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Descriptors:
Administrator Attitudes; Change Agents; Educational Administration; Educational Change; Educational Finance; Educational Policy; Educational Practices; Educational Research; Federal State Relationship; Financial Support; Interviews; Leadership; Leadership Responsibility; Leadership Training; Literature Reviews; National Surveys; Postsecondary Education; Program Development; Questionnaires; Secondary Education; State Programs; Statewide Planning; Vocational Directors; Vocational Education

Abstract:
This document is comprised of two main parts: (1) Role and Nature of State Leadership; and (2) Developing Leaders. Issues related to state leadership for career and technical education (CTE) were studied. CTE-related research, policy, and practice were reviewed. State directors of CTE were surveyed, and 39 individuals considered opinion leaders in CTE, various stakeholders in CTE, and leadership development program providers were interviewed. The roles and responsibilities of state directors were identified. The main concerns cited by the state directors of CTE were as follows: reduced staffing; turnover; lack of vision and implementation; their role in organizational structure; multiple systems of governance; political issues; and inexperience in CTE. The following were among the study's 21 recommendations for developing state leaders for CTE: (1) request greater investment by the Office of Vocational and Adult Education; (2) develop content or curriculum for a leadership program from the work and emerging roles of state directors; (3) incorporate a leadership component in graduate CTE programs; and (4) seek corporate sponsorship of a leadership program for state directors and senior leaders. (The bibliography lists 37 references. The following items are appended: a list of the individuals interviewed; the survey instrument; and information about the Danforth Foundation Program, the Ohio Career-Technical Education Leadership Institute; and the National Dissemination Center for Career and Technical Education Leadership Institute.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavioral Objectives; Child Rearing; Child Support; Family Relationship; Family Role; Family Work Relationship; Instructional Materials; Interpersonal Competence; Leadership Responsibility; Learning Activities; Learning Modules; Parent Child Relationship; Parent Responsibility; Parent Role; Parenthood Education; Parenting Skills; Problem Solving; Secondary Education; State Curriculum Guides; Student Evaluation

Abstract:
This resource guide provides those teaching the Parenting core course area of the Ohio Work and Family Life Program an overview of the course content, teacher background information, learning activities, and assessment ideas. It has one teaching module for each process competency and each content competency in the Parenting and Process Competency units of the Ohio Competency Analysis Profile (OCAP). These modules appear in this guide in the same order in which the competencies are listed in the OCAP. The learning activities are written from the students' perspective, but teacher notes are included to assist teachers in conducting activities. The four process modules are as follows: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. The eight content modules cover the following topics: assessing the impact of the parenting role; growing within the parenting role; preparing for parenting; meeting developmental needs; building positive parent-child relationships; using positive guidance; accessing parenting information and support; and sharing nurturing between families and society. Each module consists of these components: module overview, including practical problem, process competency, competency builders, and supporting concepts; teacher background information with rationale, background, and list of references; learning activities; assessment (paper and pencil, classroom experiences, and application to real-life settings); and handouts. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavioral Objectives; Family Life; Family Life Education; Family Relationship; Family Role; Family Work Relationship; Home Management; Instructional Materials; Interpersonal Communication; Interpersonal Competence; Leadership Responsibility; Learning Activities; Learning Modules; Problem Solving; Secondary Education; State Curriculum Guides; Student Evaluation

