feedback " Regardless of the methods used to secure feedback on educational programs the use is the same - it gives direction as to where and what the next move is. It shows what happens to the learners. Decisions are made on what the perceptions are on progress being made and in terms of what is hoped to be achieved In other words, do the evaluative methods being used give, "the feedback that is needed when. it is needed, to the persons or groups who need it."

CONCEPTS FOR EVALUATING HOME ECONOMICS EDUCATION PROGRAMS

1, Self-evaluation is fundamental for development of a valid and healthy self-image of both students and teachers.

2. Total school philosophy and objectives are considered in evaluating the home economics education program for continued growth and improvement.

3. Learning and teaching are moved forward by constant probing and diagnosingof the instructional program by both students and teachers.

4 Records provide accountability for making judguents in terms of predeterminedgoals.

5 Continuous evaluation provides relevant answers for making decisions oncurriculum development and educational policy.

An organized plan for collecting and channelling data to the right centers atthe right time becomes an important responsibility of each person involved in thedevelop- ment of programs, The five previously stated concepts were used as the basisfor the development of the evaluation devices for assessment of present program andfor future curriculum development The devices are designed to be used for occupational,adult, consumer and homemaking regular and depressed programs. In addition to these evaluation techniques the Research Coordinating Unit of the Department of Vocational Educationacts as a clearing house for vocational data. Districts may wish to avail themselvesof the data and utilize in terms of current program status.

These evaluation devices may be used by administrators, teachers,supervisors, advisory committees and other resource persons

Fred T Edit_ Evaluation As Feedback and Guide. Association for Supervision and Curriculum Development, NEA Washington, D. C. 1967. State Department of Vocational Education 1333 West Camelback Road Phoenix, Arizona 85013

HOME ECONOMICS EDUCATION BEST COPYAVAILABLE REVIEW FORM FOR OCCUPATIONAL PROGRAMS

GENERAL INFORMATION

Name cat Building Address Zip Code

Name of District Address Zip Code

Ndme of Chief School Administrator Title

Name of Instructor

Course Title OE Code Number RCU Class Code

Sources of Funding; Vocational District Other

,rollment Male Female Total

,,.1-.111e 9 1j 11 12 Pos7t Secondary

e,,Lh of instructional program No. of years Clock Hours Per Year

PROGRAM ORGANIZATION

,re pupils scheduled in this course? How many weeks does the course meet during the school year? Ho!f day sessions How much time is devoted to the Sorning sessions program during June, July and August? Afternoon sessions Other Full Jay sessions

12/70 CURRICULUM

S 0 SUGGESTIONS FOR CHANGE Is the curriculum organized around knowledge and skills required for specific occu- ations? 2.Is the curriculum based on a logical sequential development of skills? 3.Is the curriculum geared to all ability levels? 4 Is the curriculum based on both knowledge and skills?

5 Is sufficient time allotted to develop the necessary competencies? 6 Is the curriculum sufficiently broad in scope to train for a cluster of 'obs? 7 Does the curriculum help the student develop an under - standin of the world of work?

COOPERATIVE WORK EXPERIENCE

YES NO SUGGESTIONS FOR CHANGE

1 Are students selected for the program by career interest? 2. Does teaoher-coordinator have the necessary occupational ex- per'once, occupational course, and coop course to be certi- tied? Dodos the ddvisory committee function on a regular basis to support and advise on the ____LL1'.LaIr? Does the teacher-coordinator visit each training station ouceevery two weeks to provide the student with ,4upervision and liaison with the training sponsor? 5. :s a training plan and agreement established for each student with respective training s onscirs? 6.T:- the number of students in

!itle 12rogram limited to 20-25? INSTRUCTIONAL PROGRAM

YES NO SUGGESTIONS FOR CHANGE

1, Does classroom instruction reflect the objectives and philosophy of the training program?

2, Do the techniques develop standards of performance acceptable for job entry level?

3,. Is there a variety of teaching techniques?

4, Are field trips used as a planned learning experience?

5 Are resource persons utilized?

6 Are federal and state regulations related to the occupation an integral part of the program?

7. Is the work experience organized in compliance with regu- lat ions?

8, Is the work experience planned, coordinated and evaluated by the instructor?

9, Is there adequate supervision of classroom activities?

0 Does the classroom climate encourage self discipline and self direction? PHILOSOPHY AND OBJECTIVES

YES NO SUGGESTIONS FOR CHANGE

Is there a program philosophy for the course which is con- sistent with that of the total school?

