This document provides a history of home economics from the 19th century to present day. It discusses how Catherine Beecher and Harriet Beecher Stowe were early advocates for applying scientific principles to domestic tasks. The Morrill Act of 1862 established land grant colleges that taught home economics. Ellen Swallow Richards helped launch the home economics movement in 1889 and sought to establish it as a legitimate academic discipline. American home economics methods were introduced in Philippine schools in the early 20th century. Today, home economics professionals work in fields like teaching and research.
Home economics is the study of managing resources and tasks within the home. It includes topics like consumer education, home management, interior design, cooking, nutrition, child development, and more. It aims to teach skills for a healthy and happy life using all available resources. Contrary to common misconceptions, home economics involves more than just cooking and sewing - it integrates disciplines like science, technology, psychology and social sciences. It is a process-oriented field focused on more than just outputs, and is relevant for all people regardless of gender.
This document outlines the objectives of teaching home economics at different age levels from ages 7 to 16. The objectives are organized into three main content areas: home and family, nutrition and food, and textiles. For each age group, objectives are provided for developing knowledge in each of these three areas, with a focus on practical skills, healthy habits, and understanding the roles and responsibilities within a family and home.
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
The document discusses the education system established by Americans in the Philippines during their colonial regime. It outlines the objectives of the American education system, which included educating Filipinos in self-governance and democracy. Laws like the 1901 Education Act established a centralized public school system with English as the medium of instruction. The education hierarchy consisted of primary, secondary, and tertiary levels. Both pensionados (students sent abroad for further study) and Sakadas (laborers who migrated to work in US farms) experienced the American system and its effects on the development of the country. Universities established during this time include Philippine Normal School and University of Manila.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
This document provides a history of home economics from the 19th century to present day. It discusses how Catherine Beecher and Harriet Beecher Stowe were early advocates for applying scientific principles to domestic tasks. The Morrill Act of 1862 established land grant colleges that taught home economics. Ellen Swallow Richards helped launch the home economics movement in 1889 and sought to establish it as a legitimate academic discipline. American home economics methods were introduced in Philippine schools in the early 20th century. Today, home economics professionals work in fields like teaching and research.
Home economics is the study of managing resources and tasks within the home. It includes topics like consumer education, home management, interior design, cooking, nutrition, child development, and more. It aims to teach skills for a healthy and happy life using all available resources. Contrary to common misconceptions, home economics involves more than just cooking and sewing - it integrates disciplines like science, technology, psychology and social sciences. It is a process-oriented field focused on more than just outputs, and is relevant for all people regardless of gender.
This document outlines the objectives of teaching home economics at different age levels from ages 7 to 16. The objectives are organized into three main content areas: home and family, nutrition and food, and textiles. For each age group, objectives are provided for developing knowledge in each of these three areas, with a focus on practical skills, healthy habits, and understanding the roles and responsibilities within a family and home.
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
The document discusses the education system established by Americans in the Philippines during their colonial regime. It outlines the objectives of the American education system, which included educating Filipinos in self-governance and democracy. Laws like the 1901 Education Act established a centralized public school system with English as the medium of instruction. The education hierarchy consisted of primary, secondary, and tertiary levels. Both pensionados (students sent abroad for further study) and Sakadas (laborers who migrated to work in US farms) experienced the American system and its effects on the development of the country. Universities established during this time include Philippine Normal School and University of Manila.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
The document provides guidelines for constructing different types of test questions including matching, sentence completion, essay, and other question types. It discusses principles such as ensuring questions are clear, focused, and at an appropriate level for students. The document emphasizes that creating good tests takes time but plays an important role in evaluation. It also notes that breaking rules is acceptable when one has a good reason.
1. Home economics teaches important life skills like cooking, sewing, finances, and more.
2. It originated in the 19th century through advocates like Catherine Beecher and was formalized through the Morrill Act of 1862.
3. The field developed further in the Philippines due to American teachers called Thomasites bringing home economics concepts in 1901.
This document summarizes a report on the role of teachers in society presented by students in the Bachelor of Secondary Education English 4A program at Cotabato City State Polytechnic College. It discusses several key points about teachers:
1) Teachers have many roles both as individuals and professionals, including educating students, serving as community leaders, and acting as models of good character.
2) As individuals, teachers have various needs both personally and professionally that must be addressed for them to perform their roles effectively.
3) Teachers are recognized as experts in their fields and have responsibilities to continue developing their knowledge, skills, and abilities in areas like content knowledge, teaching methods, and understanding learners.
4
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
- The Philippines introduced free public education in 1901 after becoming a US territory, establishing an education system patterned after the US. This included elementary, secondary and vocational education.
- Private schools flourished in this period and were regulated by laws requiring inspection and approval.
- Reforms in the early-mid 20th century focused on standardizing textbooks, adding industrial/vocational training, and revising elementary curricula.
- Major reforms in the late 20th century included implementing compulsory education, lengthening the school year, national assessments, and establishing oversight bodies for higher education and teacher licensing.
