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Junior high school student needs rel...

Horng, Jeou-Shyan.

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Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China./
作者:	Horng, Jeou-Shyan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2273.
Contained By:	Dissertation Abstracts International53-07A.
標題:	Home economics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9234816

Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China.
Horng, Jeou-Shyan.

Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 145 p.

Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2273.

Thesis (Ph.D.)--Iowa State University, 1992.

The purposes of the study were to: (1) identify junior high school students' perceptions of the importance of home economics competencies and their perceived levels of performing these competencies, (2) identify home economics needs of junior high school students in Taipei as perceived by students, home economics teachers, and experts, and (3) use the findings to make recommendations to the administrators, policy-makers, and teachers for redefining the junior high home economics curriculum in Taiwan, R.O.C.Subjects--Topical Terms:

3283311
Home economics education.

Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China.
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100 1 $a Horng, Jeou-Shyan. $3 3285146
245 1 0 $a Junior high school student needs related to home economics in Taipei, Taiwan, Republic of China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-07, Section: A, page: 2273.
500 $a Supervisor: Alyce M. Fanslow.
502 $a Thesis (Ph.D.)--Iowa State University, 1992.
520 $a The purposes of the study were to: (1) identify junior high school students' perceptions of the importance of home economics competencies and their perceived levels of performing these competencies, (2) identify home economics needs of junior high school students in Taipei as perceived by students, home economics teachers, and experts, and (3) use the findings to make recommendations to the administrators, policy-makers, and teachers for redefining the junior high home economics curriculum in Taiwan, R.O.C.
520 $a Home economics needs were assessed by questionnaires with sixty-two statements which reflected competencies expected for each subject matter area. Students, home economics teachers, and experts judged the importance of the competencies. In addition, the students indicated their ability to perform the competencies. A total of 943 students, 156 home economics teachers, and 27 experts responded to the questionnaires.
520 $a Eleven factors emerged from the factor analysis. Students recognized the importance of the factors, but they were not very able to perform the competencies. Comparisons among perceptions of students, teachers, and experts showed that all groups believed five factors were important. They were family health, resource management, parenting, housing, and family living. The factor that the three groups judged of varying degrees of importance was child development.
520 $a Within the foods and nutrition, textiles and clothing, leisure time activity, and consumer education factors, all groups placed emphasis on the ability to select and plan rather than the ability to prepare, serve, and do. The areas of handicrafts, cooking, and sewing were judged of least importance by students, teachers, and experts.
520 $a The eleven factors reflect students', home economics teachers', and experts' perceptions about home economics competencies that are important for junior high school students. During the revision of home economics curriculum for both boys and girls, the eleven factors should be considered and arranged appropriately by grade. Teachers also may need to be aware of gender differences as they plan different kinds of learning activities.
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792 $a 1992
793 $a English
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