2. Are program objectives clearly defined?

3 Are program objectives realistic in terms of pupil needs and employment opportunities?

4. Has the local advisory committee assisted the educational staff in developing philosophy and objectives?

INSTRUCTIONAL MATERIA AND SUPPLIES

YES NO SUGGESTIONS FOR CHANGE

1. Is a textbook used in the course?

Name

Author

2, Are appropriate instructional materials available and used? magazines visual aids

3. Are the necessary supplies available? SPACE AND EQUIPMENT

NO SUGGESTIONS FOR CHANGE

I. Is space provided for group activities such as: Skill Development Demonstration Discussion Individual Study Conference Experimentation

2. Is the equipment adequate to provide for a planned sequence of learning experiences?

3 Has sufficient equipment been provided to develop the needed competencies?

4. Is all the equipment being used to develop the needed competencies

5 Is the equipment provided . the kind that is used in industry?

6 Is the equipment available avid utilized during the regularly scheduled class periods?

7.ifs storage space provided for supplies and equipment?

8.Is the storage area convenient to the classroom and easily accessible for deliveries?

9. Is the equipment maintained in good working condition? EVALUATION

YES NO SUGGESTIONS FOR CHANGE

I Is the program evaluated in relation to its philosophy and objectives?

... 2 Are program objectives evaluated periodically and adjusted to meet changing industrial and educational needs?

3.Is the growth and development of the student the central focus of the program?

4 Is the developmental progress of enrollees used for guidance and placement?

5 Is there a plan for job placement and follow-up?

6 Are follow-up records of drop-outs and graduates available?

7., Do pupils participate in the evaluation of their progress?

8.Is evaluation achieved through the use of a variety of techniques and devices? PERSONAL DATA CONCERNING EACH TEACHER

This sheet should be completed by each teacher

Name of Teacher

School Address

Home Address

EDUCATIONAL BACKGROUND (List Chronologically)

Year of Name of School Years Attended Graduation Degree Granted

High School

College

Other

TEACHING EXPERIENCE

Location eosition Name of School City & State Noof Years Dates

WORK EXPERIENCE

Type of Work Place Experience City and State No of Years Dates PERSONAL DATA continued

ADDITIONAL EDUCATION

What courses or workshops have you taken other than those included on other page?

Course or Workshop Credit ength of Cctirse Dates Place

What type of certification do you have? BEST COPYAMIABLE' State Department of V'..icational Education 1333 West Camolback Road Phoenix, Arizona 85013

REVIEW FORM FOR CONSUMER AND HOMEMAKING EDUCATION PROGRAMS

Name of School Address Zip Code

Name of District Address Zip Code 3

Name of Chief School Administrator Title

Name of Instructor

Hrs, per No. of COURSE TITLE O.E. Code R.C.U. Code Elective Required week weeks

..EmakEmminimmail.

Enrollment Male Female Total

Grade 9 10 11 12 Post Secondary Adult

1/71 CURRIMUM BEST COPYAVAILABLE

. Is the program bocd including all areas of home economics: human development and the family, consumer education and management, nutrition and foods, housing and home furnishings, and clothing and textiles? 2. Is consumer education included in all courses? 3. Is there a separate consumer education course offered as part of the home economics curriculum? --- 4. Is special emphasis placed on preparation for the dual role of family member and wage earner? 5.Is nutrition education strongly emphasized? 6_ Is the course content and learning experiences realistic, based on needs of students in the community? 7. Is a chaptel. of Future Homemakers of America organized as an integral part of the program?

PHILOSOPHY AND OBJECTIVES

I. Is the program articulated from all age levels, providing for increas- ing complexity and depth of learnings? 2. A-e programs, when appropriate, provided which give special emphasis to meeting the needs of the disadvanta ed student? . Doesscheduling permit students to .. nroll in elective as well as com- 21-2121Livc home economics programs 4. Are pnrcnts and other community members, such as an advisory committee, involved in planning, im- plementing and evaluating the curriculum? 5. Is home economics education awlil- able to out-of-school youth? E. Is home economics education available to adults? 7. Are the objectives of the hole economics program clearly stated in measurable terms? Are various means used to inform students, caculty, parents and community of the home economics program? ..____ BEST COPY1111AILARLF EQUIPMENT AND SPACE

YES NO SUGGESTIONS FOR CHANGE Are furnishings and equipment practLccAL, keeping within community standards of living, and also offering a challenge for !mprove- ment? 2. Is the department attractive, in-

vit .n . clean and orderl ? 3. Is adequate storage available for equipment, utensils, supplies, hooks, audio-visual aids, and other teaching materials? 4. Is maximum use made of all facilities and equipment? 5. Are class enrollments appropriate for facilities available? 6, Ar.. equipment, facilities and instructional materials available for teaching each area of consumer and homemaking education?