- Most recently, the Philippines implemented a K-12 basic education system in 2013, adding three
The document discusses careers in home economics, including food and nutrition, clothing and textiles, and home management. Some careers highlighted are fashion designer, food stylist, food chemist, interior decorator, gerontologist, consumer advocate, and behavior therapist. Home economics involves both science and art, applying concepts from areas like chemistry, art, consumer science, and psychology to topics like food preparation, clothing design, and caring for the home and family. The careers apply knowledge from these fields to areas like food photography, clothing design, caring for the elderly, advocating for consumers, and assisting with behavior issues.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Educational system during american period presentationmhel15
The American period in the Philippine educational system began in 1898 when American forces took control of the country from Spain. They sought to establish a universal public education system to promote democratic values and English was implemented as the medium of instruction. Key developments included establishing public primary and intermediate schools in 1901 and 1904, requiring provincial high schools in 1907, and founding the Philippine Normal School and University of the Philippines to train teachers. The focus was on citizenship, morality, and vocational skills through an American-influenced curriculum.
This document provides information about competency-based training (CBT) including:
1. An introduction to CBT and its key principles such as focusing on measurable outcomes and competencies.
2. The roles of the CBT trainer including facilitating learning, diagnosing problems, and interacting closely with trainees.
3. The roles of CBT trainees such as taking responsibility for their own learning and being assessed based on job performance standards.
4. An overview of the Computer Systems Servicing NC II qualification including installing, configuring, and maintaining computer systems and networks.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Module 1 Introduction to Curriculum DevelopmentIreno Alcala
This document discusses concepts, nature, and purposes of curriculum development. It defines curriculum broadly as the total learning experiences of individuals, including both in-school and out-of-school experiences. The document outlines different models of curriculum development, including traditional models focused on subjects/disciplines, and progressive models emphasizing experiences. It discusses key thinkers and reforms in curriculum in the Philippines. Ralph Tyler's influential 4-step model and Hilda Taba's linear model of curriculum development are also summarized.
This presentation is all about the EPP K to 12 Curriculum, its Conceptual Framework, Grade Level Standards and Characteristics that a teacher must know in order for him to teach this subject.
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Problems, issues, trends in home economics prog.Malot Lotzkie
The document discusses problems, trends, and issues affecting Home Economics programs. Home Economics teacher education programs have been eliminated or abolished at many universities. Factors contributing to this include lower student enrollment in Home Economics programs, declining financial support, and professional disincentives. There is also a decreasing number of Home Economics teachers. The shortage of qualified Home Economics teachers is an ongoing problem.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
The document provides guidelines for constructing different types of test questions including matching, sentence completion, essay, and other question types. It discusses principles such as ensuring questions are clear, focused, and at an appropriate level for students. The document emphasizes that creating good tests takes time but plays an important role in evaluation. It also notes that breaking rules is acceptable when one has a good reason.
1. Home economics teaches important life skills like cooking, sewing, finances, and more.
2. It originated in the 19th century through advocates like Catherine Beecher and was formalized through the Morrill Act of 1862.
3. The field developed further in the Philippines due to American teachers called Thomasites bringing home economics concepts in 1901.
This document summarizes a report on the role of teachers in society presented by students in the Bachelor of Secondary Education English 4A program at Cotabato City State Polytechnic College. It discusses several key points about teachers:
1) Teachers have many roles both as individuals and professionals, including educating students, serving as community leaders, and acting as models of good character.
2) As individuals, teachers have various needs both personally and professionally that must be addressed for them to perform their roles effectively.
3) Teachers are recognized as experts in their fields and have responsibilities to continue developing their knowledge, skills, and abilities in areas like content knowledge, teaching methods, and understanding learners.
4
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
- The Philippines introduced free public education in 1901 after becoming a US territory, establishing an education system patterned after the US. This included elementary, secondary and vocational education.
- Private schools flourished in this period and were regulated by laws requiring inspection and approval.
- Reforms in the early-mid 20th century focused on standardizing textbooks, adding industrial/vocational training, and revising elementary curricula.
- Major reforms in the late 20th century included implementing compulsory education, lengthening the school year, national assessments, and establishing oversight bodies for higher education and teacher licensing.
- Most recently, the Philippines implemented a K-12 basic education system in 2013, adding three
The document discusses careers in home economics, including food and nutrition, clothing and textiles, and home management. Some careers highlighted are fashion designer, food stylist, food chemist, interior decorator, gerontologist, consumer advocate, and behavior therapist. Home economics involves both science and art, applying concepts from areas like chemistry, art, consumer science, and psychology to topics like food preparation, clothing design, and caring for the home and family. The careers apply knowledge from these fields to areas like food photography, clothing design, caring for the elderly, advocating for consumers, and assisting with behavior issues.
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Educational system during american period presentationmhel15
The American period in the Philippine educational system began in 1898 when American forces took control of the country from Spain. They sought to establish a universal public education system to promote democratic values and English was implemented as the medium of instruction. Key developments included establishing public primary and intermediate schools in 1901 and 1904, requiring provincial high schools in 1907, and founding the Philippine Normal School and University of the Philippines to train teachers. The focus was on citizenship, morality, and vocational skills through an American-influenced curriculum.
This document provides information about competency-based training (CBT) including:
1. An introduction to CBT and its key principles such as focusing on measurable outcomes and competencies.
2. The roles of the CBT trainer including facilitating learning, diagnosing problems, and interacting closely with trainees.
3. The roles of CBT trainees such as taking responsibility for their own learning and being assessed based on job performance standards.
