Examined differences between regular education (N=74) and emotionally disturbed (N=27) early adolescents with respect to self-concept, body image, and selected uses of clothing. Found emotionally impaired were less likely to use clothing to influence mood than were regular education students. Results lend credence to importance of self-concept in…

Gang violence, thefts, and costs are among the reasons schools are adopting dress codes or uniforms. Evidence of their effect on behavior is largely anecdotal; empirical research is needed. Home economics professionals can work with parents to set dress policies, get student input, incorporate the teaching of values about clothing, build student…

The resource guide to the modification of clothing for disabled individuals suggests solutions to clothing, grooming, and home management problems for a variety of handicapping conditions. Services of PRIDE (Promote Real Independence for the Disabled and Elderly) are noted, including manuals on clothing for the disabled, a workshop, a curriculum…

THIRTY-TWO PARTICIPANTS ATTENDED A 4-WEEK TRAINING SEMINAR UNDER THE DIRECTION OF SIX MEMBERS OF OKLAHOMA STATE UNIVERSITY'S HOME ECONOMICS STAFF. FOUR COURSES WERE OFFERED. FOUR HOURS PER DAY WERE ALLOTTED FOR SPECIAL GROUP EXPERIENCES, 1 TO 2 HOURS DAILY FOR GENERAL SESSIONS INVOLVING ALL PARTICIPANTS, AND THE BALANCE OF THE DAY FOR GROUP…

GUIDELINES FOR TEACHERS WHO ARE PLANNING LESSONS FOR ELEMENTARY AND SECONDARY STUDENTS IN CLOTHING AND TEXTILE CLASSES WERE DEVELOPED BY TEACHERS, TEACHER EDUCATORS, AND STATE SUPERVISORS. MATERIALS WERE TESTED BY CLASSROOM TEACHERS, REFINED, AND EDITED. MODELS OF TEACHING-LEARNING UNITS, EACH ON DIFFERENT COLORED PAPER, ARE PRESENTED FOR THREE…

Describes a study conducted to develop and evaluate a series of individualized modules for selected fundamental skills used in clothing construction. Results indicated that individualized instruction may be a more effective mode of instruction than lecture-demonstration, and that the instructional modules are effective instructional tools.…

A survey of 300 family and consumer sciences (FCS) professionals in North Carolina received 140 responses that rated the importance of teacher competencies in textiles and clothing instruction. Clothing construction ranked highest. Results informed the work of a committee revising FCS curriculum. (JOW)

Summarizes the content of 734 theses and dissertations completed in family and consumer sciences in colleges and universities in the United States in 1998. Tables present information by institution and subject matter. (Author)

This document contains teacher's materials for a seven-unit secondary education vocational home economics course on textiles and apparel design. The units cover: (1) fiber/fiber characteristics and textile development (including fabrication and dyeing, printing, and finishing); (2) textile and apparel design industries (including their history and…

GRADES OR AGES: Grades 11 and 12. SUBJECT MATTER: Fashion arts and marketing. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into two main sections, one for fashion arts and one for marketing, each of which is further subdivided into sections for grade 11 and grade 12. Each of these subdivisions contains from three to six subject…

AN APPRAISAL WAS MADE OF THE CLOTHING INSTRUCTION AND CHILD DEVELOPMENT CURRICULUM RESOURCE MATERIALS DEVELOPED FOR USE BY SECONDARY HOME ECONOMICS TEACHERS. PROCEDURES INCLUDED (1) A TEACHER SURVEY OF THE USES MADE OF RESOURCES AND (2) A PUPIL SURVEY WITH SPECIALLY PREPARED TEST INSTRUMENTS TO DETERMINE IF THE OBJECTIVES OF THE CLASSROOMS, GRADES…

An analysis of the data compiled from the author's study of a curriculum changes survey in college clothing and textile courses from 25 member institutions of the National Association of State Universities and Land Grant Colleges granting the largest number of bachelor's degrees in Home Economics indicates change is taking place. (Author/BP)

Several intermediate performance objectives and corresponding criterion measures are presented for each of five terminal objectives for a 12- to 18-week course designed to provide students in grades 8 or 9 with opportunities to explore a broad range of clothing management, production, and service occupations. The course was designed to provide…

THIS GUIDE PROVIDES BASIC INFORMATION ON ORGANIZATION, OPERATION, CURRICULUM, FACILITIES, AND RESOURCES FOR THE DEVELOPMENT OF A HOMEMAKING EXPERIENCE-CENTERED PROGRAM IN ELEMENTARY SCHOOLS. IT MAY BE USED BY A HOMEROOM TEACHER WITH A VISITING HOMEMAKING TEACHER CONSULTANT OR BY A HOMEMAKING TEACHER IN SCHEDULED CLASSES. IT WAS DEVELOPED BY A…