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Allison, Barbara N. – Journal of Family and Consumer Sciences: From Research to Practice, 2003
Research on culturally, ethnically, and racially diverse classrooms suggests the following for teachers: develop a clear sense of cultural identity; learn about students' cultural backgrounds; be competent cross-cultural communicators; address divergent thinking and learning styles; use culturally relevant curriculum materials and multiple…
Descriptors: Educational Strategies, Multicultural Education, Secondary Education, Student Diversity
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Faircloth, Elizabeth Grogan; Smith, Bettye P.; Hall, Helen C. – Journal of Family and Consumer Sciences: From Research to Practice, 2001
Family and consumer sciences teachers in Georgia (n=183) completed the Stages of Concern Questionnaire regarding implementation of national family and consumer sciences standards. Results showed 36.8% were at stage three, in which innovation is perceived as a threat. Interventions to address teacher concerns were recommended. (SK)
Descriptors: Adoption (Ideas), Innovation, National Standards, Secondary Education
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Smith, Bettye P.; Hall, Helen C.; Jones, Karen H. – Journal of Family and Consumer Sciences: From Research to Practice, 2001
Responses from 71 parents, 147 education professionals, and 199 vocational administrators found general support for teaching the National Standards for Family and Consumer Sciences. More people thought content areas should be taught than believed they were being taught. (Includes commentary by Rosa S. Purcell.) (SK)
Descriptors: Administrator Attitudes, Course Content, National Standards, Parent Attitudes
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Smith, Bettye P.; Hall, Helen C.; Jones, Karen H.; Cory, Jo Ann; Ethridge, Tracy L. – Journal of Family and Consumer Sciences: From Research to Practice, 1998
Survey responses from 1,508 secondary students revealed their perceptions of family-and-consumer-sciences education. Many did not think it should be required, but thought the content was interesting and would help them in family life. (SK)
Descriptors: Course Selection (Students), Family Life Education, Secondary Education, Secondary School Students
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Ley, Connie J. – Journal of Family and Consumer Sciences: From Research to Practice, 1998
To improve the viability of family-and-consumer-sciences programs, they should be contemporary and future oriented; teachers should let others know what they are accomplishing and enlist school administrators, parents, and community leaders as allies. Teachers should ensure that school boards have information about local programs. (SK)
Descriptors: Family Life Education, Institutional Advancement, Institutional Survival, Policy Formation
Peer reviewed Peer reviewed
Bonavia, Marjorie I. – Journal of Family and Consumer Sciences: From Research to Practice, 2000
A New York State middle-high school course on gerontology was evaluated through a survey of 1,276 family and consumer sciences teachers (318 responses). Only a small number have incorporated the gerontology elective, many who teach aging topics spend one week or less on them, and a small range of topics is covered. (SK)
Descriptors: Aging (Individuals), Consumer Education, Course Content, Family Life Education
Peer reviewed Peer reviewed
Herbon, Beth; Workman, Jane E. – Journal of Family and Consumer Sciences: From Research to Practice, 2000
Analyzed and compared dress and appearance codes from 154 secondary school handbooks. Unacceptable dress and appearance was listed more frequently that acceptable or required dress; concerns about health, safety, and modesty were reflected; and 80 percent included a statement that dress should not be disruptive to the educational process.…
Descriptors: Behavior Standards, Dress Codes, Secondary Education