4. An overview of the Computer Systems Servicing NC II qualification including installing, configuring, and maintaining computer systems and networks.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Module 1 Introduction to Curriculum DevelopmentIreno Alcala
This document discusses concepts, nature, and purposes of curriculum development. It defines curriculum broadly as the total learning experiences of individuals, including both in-school and out-of-school experiences. The document outlines different models of curriculum development, including traditional models focused on subjects/disciplines, and progressive models emphasizing experiences. It discusses key thinkers and reforms in curriculum in the Philippines. Ralph Tyler's influential 4-step model and Hilda Taba's linear model of curriculum development are also summarized.
This presentation is all about the EPP K to 12 Curriculum, its Conceptual Framework, Grade Level Standards and Characteristics that a teacher must know in order for him to teach this subject.
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Problems, issues, trends in home economics prog.Malot Lotzkie
The document discusses problems, trends, and issues affecting Home Economics programs. Home Economics teacher education programs have been eliminated or abolished at many universities. Factors contributing to this include lower student enrollment in Home Economics programs, declining financial support, and professional disincentives. There is also a decreasing number of Home Economics teachers. The shortage of qualified Home Economics teachers is an ongoing problem.
Early Filipinos lived in communities near bodies of water for access to food and protection. They resided in caves, nipa huts, tree houses, and houses on stilts. Their livelihoods included agriculture using kaingin and wet methods, hunting, boat-making, and trading using gold standards. Communities were organized into barangays led by a datu and council of elders who established laws and resolved conflicts. Society comprised datus, maharlika, timawa, and alipin. Burial practices varied among groups and included burying in trees, caves, or under homes.
Semi Detailed Lesson Plan in T.L.E, CookeryQA Ilagan
The document provides a detailed lesson plan for teaching students how to make royal icing. The objectives are for students to describe and properly make royal icing, and understand its career benefits. The lesson will involve motivating students with pictures, presenting the tools, ingredients and procedure for making royal icing, and having students make it in groups. Students will then be evaluated on the texture, taste, teamwork, speed and presentation of their icing.
The lesson plan discusses the importance of proper nutrition. The objectives are for students to understand proper nutrition, identify different foods needed for health, and appreciate the importance of good nutrition. The lesson defines nutrition, food, and health, and explains how they are closely related. It identifies qualities of nutritious foods, such as being palatable and prepared with care. The lesson also lists 12 characteristics of a healthy individual, such as having good posture and a positive outlook. Students learn to identify images as showing healthy or unhealthy individuals and are assigned a role play and list promoting proper nutrition.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
Home economics, also known as family and consumer sciences, concerns itself with managing the household and community. Catherine Beecher in the mid-19th century advocated for applying scientific principles to domestic tasks like cooking and cleaning. The Morrill Act of 1862 established land grant colleges that taught farm wives domestic science. Ellen Richards helped launch the home economics movement by advocating for scientific domestic principles. She organized conferences that established the American Home Economics Association to promote home economics education. In the Philippines, American teachers brought home economics instruction to schools starting in 1901 to teach subjects like cooking, sewing, and housekeeping.
The document provides a detailed history of home economics, beginning with Catherine Beecher in the mid-1800s advocating for the economics of running a home. It traces the evolution of home economics through the establishment of domestic science programs in land grant colleges in the late 1800s, the formation of the American Home Economics Association in 1909, and its name change to the American Association of Family and Consumer Sciences in 1993. It discusses how home economics education started in schools to prepare young women for their home duties and has since expanded to include subjects like nutrition, child development, and family finance.
Home economics began in the 19th century with advocates like Catherine Beecher and Ellen Richards who sought to apply scientific principles to domestic tasks like cooking, cleaning, and childrearing. The field grew with the passage of the Morrill Act and establishment of land grant colleges, which educated both men in agriculture and women in home economics. The Lake Placid Conferences starting in 1899 helped establish home economics as a legitimate academic discipline. Today, home economics, now called family and consumer sciences, continues in areas like secondary education, university research, and cooperative extension programs.
The Women's Institutes began in 1897 in Ontario, Canada when Adelaide Hoodless organized a women's meeting after a farmers' institute meeting. The institutes aimed to educate women through monthly meetings that provided lectures and demonstrations on topics like agriculture, health, and home economics. This was important as elementary education was not compulsory in Canada until 1921. The institutes also helped promote government agricultural policies and encouraged women to make farms more appealing places to raise children. They were involved in their communities through activities such as preserving historical sites, beautifying public areas, and supporting libraries and hospitals. During World Wars I and II, they assisted with efforts like food preservation, sewing, and fundraising.
Historical development of social work in U.S.A. (Dr. R.K. Bharti)rajkumarkushwaha95
The document provides an overview of the history and development of social work in the United States. It discusses how early social services evolved from religious charities and poor houses to address societal problems during industrialization. This led to the establishment of organized charity groups and settlement houses in the late 19th century to help immigrants and the poor. It also summarizes how social work became professionalized through the development of social work education programs in the early 20th century.
Family and consumer sciences (FCS) is an interdisciplinary field that helps people make informed decisions about their well-being, relationships, and resources through areas of study like human development, nutrition, personal finance, and interior design; it was founded in 1909 by Ellen Swallow Richards and originally focused on tasks like food preparation and household management but now addresses broader issues facing individuals, families, and communities. The American Association of Family & Consumer Science promotes FCS professionals and an integrated approach to support optimal quality of life.
The Unproductive Housewife: Her Evolution in Nineteenth-Century Economic Thought
Author(s): Nancy Folbre
Source: Signs, Vol. 16, No. 3 (Spring, 1991), pp. 463-484
Published by: The University of Chicago Press
I have put together a series of slide presentations about the Women’s Institutes as part of my final project for ADED 380 Teaching Technologies,.
