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Juq.1962 ~CIIOWLEOOJDI1's A S'roIJI OF THE PBINCIPAL'S ROLE IN THE DEVELOPMENT CIt HOME ECONOMICS by Joamw Ger:lts, B.S. A Theas aubmttted to tbe raculty or the OraduateSchool, Marquette UntveraiV in Partial Pulti1lMnt of the Re. qu1remsDts tor the Degsoee of Master of Arts· in EdueaUon Milwaukee, Wisconsin Juq.1962 ~CIIOWLEOOJDI1'S !be vrlter 1I1abes to ~.a her ...pvat1tude to aU t.ho8e who generouaq afforded this opportuntty to pur.. gndllate stucH.ee at Marquette Uld:V8mtT. tnadd!~n-! the Wl'1ter wu1d ua togiftapec1al tbanka to !be _YereM~hn P. a.,nor, 5.1., Vlce-Preaiden'-'Aead.... c Atta:1re. • ~ . i. " I. ) ,, + , . j' ,, " , , • , Dr• .rOM I"flInOft, and Dr~ WUlia fbei88n who bft gl'V811 80 81cb ot tbeir Taluable experience, adT.1ce. and 8DCOUl"ageMnt toget.her with a keen inalght into the field of rese81'Ch. SbI also expresses her appreciation tor the help and eo-operaUon accorded bar by Siater M. Cuthbert, 0.$,.'. t Head of the Home Econanic8 Department at Al"t'el"110 College, am SlaterM. CaroUta, 0.5.'. Acknowledgement 18 ala<) Made to the principals and facultq members ot the tour echools upon vh10h this •• based. i. G. 111 TABLE OF CON'l'SNTS Page LIST OF TABLES • • • • • • • • • • • • • • • • • •• • • • • • • v IJTRQ1)UCTION •••• • • • • •• • • • • • • • • • • • • • • • • 1 Chapter I . STUDYC'JF HISTORICAL :DEVELOPMENT AND TRENDS IN HOME, ECOJIOOCS ,Enoo!'l'iOH Ii • Ii . ' • • • • • • • • • • • • · .' 5 II. STUDY (I' TlmORY AND PRACTICES IN SCHOOL ADMINISTRATION 19 nI. SURVEY C'JF '1'8E PRiNOIPAL' S ROLE IN THE HOME ECONOMICS PROGRAM IN FOUR SENIOR HIOH SCHOOLS • • • • • • • • •• 26 Adm1n1etratiw Conception of Home Econ<*lic8 Educat10n Ii 26 AdDd.aistraUft lIIpl-.ntat1cm.s of the OonceptlGID of RC1118 Bconca1,C8 •••' ••••••••• Ii • • • • • •• 36 IV,. SUMMAR! OF THE PRINCIPAL FlNDI NOS AID OF '!HE SIGRDICAlfT COIGIJJSIONS COJfCIllNDlQ THE PRINCIPAL' S ROLE II THE Ham ECOHCIfIGS PROGRAM OF FOUR SENIOR HIGH SCHOOLS ••••••••••••••••••••• 54 Su.ar.Y . Ii • • • • • '. • • • • • • • • . ' • • • ' . • '. 54 Conclusions Based upon Each SChool ••• • • •• • •• 56 BeCClllllltndatioDS • • • • • • • • • • • • • • • • • • • • 64 Suggestions tor FUrther Stu~ • • • • • • • • • • • •• 73 APPENDIX Ii • Ii • • • Ii • • Ii Ii • Ii • • • • • • • • • • • • • • • A. Interrl.ew Quide • • • • • • • • • • • • • • • • • • • • 74 B. Sample rorm Sheets of SUl""1ey8 91 • • • • • Ii • • • • • • • BIBLIOGRAPHY • • • • • • • • • • • Ii • • • • • · ., . • • • • •• 101 tv LIst at TABLES table Page 1. f.ype ot Discipline • • • • • • • • • • • • • • • • • • • • 28 2. Pr1naary Objective •••••••••••••••••••• 30 3. Source of Content • • .. • • • • • • • • • • • • • • • • • 32 4. Specilic Areas ot Home Econoaic8 .. • • • • • • .. • • • • • 3h 5. lfUIaber ot Aspects to Be Iacorporated into the Bame EC~C8 CurriculUJI • •• • • • • • • • • • • • • • • •• • 38 6. Bar. Economics Progr81l., • • • • • • • • • • • • • • • • • 41 7. Qual1t1cationa of Home Economic8 Teachers •••••••• 44 8. Type ot Student Enrolled in 80_ ECOnCC8 Based upon I. Q. • • • • •• • •• • • • • • • • • • • •• 49 .,. 