Examines the assumptions, potential contributions, and limitations of the empirical/analytical approach to knowledge construction. Three broad goals are suggested for critical thinking research in home economics education: (1) development of appropriate definitions; (2) development of generalizations about the use of thinking skills in home…

This study of teachers experiencing critical thinking as they are engaged in learning it through a graduate class, as well as their attempts at teaching in this way, is grounded in phenomenological and critical foundations. (Author)

States that home economics educators need an understanding of the meaning of critical thinking and of ways to study problems of professional practice that involve the aim of critical thinking. Presents an historical review of meanings of critical thinking and suggests the use of a critical inquiry perspective to study critical thinking. (JOW)

This article discusses the preceding articles by Way, Hultgren, and Plihal as a contrast set of inquiry paradigms. It points to strengths and limitations of each inquiry paradigm and raises several questions about paradigms. (Author/JOW)

American Indian teenagers and preteens were tutored by 24 home economics student teachers. Compared with a control group of 24, student teachers' attitudes were significantly more positive toward the youths' abilities, appearance, conduct and knowledge after the tutoring program. (SK)

Reviews functions of middle schools and guidelines for evaluating home economics programs from the National Study of School Evaluation. Describes New York and Utah programs that meet the guidelines' recommendations for an integrated approach, avoidance of sex bias, and emphasis on decision making for life, work, and the environment. (SK)

Assistance with career goals and employment and positive role models were outcomes identified in interviews with 10 male home economics educators whose mentors were female. Half believed their mentors' expectations were the same for them as for other proteges. They experienced few problems typical of cross-gender mentoring. (SK)

Responses from 77 of 125 home economics teachers and 105 of 129 agriculture teachers showed students used writing most often for notetaking and copying information, less for analytic or creative thinking. Teachers did not view writing as a whole process and rarely evaluated style and content; there was little use of self-evaluation, peer review,…