Their present format is as yet incomplete, however, they are for the most part finished in terms of being a demonstrative part of the project.
This presentation outlines just a few of the Adult Educational programs that were already in place around the turn of the 20th Century.
The document discusses the historical development of social work in the USA. It outlines the influence of English poor laws, the establishment of almshouses, and the creation of state boards of charities in the 1800s. It then describes three key social movements in the late 1800s - the Charity Organization Societies movement, the Settlement Houses movement, and the Child Welfare movement - that helped establish social work as a profession. The document concludes by noting some important years and events in the evolution of social welfare and social work in North and South America.
The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.
The document provides a summary and overview of two sources on the history of adult education for Indigenous peoples in Canada. It describes how early colonial adult education programs aimed to assimilate Inuit populations in the Central Arctic region and encourage adoption of Euro-Canadian ways of life. It also outlines how traditional Indigenous practices of oral history, storytelling, and informal teaching methods differed from the formal education systems imposed by European colonizers. The overall histories show how adult education was used as a tool to oppress Indigenous communities and cultures in Canada for many decades.
The history of home economics (HE) began in 1884 with the first book on the subject. In the late 19th century, conferences sought to establish it as a legitimate profession, initially wanting to call it "oekology" but ultimately settling on "home economics" in 1899. International coordination of the field began in 1908 with the International Federation for Home Economics. Key milestones included the founding of the American Home Economics Association in 1909 and the passage of acts in 1914 and 1917 that provided federal funding for homemaking education. Over time, the field sought to become more inclusive and change its name to family and consumer sciences in 1994 to reflect a broader scope. Enrollment in related secondary programs has declined significantly in recent decades.
A Bibliography women and planning produced for the RTPI Equal Opps PanelDory Reeves
This document provides a bibliography on women and planning issues from pre-1990 and 1990-1996. It is produced for the RTPI Equal Opportunities Panel and reproduced in 2014. The bibliography contains references organized by topic, including general issues, design, development planning, disadvantaged groups, housing, participation and consultation, and women's roles. It acknowledges several sources of information and individuals who provided assistance.
ANALISIS DE FUENTES HISTORICAS, STANFORD UNIVERSITY EE UU-SCMU AQP
RIW-SHEG-Integration-PPT.pptx
Manejo de fuentes históricas.
Metódo
burbuja historica
Universidad de Stanford
USA
PLANIFICACIÓN DE TRABAJOS ACADEMICOS CON TALLERES
PRESENCIALES Y VIRTUALES
Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 140 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a ribbon. Flagship assessments (e.g., The First Thanksgiving) have extended features, including annotated sample student responses and “Going Deeper” videos that provide insights into the assessments and ideas for how to use them. The rest of the assessments are “alternative version” assessments (e.g., Napoleon’s Retreat). Each alternative version assessment features different Library of Congress documents but takes the same form as its flagship. Even if you don't use the flagship assessment, the student responses and videos are useful for understanding the alternative versions. Beyond the Bubble was created with the support of the Library of Congress’s Teaching with Primary Sources (TPS) program.
https://inquirygroup.org/list-history-assessments-thinking
Reading Like a Historian
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills.
This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. To learn more about how to use Reading Like a Historian lessons, watch these videos about how teachers use these materials in their classrooms.
Upper Class White Women Powerpoint week 5 Presentationwapinskysmiths
Upper class white women in the 18th and 19th centuries influenced the development of the United States through their contributions to the economy, politics, and shaping of American identity. They helped establish labor laws and social welfare groups to humanize the workforce. In politics, they advocated for women's suffrage and property rights. Regarding identity, their pursuit of higher education and expression of voice for equality reinforced ideals of the American Dream.
This document discusses the influence of upper class white women in 18th and 19th century America. It describes how these women contributed to the economy through developing labor laws, establishing social welfare groups, and gaining property rights. They also influenced politics by gaining higher education and voicing demands for equality. Their actions helped shape the American identity through ideals of property ownership, an educated population, and a growing movement for women's rights.
The document discusses the roles and experiences of middle class white women in 19th century America. It covers several topics:
- Women had few legal rights and their identity was tied to the men in their lives under the law. The idea of "Republican Motherhood" emerged to allow women to educate their children.
- The "Cult of Domesticity" defined women's roles as wives and mothers confined to the home. Reformers like Catharine Beecher advocated for expanding women's education.
- Women played large roles in social reform movements like abolition, temperance, and women's suffrage. They also worked in mills and factories, establishing some independence.
- By the late 19th
The New York Juvenile Asylum (now called the Children's Village) was founded in 1850 to help homeless and vulnerable children in New York City. It originally housed 400 children in a rented building, providing education and vocational training. In 1854 it established a larger campus in Washington Heights that could house up to 1,200 children. Over time the Children's Village transitioned to a cottage model with family-style care on a campus in Dobbs Ferry, New York. As of 2015, it serves over 10,000 children per year through residential programs, foster care, family support and other services.