EVALUATION

YES NO SUGGESTIONS FOR CHANGE Is the teacher able to cite evidence that the consume:- and homemaking program is improvir,6,, r' r. quality of home and family life? 2. Is the program continuously evaluated and the information obtained ..Ised as a guide for future program development? 3. Does the teacher submit enrollment data and other reports as requeE;-ed to the state office by the date indicated? 4, Does the t'icher hold a vocational home economics certificate? 5. Does the teacher keep up-to-date ciugh course work and in-service training? Does the teacher participate in professional meetings and other activ::-ies for professional growth? BEST COPYAVAILABLE INSTRUCTIONAL PROGRAM, TECHNIQUES AND MATERIALS

YES NO SUGGESTIONS FOR Is the learning situation enriched through use of effective instructional techniques and materials? Are up-to-da:e references and instructional materials available? . Arefunds budgeted for supplies, equipment and travel? 4,. Does the teacher make yearly, weekly and daily plans for the instructional program? 5. Has a scope and sequence been developed for the total home economics program? 6. Has the teacher at least one period dail for conference and .lannin_? 7. Are audio-visual media and other instructional materials easily accessible to the home economics _personnel? 8. Are student aides and/or other auxiliary personnel available for teacher assistance? State Department of Vocational Education 1333 West Camelback Road Phoenix, Arizona 85013 REST COPYAVAILABLE

HOME ECONOMICS EDUCATION REVIEW FORM FOR CONSUMER AND HOMEMAKING DEPRESSED AREA PROJECTS

Flace Where Classes Held

ame of District

; Name of Chief School AdminifTrator

Name of Instructor

Course Title cus,

Sources of Funding:Vocational

,enrollment Male 47emale,'

'Grade 9

10 410114.01110110,1144,01.01,1.110111..

11 MMEIPPOPOOMMOMMAIONIONIPNI111111. 4,PPOINIMIKSWPIPPMMOISIIMPOk : 12 Post Secondary Adult

Length of instructional program: Noe of aemestera

How are students scheduled for the course?

12/10 BEST CCITANULABLE ORGANIZATION, PHILOSOPHY AND OBJECTIVES

SUGGESTIONS FOR CHANGE

1. Does the program really serve people from depressed areas or areas of high unemployment?

2 Are the objectives of the program established upon local needs in the area of dome economics?

3, Was an advisory committee con- sulted concerning establishment of the objectives of the program?

c....,

4. Is the advisory committee for this program composed of people who represent the areas of high unemployment or depressed

areas? . . ..

5. Does the advisory connittee function on a regular basis to advise the administration . and the teacher as well as act as a public relations channel to the community?

6, Is the program being provided . for in-school youth?

7. Is the program being provided for adults?

S. Does the program reflect that today's society is coLsumer r . oriented? BEST COPY AVAILABLE

CURRICULUM, INSTRUCTIONAL TEgwouEs AND MATERIALS

YES NO SUGGESTIONS FO

1. Are the learning experiences geareeto the students enrolled in the class according to their communication skills? 1111111

2. Are many visual materials utilized as a part of teaching techniques?

., 3. Are the learning experiences practical to the local situation?

-__ 11111111 , k. 4. Is there ample time for developing skills and attitudes neces-

. sary to effect behavioral change -, - by the completion of the course? III

Is the material presente6 rele- -',, vant to the student's home sur-

A roundings? tvN "1111111

6a Are the class zti-

havior patterns in the areas selected for the project?

-..-----,

x 7,. Are adequate and appropriate learning materials available for ;__ teacher and student use? A"

P COPYMAILABLE EQUIPMENT AND SPACE BEST

YESNO SUGGEST ONS FOR CHANGE l, Is the equipment being used for the project in keeping with ti that of the locality being served?

20 Is adequate space and equipment available for activities such as skill development, demonstration, discussion and conference? INA

EVALUATION

YESNO SUGGESTJONS FOR CHANGE l, Is evaluation continuous and an integral part of the total program? ...

Does the teacher visit the neigh- borhood stores, homes, etc,, where the students shop and live?

3, Is time provided or assistance provided for the teacher to prepare the additional visual material needed for this type of special project?

4, Does the teacher complete the . necessary RCU enrollment cards and cooperate in follow-up procedures conducted by the State Department of Vocational Education?

5 -. Is the teacher vocationally certified for teaching consumer and homemaking classes?

6 What valid and reliable evidence is collected which indicates the extent to which the program is able to change student behavior to reach the objectiveri of the project? ...-...-.