Author: Yvonne Marie Stubbs

Publisher:

Published: 1973

Total Pages: 210

ISBN-13:

The major purpose of the study was to develop a resource guide for use at the late junior or early senior high school level to be used with boys and girls, integrating the subjects of homemaking and industrial arts. To plan this guide, the writer: 1. Surveyed the industrial arts and homemaking teachers in Oregon to discover what contemporary courses were being taught. 2. Identified concepts in industrial arts and homemaking which could be used in a late junior or early senior high school coeducational class. 3. Constructed a resource guide for the homemaking aspect with concepts, generalizations, objectives, suggested learnings, teaching aids, and outside resources. 4. Utilized several industrial arts and homemaking teachers in Oregon to evaluate the guide and make comments for improvement of the guide. 5. Revised the resource guide using teachers comments and all other available resources. To discover what contemporary classes were being taught throughout the state of Oregon, a post card questionnaire was sent out to 222 schools. Of the 126 questionnaires returned, 88 schools reported they had contemporary courses at the eighth, ninth or tenth grade levels. The length of each contemporary course varied from school to school. It appeared that boys homemaking and coeducational industrial arts were the two contemporary programs taught the most frequently and were primarily term or semester courses. Coordinated industrial arts and homemaking were nonexistent except for one school where it was taught as a term or semester course. This indicated that although there was an interest in contemporary programs, there was not too much being done in the area of coordinated industrial arts and homemaking. Fifty-eight replys to the questionnaire indicated that the industrial arts and homemaking teachers would be willing to be resource and/or consultants for the study. When the resource guide was ready for evaluation, 35 of these people were asked to read the guide and respond to questions on an evaluation form. The responses appeared favorable from the 17 industrial arts and homemaking teachers who returned the evaluations. In general, they felt it could be a useful tool to their teaching and was adaptable to many situations. The resource guide was organized into seven units; each a part of the overall scope of the course. Each unit was organized into four subdivisions: topics, objectives, learning activities and resources. The resource guide was designed to be flexible enough so that the length of the course could be a semester or a full year depending on the structure of the school. The resource guide was also designed to encourage the homemaking teacher and the industrial arts teacher to work together in presenting the material. The writer would recommend further study in the area of an integrated industrial arts and homemaking class. There is need for the continued evaluation of the offerings within such a course to insure the immediate and the future needs of students. With the world ongoing and changing, such a course should be in a continual state of change and updating. Through continued study a dynamic curriculum could emerge which would attract boys and girls because it would be based on all areas of personal and family living.