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
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Ayala Monique Johnson / Timeline of home economics in British Columbia
1. 1780 1800 1820 18401760 1860
Industrial Revolution
“Major changes in economic and family organization accompanied industrialization
and urbanization. The advent of factories and wage work, the migration of farm
families to cities, and rapid advances in household technology…all contributed to an
ideological division of labor along gendered lines… Many women worked in paid
occupations, especially in the early stages of industrialization…, but the emerging
ideology was that men, not women, should work outside the home. Housework came
to be seen as a distinctive form of labor, the cultural opposite of wage work” (Ahlander
and Bahr, 1995, p. 55).
1862
“An important event in the
development of home economics as
an academic field [in North America]
was the passage of the MORRILL ACT,
which led to the establishment of
land-grant colleges in each state”
(Heggestad, 2014).
1826
FIRST SCHOOL FOR
GIRLS IN WESTERN
CANADA, St. Boniface,
Manitoba, Canada
(Peterat and DeZwart,
1995)
1841
The Treatise on Domestic
Economy, by Catherine Beecher
(1800-1878), USA
Relating Home Economics Education in British Columbia with the Mission of
Home Economics: A Partial Historical Timeline
Ayala Monique Johnson | March 10, 2014
1
2. 1880 18901870
1887
Needlework in schools officially supported
by D. Wilson, the first Inspector of Schools
1872
PUBLIC SCHOOLS ACT, Province of BC; Provincial Legislature
establishes provincially legistated education
1871
CONFEDERATION
(BC joins the new
Confederation of
Canada)
1870
UNIVERSAL SYSTEM OF EDUCATION MADE OPEN FOR FEMALES by Egerton Ryerson,
Superintendent of Education for Upper Canada (1846 – 1876). He believed
1. that “inclusion of practical subjects enhanced moral growth, as well as mental
discipline”
2. a happy civilization depends on “domestic relations”
3. “let her [wife/mother] be intellectually educated as highly as possible” (from
Ryerson, cited by Wilson, 1985, pp. 12-13)
1894
Canadian National Council for Women Annual
Meeting: Resolution passed (with assistance from
Adelaide Hoodless) to "do all in its power to further
the introduction of manual Training for girls into the
Public School System" (from Hoodless, cited by Peterat
and deZwart, 1995, p. 4).
2
3. Adelaide Hoodless
A Canadian, from Ontario, Hoodless was a co-founder of a variety of groups, including the
Women’s Institute, the National Council of Women of Canada, Victorian Order of Nurses, and the
National Association of the YWCA
She believed that “explicit training in family matters was the answer to the problems of urban
society” (Wilson, 1985, p. 23).
Adelaide Hoodless maintained two assumptions, which were upheld in domestic science of the
times:
1. “the traditional instincts and haphazard knowledge, formerly the basis of running the home,
were no longer sufficient in the complexities of the industrial age…
2. “Training in domestic affairs was a means of maintaining the ethical and moral standards
necessary for family stability” (Wilson, 1985, p. 30).
Image retrieved from
http://en.wikipedia.org/wiki/Adel
aide_Hoodless
3
4. 1896 1897 1898 18991895 1900
1897
Woman’s Institute of BC (founded by Hoodless) endorsed
efforts by Local Councils of Women to support domestic
science in schools with motto, “For Home and Country”
(Wilson, 1985, p. 42); “home and family deserved the
same kind of study, care, and service as the Farmer’s
Institute directed to the stock and crops of their farm”
(from Scott, cited by Wilson, 1985, p. 43).
1899-1909
Lake Placid Conferences
1898
• Public School Domestic Science,the
“Little Red Book”, by Adelaide Hoodless
• “Ellen Swallow Richards described the
ideal college curriculum for women as
including ‘history as a science’” (Turkki
and Vincenti, 2008, p. 79)
At the Lake Placid
Conferences
Attendees believed that
“explicit training in family
matters was the answer to the
problems of urban society”
(Wilson, 1985, p. 23).
1900
First Canadian
attendance at the
Lake Placid
Conferences
“The early founders of the field, constrained by
biologists to refrain from labelling the field
‘ecology’, did emphasize the interest of the
profession in the study of individuals as
members of families in interaction with their
environment” (Bubolz and Sontag, 1988, p. 1).
“Enhancement of
the well-being of
families and
improvement of the
conditions of their
existence has been a
dominant value
orientation of the
field since its
origins” (Bubolz and
Sontag, 1988, p. 2).
4
5. Ellen Swallow Richards
(1842-1911)
Recognised as a founder of home economics in the United States.
Image retrieved from http://en.wikipedia.org/wiki/Ellen_Swallow_Richards
“The first woman admitted to and to receive a degree from the Massachusetts Institute of Technology (in
chemistry), the first woman MIT faculty member, the first woman faculty member of any science school, and the
woman who was primarily responsible for founding the field of home oecology. In 1908, Swallow’s ‘home
oecology’ was officially named ‘home economics’” (Bubolz and Sontag, 1988, p. 1).
In the late 19th Century, Richards founded Woods Hole, MIT’s oceanographic institute, and introduced biology to
the curriculum at MIT. She guided the opening of the New England Kitchen in 1890. She was elected President of
the American Home Economics Association, as it was formed from the Lake Placid Conference, in 1908, and was a
founder of the Journal of Home Economics (Bois, 1997).
5
6. Lake Placid Conferences
1899-1909
Home Economics becomes a profession.
“There were dissenting voices suggesting that scientific management might not be congruent with successful family
life, but the dominant position prevailed. Home economics set a course that it has held for almost a century…,
namely the application of the principles of science and industrial production to the solution of home problems”
(Ahlander and Bahr, 1995, p. 56).
