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University International INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. 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These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University M o t f r i l m s International 300 N. Zeeb Road Ann Arbor, Ml 48106 8426388 Galloway, Barbara Louise Chapin AN EXPLORATORY STUDY OF A LITERATURE-BASED CURRICULUM IN HIGH SCHOOL HOME ECONOMICS CLASSROOMS The Ohio State University Ph.D. 1984 University Microfilms International300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1984 by Galloway, Barbara Louise Chapin All Rights Reserved AN EXPLORATORY STUDY OP A LITERATURE-BASED CURRICULUM IN HIGH SCHOOL HOME ECONOMICS CLASSROOMS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Barbara Louise Chapin Galloway, B.S., M.S. * * * * The Ohio State University 1984 Reading Committee: Joan E. Gritzmacher Lena Bailey Approved by Frank J. Zidonis Department of Home Economics Education Copyright by Barbara Louise Chapin Galloway 1984 AN EXPLORATORY STUDY OF A LITERATURE-BASED CURRICULUM IN HIGH SCHOOL HOME ECONOMICS CLASSROOMS By Barbara Louise Chapin Galloway, Ph.D. The Ohio State University, 1984 Dr. Joan E. Gritzmacher, Adviser This study was an outgrowth of a concern for Home Economics teachers to motivate and encourage student awareness of alternatives, consequences, and values that are inherent in living in this complex society. The purpose in this study was to investigate and describe high school home economics literature-based curricula, which focused on the value of reading and the discussion of family issues contained in selected adolescent literature. The questions investigated, in the family living sections of two home economics curricula, were: 1. Can the use of adolescent literature be successfully incorporated into a Home Economics curriculum? Will the teacher be able to represent the Home Economics content through the use of fiction? 2. Does the utilization of trade books within the Home Economics curriculum result in effective and meaningful learning experiences for students? Do student insights reflect relationships between the literature, and course ii content? 3. Will a literature-based program affect student attitudes toward reading? In order to gather the data that were germane to the research questions, the investigator engaged in the collection of observational data, student interview data, teacher interview data and student attitudinal data. These data were gathered during the investigator's time in each of the classes, over a four month period. Major conclusions stated were: 1) adolescent novels represent a useful means for making aspects of the home economics curriculum more germane and realistic to students, 2) while the teacher requires additional time for planning and interacting with students, the advantages to the teacher of student interest, interaction, and motivation to learn made the use of a literature-based approach a useful learning resource, 3) student attitudes and behaviors toward reading the novels were reflected in their willingness to think of the books as informative and explanatory, as stimulating and fun, and as a way of identifying with the characters and storyline, 4) student interest in reading adolescent novels and the amount of time spent in reading was dependent on the guidance and contact of the teacher with students, the accessibility of the books, and classroom practices, 5) given stimulation and motivation by the teacher students will read more books than they ordinarily read. iii ACKNOWLEDGMENTS I want to express my appreciation to the dissertation committee for their assistance and support throughout this study. The committee provided the necessary encouragement for undertaking an investigation that was novel to home economics; i.e., the value of using adolescent literature in home economics classes. Professor Joan Gritzmacher, the chairperson, believed in the merits of the study and provided the kind of attention and assistance that enabled the researcher to complete the investigation. Professor Lena Bailey was both encouraging and enthusiastic about the value of the study through her continuous support. Professor Prank Zidonis lent his knowledge of adolescent literature and gave helpful suggestions. My brother, Ross Chapin, contributed the adolescent novels used in the Home Economics classroom libraries from his company, Learning Tree, which is headquartered in Toronto, Canada. For this generous gift, I am most grateful. I owe a debt of gratitude to my mother, Nan Chapin, who taught me a love for books and reading that has extended from my childhood to the present. This work was also supported by my husband, Charles, who understood what it means to undertake a dissertation. He was both patient and understanding, while providing the necessary encouragement. iv VITA June 1.7, 1952 . Born - Wichita, Kansas 1973 B.S., Kansas State University, Manhattan, Kansas 1974 - 1975 Assistant Administrative Dietitian Department of Housing, Kansas State University, Manhattan, Kansas 1974 - 1978 . Instructor Department of Dietetics, Restaurant and Institutional Management, Kansas State University, Manhattan, Kansas 1975 . M.S., Kansas State University, Manhattan, Kansas 1975 ■ 1978 . Head Unit Dietitian Boyd, Putnam and Van Zile Foodservices, Department of Housing Kansas State University, Manhattan, Kansas 1978 ■ 1979 . Consulting Dietitian, Nutrition Involvement of Columbus Elderly, Columbus, Ohio 1978 ■ 1979 . Graduate Teaching Associate, Department of Medical Dietetics, The Ohio State University, Columbus, Ohio 1981 • 1982 , Graduate Research Associate, Department of Home Economics Education, The Ohio State University, Columbus, Ohio 1982 ■ 1984 , Graduate Teaching Associate, Department of Human Nutrition and Food Management, The Ohio State University, Columbus, Ohio v FIELDS OF STUDY Studies in Home Economics Education: Professors Joan Gritzmacher and Lena Bailey Studies in Adolescent Literature: Professor Frank J. Zidonis TABLE OF CONTENTS Page ABSTRACT........................... ................ ii ACKNOWLEDGMENTS .................................... iv VITA V LIST OF TABLES ................... '.............. xi Chapter I. INTRODUCTION .............................. 1 Need for Study ............................ 1 Home Economics Curriculum in the High Schools.................................. 3 Philosophy for Literature-based Curriculum... 4 Student Gains from Literature...... 5 Problem Statement............................... 6 Assumptions..................................... 8 Definition of Terms ............................ 9 Method........... 9 Procedures for Study.......................... 9 Plan of Study ............................ 10 II. REVIEW OF L I T E R A T U R E ........................... 11 Values and Contribution of Literature ......... 11 Young Adult Literature.......................... 16 Content Areas ............................ 17 Characterisitics ............................. 19 Readers in High Schools ........... 24 The Experienced Reader ...................... 25 The Indifferent Reader ................... 26 The Inexperienced Reader .................... 27 Literature-based Curriculum ............... 28 Philosophy .......................... 28 Student Response ............................. 30 Structure of Class ........................... 32 III. METHODOLOGY .....................................38 Procedure of the Study ........... 38 vii Introduction ............... ................. 38 Selection of Teachers and Development of Programs ......... 39 Student Population .................... 42 Nature of Data .................... 43 Observational Data ............ 43 Interview
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