Abstract:
This resource guide provides those teaching the Family Relations course of the Ohio Work and Family Life Program an overview of the course content, teacher background information, learning activities, and assessment ideas. It has one teaching module for each process competency and each content competency in the Family Relations and Process Competency units of the Occupational Competency Analysis Profile (OCAP). These modules appear in this guide in the same order in which the competencies are listed in the OCAP. The learning activities are written from the students' perspective, but teacher notes are included to assist teachers in conducting activities. The four process modules are as follows: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. The eight content modules cover the following subjects: analyzing the significance of families; nurturing human development; forming one's own family; building and maintaining healthy family relationships; developing family communication patterns; dealing with stress, conflicts, and crises; managing work and family roles and responsibilities; and analyzing social forces affecting families. Each module consists of these components: module overview, including practical problem, process competency, competency builders, and supporting concepts; teacher background information with rationale, background, and list of references; learning activities; assessment (paper and pencil, classroom experiences, and application to real-life settings); and handouts. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavioral Objectives; Career Planning; Case Studies; Check Lists; Competency Based Education; Family Life Education; Family Work Relationship; Food; Health Promotion; Interpersonal Relationship; Leadership; Learning Activities; Learning Modules; Money Management; Nutrition; Occupational Home Economics; Problem Solving; Psychological Needs; Secondary Education; Well Being; Wellness; Worksheets

Abstract:
This guide is designed to assist vocational home economics teachers in implementing the nutrition and wellness course that is one of the six core course areas of Ohio's Work and Family Life program. Included in the guide are an introduction providing an overview of the practical problems proposed in the nutrition and wellness core course area, four process modules, and eight content modules. The process modules cover the following topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. Examined in the content modules are the following topics: promoting wellness and good health, relating food choices to wellness, relating psychological needs and food choices, planning food choices, obtaining and storing food, preparing and serving food, selecting and using equipment, and promoting wellness issues throughout society. Each module includes some or all of the following: statement of a practical problem; process competency, competency builders, and supporting concepts covered in the module; teacher information (rationale, background information, references); learning activities; assessment activities; and student handouts (including checklists, worksheets, case studies, and laboratory assignments). (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavioral Objectives; Career Planning; Case Studies; Check Lists; Competency Based Education; Family Life Education; Family Work Relationship; Interpersonal Relationship; Leadership; Learning Activities; Learning Modules; Money Management; Occupational Home Economics; Problem Solving; Secondary Education; Well Being; Worksheets

Abstract:
This guide is designed to assist vocational home economics teachers in implementing the life planning course that is one of the six core course areas of Ohio's Work and Family Life program. Included in the guide are an introduction providing an overview of the practical problems proposed in the life planning core course area, four process modules, and seven content modules. The process modules cover the following topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. Examined in the content modules are the following topics: developing a life management plan, ensuring wellness, building interpersonal relationships, building strong families, planning for a career, coordinating personal and career responsibilities, and using resources to meet needs and goals. Each module includes some or all of the following: statement of the practical problem covered in the module; process competency, competency builders, and supporting concepts covered in the module; teacher information (rationale, background information, references); learning activities; assessment activities; and student handouts (including checklists, worksheets, and case studies). (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accountability; Competence; Competency Based Education; Critical Thinking; Educational Change; Educational Improvement; Educational Trends; Home Economics; Job Skills; Outcomes of Education; Problem Solving; Secondary Education; State Standards; Values; Values Clarification

Abstract:
The Perkins Act requires states to adopt systems of outcome-based standards and measures of performance for judging the success of local vocational programs and guiding program improvement. Criteria for the design of states' systems of performance measures and standards include the following: the measures should be defined clearly and precisely; outcomes should be easily measured; a manageable number of outcome measures should be included in the accountability system; standards must be justified in terms of success in either the workplace or further education; and the information generated by the accountability system must be routinely accessible. A school focused on outcomes requires fundamental changes in teaching and learning. Many objections have been voiced to outcome-based education, especially from persons considered as members of the "religious right." These objections center especially on the outcomes having to do with values, which objectors say are the province of the families and churches. The area of home economics is especially vulnerable to such criticism because it deals with family life. Educational reformers counter that U.S. public schools designed for the 19th century are incapable of solving the problems that face the country in the 21st century. They say that schools should be reformed to stress outcome-based education. They believe that the higher-order thinking skills and occupational skills fostered by outcome-based education are essential to students' survival in the future. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship Education; Clothing; Consumer Economics; Consumer Education; Core Curriculum; Decision Making; Family Life Education; Family Relationship; Food; Goal Orientation; Home Economics; Home Management; Housing; Learning Activities; Money Management; Nutrition; Peer Relationship; Problem Solving; Resource Allocation; Secondary Education; State Curriculum Guides; Student Evaluation