“The purpose of domestic training is to ‘direct the individual faculties toward the idealization of the home’ … ‘to
assist the pupil in acquiring a knowledge of the fundamental principles of correct living’” (from Hoodless, cited by
Wilson, 1985, p. 80).
“The educational dimension was considered so important that the conceptual ideas of the field were ignored in
order to mold domestic science to fit the framework of manual training” (from Budewig, cited by Wilson, 1985, p.
31).
Caroline Hunt’s ideals formed part of the ideology of the conferences - “the potential of individuals can only be
fulfilled when they understand what they ‘have been’ and what they ‘are now’ and what they have the potential ‘to
become’ (Wilson, 1985, p. 73).
Turn of the Century
19th to 20th
Philanthropist women began trying to “improve” the lives of “needy” families (Wilson, 1985, p. 20). This women's
movement included a hidden agendat: demand for well trained domestic servents was disguised as improving the
skills of immigrant women.
6
7. 1902 19031901
1900-1901
Manual training centres established
for boys (two in Vancouver & two in
Victoria); that there was a 20 year gap
before building such facilities for girls
in rural areas demonstrates the
ideology that “in rural communities
the skills of homemaking were still
considered to be the duty of the
mother” (Wilson, 1985, p. 44).
1903
“Nature study should be central, with Manual Training and
Domestic Economy on either side of it… These are not fads
in any sense. They are fundamental to the maintenance of
civilization and the upward progress of the individual and
the race” (from Robertson, cited by Wilson, 1985, p. 24);
“‘Habits of right working lead to habits of right thinking’…
Manual training initiated students into some of the basic
processes involved in obligation, maintenance, and
advancement of mankind” (from Harcourt, cited by Wilson,
1985, p. 32).
1902
Fourth Lake Placid Conference: “Home economics
in its most comprehensive sense is the study of
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 social being, and is the
study specially of the relation between those two
factors” (Lake Placid Conference Proceedings,
1902, p. 70); education should be for life, not just
for homemaking (from Vaines, cited by Wilson,
1985)
1903
Margaret Jenkins, a Victoria
school trustee established BC’s
first domestic science centre; first
centre for the teaching of cooking
in BC was in Victoria, organized by
local council of women and the
Women’s Christian Temperance
Union, and other donors (Wilson,
1985, p. 40).
Image retrieved from
http://www.viu.ca/homeroom/content/topics/People/jenk.htm
7
8. 1905 19061904
1904
MacDonald Institute,
Ontario
• established for the
training of domestic
science teachers
created a supply of
local teachers, in
addition to those
imported from
England and the USA
(Wilson, 1985, p. 26)
• created specialist
teachers and
increased the
credibility of the field
1906
• MacDonald Institute, Quebec
established for the training fo domestic
science teachers (Wilson, 1985, p. 26)
• Annie Laird, Principal of the faculty of
household science at the University of
Toronto was the first female professor at
University of Toronto (with Clara
Benson) and was named full professor
in 1920; Annie Laird “set the direction of
Canadian educational policy in home
economics at the level of higher
education” (Wilson, 1985, p. 31).
• “The aim of domestic science …was
‘arousing an interest in the art of true
homemaking’ ..[and to] teach ‘right
living’ ” (from Berry, cited by Wilson,
1985, p. 45-80).
1905
• “Domestic science teachers were
recognized officially in the Public
School Act of 1905 and shortly
afterwards "home economics"
was approved as an optional
subject in the provincial
curriculum” (Dunae, 2011) but
reliant on outside funding, such
as women’s groups
• Domestic Science Centre
established at Central School,
Vancouver, with Elizabeth Berry
(first graduate of first teacher
training class, MacDonald
Institute) as a teacher of hand
sewing and foods (Wilson, 1985,
pp. 40-41.
1899-1909
Lake Placid Conferences 8
9. 1908 1909 1910 19111907 1912
1908
• International Federation
for Home Economics
established (IFHE
website, n.d.)
• Adelaide Hoodless
(1995) demarcates the
way home economics
skills should be learned
according to the age of
the learner.
1909
Constitution of the
American Home Economics
Association announced in
the journal: “the
improvement of living
conditions in the home, the
institutional household and
the community” (AHEA,
1909, p. 1)
1911
• In BC, Domestic Science becomes
Home Economics (Dunae, 2011;
Wilson, 1985)
• Domestic Science: Course 1, by
Annie Juniper (first curriculum
written for girls in Victoria)
1909
• American Home
Economics Association
formally organized
• First issue of The Journal
of Home Economics
1910
Alice Ravenhill arrives from
England and becomes an
influential member of
Woman’s Institute and Council
of Women. This has an indirect
effect on public schooling and
credibility of domestic science
programmes (Wilson, 1985, p.
44).
1908
At the Lake Placid Conferences,
Ellen Richards states, “’ “The
home has a distinct ethical as
well as economic meaning. It
should include mutual
helpfulness in spiritual matters
as well as mutual economic
benefit’” (cited by Turkki and
Vincent, 2008, p. 81) 9
10. 1916 1919 1922 19251913 1928
1913
Girls’ Home
Manual, byAnnie
Juniper (de Zwart,
2004)
1920
• Comprehensive home economics
curriculum published in BC, pragmatic and
utilitarian (Dunae, 2011)
• “Home economics got itself embroiled in
marketing and product promotion in the
1920s and never really got out, except
maybe in the last 25-30 years [1995 to
present]” (de Zwart, 2014, personal
correspondence)
1926
• Historical evidence that students can pass/fail
home economics (Wilson, 1985, p. 92).