1 ftl'RODUC'fIOI Bacgpe!.t F~ S'!4r. \'tl$n tbI f11'" .trd.k ... I8n\ inw orbit, ~~ • • ttona w atud¥ and aa.alfse edUaUoul \ft'" an4 phOt1cea on all leYe1. _" 1D.teJl8i..t1ed. l4ucatora ~cae '"1"1 aoh coacetD8d with t.he goal od __ of AMrioan Kuoatton in C01IPariaoft with tho.. ot SoT1et Ruse1a. !be _eel ,. powel'Nl at... ill U.. ·of teuion t ••'ddent, bU.t • .,.11 tbough tbe nlu Of _DW ao.u.c. e_ be __, in ..aU:tq, the yalue8 ac~ Sa the taat,q, the t1nt _ JIOat u-p1ueable ceU of 8001e'" vUl save our nattoa. It t. ilIpen;Uft that, durlI.Dg tbe space age, IpIc1al eJIphaal. ahould also be placed upon t.ra1n1Dg atudeata to be leadanU tbe .., the ~lOC1oloa1cal \Ud.tt, upon which the etftole...,. of other 8OO1al OI'gudsaUo.. , the ehtarch, the aebool, and. tM state are depeJJJ.eftt. 'lhl8 ,.tatA ~ attatre U. 1n1pired high _bOo1 principals _, 0ft1.r' to aa.alfse their role 111 the adId.D1nraUon and superrtslon of t.he ttnt1re iM'tftctlou1 progra, but btatteJrlpt1ng to ..M.8 'tlleb !"Ole in tbII spec1t1a uea U . qu8ati.OI'l, bola ecollOlliC8 • • ta.. ~* Stu.". Studte"1'81ate4 to tbe hale ecoaaalo. ~f'_ OIl the aecoDdal7 lew]. ha'ftl be. a.peat..d1T UDdertatc.a r.­ I'l'UIIerotUl pointe ot 91n. lIow...r, recentl1' there lwa. been U,tJ.e or no work doDe speoU1oaJ.:q on the pr:tao1pa1' 8 role 111 the ~ ___ of ... ecoDOld.es 111 the aeeondaly school.. 2 ~ ot M!t s'tudf_ By a.na.1.ys1ag the high school princlpal" rol. ill relation to the administration and supemelon of the hcae ecOl1OlllLca pl'O~ and bT· defining the g1". area o~ study, haDe ecODCllliC8, the present atuct.r wUl attempt to make· a 8tat4mfmt of t.he principal'. conception ot ha. ecODOld.c., to ~ze tli4' pt1Deipal.' e t'Ole 1n the. dtave1OJ*1lt o~ home ecOIlQIIicl 111 re1at101l to CU1"l'1Ou1.\1IL devel~t, npernslon, teaoher qualification. 8tl14al1taelectlon, ad f1naDce .. awl to ou.tl.ineauggeate4 cOunlea ot action t0CU8~ 1lpOIl the tole 01 the princ1paL s.. thedeft1.opaent of b-. ec __c • .meatlon. Spec lticeJ.l.y' , tb18 study w:Ul ' atteJlpt to t.nftW the tol101d.ng ·'r ') io t f ·,i· queR101l8t 1. 'What general conception do the toUl' prtncipala 1ntem..wd hava of home eoODOJd.•• as atleld ot stud;y 1B te~tton to t~ or 41eclpl1ne, prl.mar;r object!.,., eource otcon*t. aDd apeclt10 are.. ? a. What 1s t.he statue ot the adl1m.rat!:,. l'Ole of the tOUl" pr1.noipa1. in the h<ae ecanoldoa program in n~t to curticUl._. statfing, student seleotion, aupenia1on. aad f1nanc., Deft&! of.tM $t;u4T. Since it 18 ..-d that t1l1O of the main tactOl"l in the deve1GP1111Jlt of heBe eeODQa1o. 1n ., g1 WI1 IIChOol 18 the .priDdpat, a cono~tlC1l0t hoM .~c. u ' a Aeld c;fatud:r and hie adldrdatrati'V8o.h':fior relaU~ to thePMg~) this It'U.d¥ vas ·mada em. the ~$ of fov aenier high ecshOO1 priDclpal. in fo1Uo. • .,nior high achoala 1n a large metropolitan oity of the ~..1.. st~ ftut iDtQnu:t.1on ob\d.Ded tziallthe principals _$ lUPPl __ted by' 1l1terri.... wlth h,** f f f ( ,., ~ I 0 I l ,(. ,0\ V\ z:::-w I' W i' 'N ' :( .... .- IS.' r. ,... 0 .' • •• • •N.... • "'" • it ...I.. ' -lSI' ' f r ~ ~~ ~ f r· l 5 . ~ ; t • ~ • ~ , a r 5 I ~ , ~ ! ~l·'. ' I~ ! I · I iii I I ! I I "... I , ! : i f ~ ( . J .. : IV I , 5 at, # I ; ~ • I .. t ~ j I I J 3 e ...... 