Abstract:
This Resource Management Resource Guide is intended to help teachers implement Ohio's Work and Family Life Program. Course content focuses on the practical problems related to managing human and material resources, making consumer decisions, and feeding, clothing, and housing the family. These practical problems are posed through case studies and shared experiences and examined using critical questions that lead to ethical decisions and reasoned action. The guide provides teachers an overview of the course content (practical problem, process competency or competency, competency builders, supporting concepts), teacher background information and references, learning activities, and assessment ideas (paper and pencil, classroom experience, application to real-life setting). All handouts are provided. The guide includes one teaching module for each process competency and each content competency in the Personal Development and Process Competency units of Ohio's Competency Analysis Profile. Four process modules cover these topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role as a responsible citizen. Nine content modules cover the following: achieving personal goals, making consumer choices, creating a living environment, evaluating types of housing, maintaining a living environment, taking responsibility for a global environment, making clothing decisions, maintaining clothing, planning food choices, and preparing and serving nutritious foods. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescent Development; Career Planning; Child Rearing; Citizenship Education; Conflict Resolution; Core Curriculum; Family Life; Family Life Education; Family Relationship; Goal Orientation; Home Economics; Interpersonal Relationship; Learning Activities; Peer Relationship; Problem Solving; Secondary Education; Self Esteem; Sexuality; State Curriculum Guides; Stress Management; Student Evaluation

Abstract:
This Personal Development Resource Guide is intended to help teachers implement Ohio's Work and Family Life Program. Course content focuses on the practical problems faced by adolescents at the critical stage of their development. These practical problems are posed through case studies and shared experiences and examined using critical questions that lead to ethical decisions and reasoned action. The guide provides teachers an overview of the course content (practical problem, process competency or competency, competency builders, supporting concepts), teacher background information and references, learning activities, and assessment ideas (paper and pencil, classroom experience, application to real-life setting). All handouts are provided. The guide includes one teaching module for each process competency and each content competency in the Personal Development and Process Competency units of Ohio's Competency Analysis Profile. Four process modules cover these topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role as a responsible citizen. Nine content modules cover the following: enhancing personal development, enhancing self-esteem, managing stress, achieving career goals, forming family relationship, form peer relationships, managing conflict, expressing sexuality responsibly, and parenting responsibly. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Life; Home Economics; Individual Development; Junior High Schools; Middle Schools; Preadolescents; Self Actualization

Abstract:
Home economics curriculum for middle schools should be based on development of self-forming individuals as family members, on the needs and characteristics of early adolescents, and on the practical problems faced by early adolescents in the process of growth and development. (SK)

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Descriptors:
Cultural Awareness; Curriculum Development; Developing Nations; Home Economics; International Cooperation; Learning Activities; Secondary Education; Teaching Guides

Abstract:
This teaching guide provides materials on how to implement a global education curriculum into the home economics program. The stated objective is to motivate students to become more caring and responsible citizens of the global village. Contents include a list of student objectives, steps to take in implementing the global view curriculum, and sources of instructional materials. The curriculum orientation is also discussed. The problem orientation approach is described, and suggestions are made on how to approach the problem-solving process. Both a student pretest and teacher self-assessment form are provided. Other contents of the guide include recommended teaching strategies and techniques, suggestions for introducing an issue with the students, and suggested activities to help students learn about people in developing countries. The creation of a culture kit--a resource that the teacher develops--is detailed. The guide concludes with a list of "links" to make for help and resources. Celebration of world days, linkage with others in service projects, and background readings are suggested. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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