• The beginning of an era of reduced
educational variation in BC, including support
for the scientific method; Provincially
Prescribed Learning Outcomes and textbook;
standardized foods laboratories (Wilson,
1985)
• Jesse McLenaghan is the first provincial
supervisor of home economics
World War I
1914-1918
domestic science classes focused
on war-time effort, making
bandages, clothes, and
fundraising efforts including
dinners, supporting the Red
Cross; focus on conservation,
economy and preservation of
food (Wilson, 1985, p. 48).
1924
Survey of the School System, by Putman
and Weir (cited by Wilson, 1985, pp.50-
51) created provincial legitimization of
home economics. Resulting
recommendations included that home
economics should be compulsory in
middle school and optional in high
school – acceptable as a second science
for graduation; additionally to appoint a
director of home economics.
1927
Foods, Nutrition, and
Home Management
Manual, “The Red Book”,
Jessie McLenaghen (de
Zwart, 2004)
10
11. 1940 1940 1945 19501935 1955
1939
Founding of the
Canadian Home
Economics Association
• Jessie McLeneghan,
the first president of
the Association.
• Dissolved in 2003
World War II, 1939-1945
1936
• Home economics
made compulsory for
grade 7 and 8 in BC
municipal and city
school districts
• curriculum revamped
to include “character
education” (Dunae,
2011).
1941
“Inspector and
Assistant Director
of Home
Economics,
Bertha Rogers is
appointed” in BC
(Dunae, 2011)
• Education is preparation for life in a democratic, Canadian society
• The family is the greatest contributor to influence democratic life
• Wartime effects include the commonplace occurrence for both
parents to be frequently absent
• Education emphasises changing times, as women begin to enter
the workforce, with a related need for family life to address this
change
• A priority for educators is the importance of educating, mindfully
of one’s personal philosophies towards creating a better world
(MacMillan, 1995)
1950
First issue of the
Canadian Home
Economics
Journal
1943
University of British
Columbia establishes
a Department of
Home Economics, this
being the first time BC
home economists
could be educated
within the province
(Smith and de Zwart,
2010, p. 9).
1951
UBC changes its programme to establish a School of
Home Economics
11
12. 1965 1970 1975 19801960 1985
1958
Jean Hart Whittemore (1995) writes of the
field as service knowledge, with the
importance of including males in home
economics education; Skills learned should
be fitting to students interested in pursuing
career paths in addition to homemaking;
Education should be made available to
people at all life stages in order to account
for an increasing human life span
1980
Important scholar Margorie Brown (1980) writes of three Systems of
Action, the “Technical (Instrumental)…, the “Communicative” …, and
the “Emancipative” (pp. 62-65)
• Education needs goal prioritization, with a necessity of
discarding some goals so that a few can be sought well and
thoroughly, rather than many goals be sought superficially
• “it [the field] would place less emphasis on immediately
utilitarian know-how knowledge and more emphasis on
developing the conceptual systems and rational capacities of
students” (1980, p. 131)
1979
BC Home Economics curriculum revision
• four topic areas: food, clothing, human relations, shelter
• “the family conceived as a ‘conserver’ reflects societal
concern for diminishing resources” (from Wilson, 1985, p.
96)
• Five Learning outcomes: “Foods and nutrition, clothing and
textiles, family studies, textile arts and crafts, and housing
and interior design” (Wilson, 1985, p. 97)
1980
Margorie East (1980) writes
that “home economics is
the study of household
management for achieving
the highest quality of
human life” (p. 38) and
states that “the field as a
whole will come into its own
character” (p. 40)
1960s
In this decade,
“the concept of
human ecology re-
emerged as a
unifying
philosophical
perspective for
home economics”
(Bubolz and
Sontag, 1988, p. 2).
12
13. 1978
Mission of Human Ecology, incorporating the
mission of Home Economics
“‘The mission of home economics is to enable families, both as individual units and generally as a social
institution, to build and maintain systems of action which lead (1) to maturing in individual self-formation and
(2) to enlightened, cooperative participation in the critique and formulation of social goals and means for
accomplishing them’” (from Brown and Paolucci, cited by Bubolz and Sontag, 1988, p. 3).
“As a profession, human ecology seeks to create and maintain an optimum balance between people and their
environments. The core of human ecology is the human ecosystem: the reciprocal relations of individuals and
families with their near environments. An ecological model provides a philosophical and conceptual basis for
integration as both an interdisciplinary field and a profession… persistent practical problems should
provide the basis for knowledge and practice in home economics” (Bubolz and Sontag, 1988, pp. 3).
13
14. HUMAN ECOLOGY 1988
Bubolz and Sontag’s (1988) model of a human ecosystem,
identifying the “dimensions of individual and family systems
and their environment” (pp. 7-8).
14
15. 1995 20051985
1983
Francine Hultgren
cites Caroline
Hunt, bringing
back focus to the
importance of
reflective practice
in home
economics
(Wilson, 1985, p.
72).
1994
• UN declares 1994 the International
Year of the Family. “The United
Nations also promotes the annual
worldwide observance of the
International Day of Families on 15
May of each year, aimed at increasing
awareness of issues relating to the
family and encouraging appropriate
action” (United Nations, 2013).
