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    Factors related to the adoption of the consumer and homemaking curriculum by home economics teachers in Virginia secondary schools
    Sue Bostic Mays
    Citations (0)
    From Home Economics to Family and Consumer Sciences: New University Core Concepts.
    Journal of Family & Consumer Sciences (1995)
    Frances M. Smith
    Consumer economics
    Family life education
    Citations (1)
    한국의 실과 가정내용과 일본의 家庭科 내용 비교
    한국실과교육학회지 (2003)
    박순자
    This dissertation is a comparative study on Home Economics domains of Practical Arts and Home Economics in Korea and Japan. This study was established to understand the differences of contents by ages of Home Economics domains of Practical Arts of Korea and Home Economics of Japan. And I mainly compared to in 7th curricula of Home Economics domains of Practical Arts and Home Economics Textbooks of Elementary school of the two countries. This study surveyed the contents of 5th and 6th grades and their contents were commonly divided 5 domains, that is Food and Nutrition, Clothing & Textiles, housing and Family and Consumer Science. In conclusion, by analyzing the contents of Home Economics, the differences of contents between Korea and Japan can be found and their contents can be suggested the improvement of Home Economics contents in Korea. And we can also activate and deepen Home Economics in Korea by educating the Home Life Education.
    Consumer economics
    Citations (0)
    Relative wage concern: the missing piece in the contract multiplier?
    Research in Economics (2004)
    Guido AscariJuan A. Garcia
    Persistence (discontinuity)
    Explanatory power
    Price setting
    Relative price
    Citations (5)
    Home economics programmes in Oyo state secondary schools: a survey
    Journal Of Consumer Studies and Home Economics (1991)
    Elizabeth Aina OwolabiLinda PeteratMargaret Arcus
    The purpose of this study was to identify the curricula emphases in home economics in Oyo state secondary schools and to describe selected aspects of teaching and the teacher. Sixty‐two home economics teachers in Oyo state responded to a mailed survey indicating the degree of emphasis given to 50 topics in five subject‐matter areas of home economics: (i) clothing and textiles, (ii) foods and nutrition, (iii) home management and family economics, (iv) housing, and (v) human development and the family. The most taught subject‐matter areas (in order) are foods and nutrition, home management and family economics and clothing and textiles while human development and the family and housing were the least taught subject‐matter areas. A similar response was given for teacher's reported level of competence and subject‐matter preference. Scores on the topics within each subject‐matter area, however, indicated that all the five subject‐matter areas were moderately emphasized in the curriculum. These three philosophical views of home economics exist concurrently in Oyo state secondary schools: (i) home economics as home‐making education, (ii) home economics as household management, and (iii) home economics as cooking and sewing. Suggestions for improving and strengthening the current home economics programmes are discussed. This research was conducted during 1987–1988 in the Faculty of Education, University of British Columbia, Vancouver, Canada.
    Subject matter
    Citations (3)
    My Recollections of the War-time & Postwar Period(2)(My Recollections of the War-time & Postwar Period, The Starting of the Post-World War II Period in Literary Study)
    Nihon bungaku (1978)
    Shigeo Moriyama
    Citations (0)
    Study on Home Economics and Home Economics Education:"Principle of Home Economics" in Home Economics Teacher-Training Curriculum
    Kumiko OhmotoIkuyo OguraMami OmoteYukiomi KishimotoKeiko Nagaishi
    Consumer economics
    Education economics
    Citations (0)
    "Kinsei"(Edo Period) and "Kindai"(Meiji Period) in Ryokuu( "The Pre-Modern Period" and "The Modern Period")
    Nihon bungaku (1984)
    Kazuo Tsukagosni
    Meiji period
    Citations (0)
    DETERMINING QUALITY REQUIREMENTS AT THE UNIVERSITIES TO IMPROVE THE QUALITY OF EDUCATION
    The Journal of Economic Research & Business Administration (2018)
    Nor Hanim MustafaDinmukhamed KelesbayevZh.D. Alibekova
    Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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