The purpose of this study was to determine the intercultural learning outcomes for students in the Interdisciplinary Ghana Study Abroad Program. Data were collected from 28 students using the Intercultural Learning Outcomes (ILO) questionnaire containing 29 statements and 5 content domains (functional knowledge, world geography knowledge,…

Contextual teaching and learning is a relatively new concept in the field of education. However, the principles and practices of contextual teaching and learning have been around for centuries (Dijkstra, 1998). Contextual teaching and learning is defined as a conception of teaching and learning that helps teachers relate subject matter content to…

This article focuses on the use of problem-based learning in high school foods and nutrition classes. Problem-based learning, an instructional approach that promotes active learning, is the elaboration of knowledge that occurs through discussion, answering questions, peer teaching, and critiquing. Students are confronted with a simulated or real…

This article deals with a study on interior design standards in the secondary FCS curriculum. This study assessed the importance FCS teachers placed on content standards in the interior design curriculum to help determine the amount of time and emphasis to place on the units within the courses. A cover letter and questionnaire were sent…

This study focuses on the seven standards that are included in a comprehensive (family-oriented) FCS program: (1) Family; (2) Nutrition and Wellness; (3) Human Development; (4) Interpersonal relationships; (5) Career, Community, and Family Connections; (6) Parenting; and (7) Family and Community Services. The study was conducted to better…

Profiles two African-American women deans of family and consumer sciences who worked to obtain accreditation for their programs at historically black colleges: Flossie Byrd at Prairie View A&M and Eula Masingale at Southern University and Alcorn State. (SK)

Determining the extent to which the critical science perspective has been implemented in family and consumer sciences (FCS) secondary programs was explored. An informal survey of state supervisors of FCS programs revealed that the critical science perspective of curriculum development is being implemented in slightly less than half (44%) of the…

Survey responses from 1,508 secondary students revealed their perceptions of family-and-consumer-sciences education. Many did not think it should be required, but thought the content was interesting and would help them in family life. (SK)

A survey of 309 family and consumer sciences teachers regarding attitudes toward pregnant teenagers and their male partners found that teachers were supportive of opportunities for them and against isolating them. Teachers did not differ on attitudes toward female and male sexual behavior. (Contains 23 references.) (JOW)

Family and consumer sciences teachers in Georgia (n=183) completed the Stages of Concern Questionnaire regarding implementation of national family and consumer sciences standards. Results showed 36.8% were at stage three, in which innovation is perceived as a threat. Interventions to address teacher concerns were recommended. (SK)

Responses from 71 parents, 147 education professionals, and 199 vocational administrators found general support for teaching the National Standards for Family and Consumer Sciences. More people thought content areas should be taught than believed they were being taught. (Includes commentary by Rosa S. Purcell.) (SK)