• Home Economics Education becomes
part of the Department of Curriculum
Studies at UBC.
2004
For home economists in the 21st century, making life rich in meaning, and
revitalizing and rediscovering a re-enchantment with the world means
“recovering a sense of wholeness in everyday life. This means that we begin
to know, see, become, and act in ways that honour the interconnectedness of
all living systems. Re-enchanting our everyday life through using
metaphorical approaches and moral discourses means that what is now
considered ordinary and mundane can be rediscovered as sacred and
meaningful, thereby creating lives worth living in an ecologically desirable
society. We must do this by becoming active participants in transformative
processes” (Vaines, 2004, p. 135)
1998
BC Curriculum
Revision to include
Cafeteria Training,
grades 11 – 12
2000
1997
BC Curriculum
introduces Career
and Personal
Planning, grades 11-
12, thereby moving
curricula which was
traditionally taught
in home economics
to a separate
domain
2005-2006
BC Curriculum
Revision
introduces Health
& Career
Education, grades
K-9
1987
Linda Peterat,
appointed a
tenure-track
Home
Economics
Professor at
UBC
15
16. 2007
2007
BC Home Economics
Curriculum Revised into three
subject areas
1. Foods & Nutrition 8 – 12
2. Family Studies 10 – 12
3. Textiles 8 – 12
2007
BC curriculum revision introduces Planning
10, effectively providing a new place to
cover subject matter already covered in
Famly Studies. This move undermines
efforts by the field of home economics to
keep such subject matter within its own
field.
2014
Present Day
2008
“An historical perspective is essential for
sound professional practice that is truly
beneficial to families, consumers and
society… Home economics can be seen as a
combination of human development,
healthy living, social responsibility, the
sustainable use of resources and cultural
diversity… Our history informs us that
home economics has a sustainable
mission.” (Turkki and Vincenti, 2008, pp.
81-93)
Important current scholar
Sue McGregor on transformative practice
The Future
“The future of home economics as a
profession is greatly dependent on
how successful we are in clarifying
and strengthening our links to society
and how our messages are received”
(Turkki and Vincenti, 2008, p. 92).
16
17. Home Economics is “’a field of study and a profession, situated in the human
sciences that draws from a range of disciplines to achieve optimal and
sustainable living for individuals, families and communities.’ As a curriculum
area, home economics ‘facilitates students to discover and further develop their
own resources and capabilities to be used in their personal life’” (from IFHE,
cited by Smith and de Zwart, 2010, p. 21).
“Since we are a life supporting discipline and field, we address many basic life-
sustaining elements such as food, housing/shelter, and care of people in various
cultural, social, and natural environments using our ecological heritage. We are
convinced that we have a role to play in the continuously changing present and
future world because advocacy for individuals, families and communities as basic
units of all societies and cultures around the world is and will remain relevant. As
long as we are loyal to our profession and able to integrate our knowledge with
others, we will make progress with promising results. Change is our challenge”
(Turkki and Vincenti, 2008, p. 93).
17
18. References
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Moral Dimensions of Housework in Families. Journal of Marriage and Family, 57(1), 54-68. Retrieved from
http://www.jstor.org/stable/353816
Bois, D. (1997). Ellen Henrietta Swallow Richards. Distinguished Women of Past and Present Web Site. Retrieved
from http://www.distinguishedwomen.com/biographies/richards-es.html
Brown, Marjorie. (1980). What is home economics education? (pp. 56 – 66, 100-121). Minneapolis, MN: University
of Minnesota. Retrieved from
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de Zwart, M. L. (2004). Reimagining Home Economics As a Vital Force in Education: Metaphoric Reflections. In M.
G. Smith, L. Peterat, & M. L. de Zwart (Eds.), Home Economics Now: Transformative Practice, Ecology, and
Everyday Life; A Tribute to the Scholarship of Eleanore Vaines. pp.99-109. Vancouver, Canada: Pacific
Educational Press.
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19. East, Marjorie. (1980). What is home economics? Home economics; past, present, and future, (pp. 7-40). Boston:
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20. Smith, M. G. & de Zwart, M. L. (2010). Home Economics: A contextual study of the subject and Home Economics
teacher education. On behalf of the Teachers of Home Economics Specialist Association (THESA): A BCTF
PQT/Teacher Inquiry project. Retrieved from http://bctf.ca/thesa/pdf/inquiry_contextual.pdf
The Journal of Home Economics. (1909). Announcement: The American Home Economics Association and the
Journal of Home Economics. 1(1), 1. Retrieved from http://hearth.library.cornell.edu/
Turkki, K., & Vincenti, V. B. (2008). Celebrating the past: A critical reflection on the history of IFHE and the Home
Economics profession. International Journal of Home Economics (1(2), 75-97. Retrieved from www.ifhe.org
United Nations. (2013). Global Issues: Family. Retrieved from https://www.un.org/en/globalissues/family/
Whittemore, J. H. (1995). Implications of the Canadian Conference on Education to Home Economics. In L.
Peterat & M. L. De Zwart (Eds.) An Education For Women: The Founding of Home Economics Education in
Canadian Public Schools. (pp. 124-127). P.E.I.: Home Economics Publishing Collective. (Reprinted from
Canadian Home Economics Journal, 8(4), 1958, pp. 5-6).
Wilson, S. W. (1985). Changing Conceptions of Practice in Home Economics Education (Master’s Thesis).
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