1.' .' i i ' . i , '!.. .. f" '.. ' ' .' · I. f .,.... :. i r.. .. !.. 1i" I gil t I r~ II ~ ~ 1,. J i. .· I.. I I.· I :.. ~ J .~... ' . .i·· I -, .t· I f I: 4':, 1 f r .. f ~ I 5. J ; II :.. I ... .· l ~ . '" i .··· f Ii' C , I.•.. J I I i J i ! 11 ; f :; ;.. )1" ~ .;, .. ;: i I.·. I I.. I !i- ~ 1;'. ! , ~ a -~ I.'" r ' Ii Ii f OJ: J ~; ~ f ' i f J Iff 1 : . II I . i '.. :. J f .•· ttl : ! v'.·· ·I ; . !< I~.. l ~ IO .. i . I to f ,,[ ~~.. ~ f I• I ~ i J & ~ .. i g'. i.. I·· i '1- ~ I '.' . ' s.3.' i'. 11\ fl·. ... R .. J. I ', .....~ i ·fI.... f I fa. ~ ~ i • E:. ..•. fr;. E .. J" .... • flr;.:1.· !. .~.... a; '. ... ' . i"&: a. '.' '-f. ,!!r· Ii: ~l. ,ltl..' J : IO" ·e~i ~.&i;~ I. t1iiJ.·.·. 1.I,t!iil& ~ f I » It... • I · ~ it, . I r .· ~fll; !'!'~filil 1.•· lll. ~ iii. ~Ig· ·.·~l.·.· '. ' -1 , ~ ~ , 1.8 J ;I. , i ~ .. !. fa ~ I tf .1 ~ 'I " !, .. a i f i i ra.1"', • tf i ~ r t.t s CHAPTER I STUDY OF HISTORICAL DEVELOPMENT AND TRENDS IN HOME ECONOMICS EDUCATION In a relatively recent issue or New York Times, it is cited that the home has been lcnown to man eftr since his most pri.m1tive ancestor first discovered that a cave was a good place in which to get away from the elements and the prowling beasts. Economics has been studied by man in one way or another for thousands of years •. Yet the ultimate marriage or the two into home economics had. to wait until qaite recent times, to not mueh longer ago than halt a century.1 Home economics. resulting tram & Marriage between the eoncepts or home and economics.. has been defined in var10us w~s. 'l'h1e series or definitions outlines the essential background trends in home economics. The Lake Placid Conference ot 1902 formulated the following detlnite statement :regarding the essenceot home econom1cst ROIIl8 economics in its Most comprehensi'V'8 sense is the study ot the laws. conditions.. principles and ideals which are concerned on the one hand with man's immediate physical environment and on the other hand with his nature as a soeial being, and. is the study .e8pecia1~ of the relation between these two factors. In a narrow sense the term is given to the study or the empirical sciences with special reference to the practical problems of house work, cooldng, etc. lHew Y.ork Times, June. 28, 1959. 16. 6 III tol'lliDg • c_lete det1D1t1on, hcMmtr, lt -.r be poeslble to cOD81del" helle· econcn1cs ae .. philosOphical subject, 1.e., a etud7 of relation, vh1le the subj_cte on vb1ch :I. t depend8, t.e. ecenomc., 800:1.01087, oheJl:letr,y, h7g1ene and others an eap1r1cal in thell' aature and concerned with events and pheno.ena.2 Ms tirst lengtlr¥ de1'1ntUon i1l9'01_8 a studT of relatiouhips. It pointe out clearlT that hoae econcmcs 1s not onl7 • ~ of tb1Dg. in lI8Il's ph7sical ell'rlroraent, but a study of the relaticmahip be1'Meen II&Il h1aaelt and . the various factors 1n hiS el1'91,., __n\. fen ;yeara later (1912), ~ econo.ics vas defiDBd by the "'rican Sa. Econoaics Associatl. aat Ad1stinctiveaub.1eot of '1n8t.ruction, including the ecoJlOllic, sam.taJoT, and 88stbeticaspec'te of food, clotJdni. am she1wr:t aa connected with their ..lectlon, preparation, aDd use by the tmdl.T in the ha.
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