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)

To improve the viability of family-and-consumer-sciences programs, they should be contemporary and future oriented; teachers should let others know what they are accomplishing and enlist school administrators, parents, and community leaders as allies. Teachers should ensure that school boards have information about local programs. (SK)

In the Mid-Atlantic region, 21 college educators and 30 retailers identified problems with internship programs, including ambivalent support from academic institutions and loose organizational structure. They recommended better site identification, more faculty involvement, and improved supervision. (SK)

Content analysis of 64 college clothing-and-textiles programs found only four courses required by at least 50%: basic construction, costume history, textiles, and social/cultural/psychological aspects of clothing. These courses may constitute a core curriculum for the program area. (SK)

In a fashion illustration course, 24 students were taught using expository methods and 28 with experiential methods. Each method involved 20 lessons over eight weeks. Pre/posttest results indicated that both methods were equally effective in improving scores. (SK)

Data from 1,548 Women, Infants, Children clients showed that 93% found nutrition education valuable. A process-oriented evaluation of 494 clients using a skills inventory, and 513 using self-efficacy measures, identified topics they knew most and least about. Clients in facilitated discussion groups scored highest in self-efficacy compared with…

Family-and-consumer-sciences students worked with community agencies and residents to prepare an exhibit of family photographs. The project supported development of students' cross-cultural competence and professional skills. (SK)

Analysis of documents from 19 college home economics/family and consumer sciences programs demonstrated the evolution of health core curriculum from emphasis on sanitation, nutrition, and food preparation to hospital-related health care. Today's emphasis on health care costs and wellness has shifted emphasis to home health care and prevention. (SK)

Parents of 27 preschoolers completed pretests and 14 completed posttests assessing nutrition knowledge, food purchases, and children's food intake. Children who received snacks and soybean-related instruction found both soy and nonsoy snacks acceptable, compared to those who did not receive instruction. Home eating habits did not change. (SK)

Vitamin and mineral supplements were taken by 67% of 88 women and 52% of 88 men surveyed. Reasons included disease prevention and inadequate diet. Women took calcium and iron more frequently. Those who did not take them cited adequate diet and expense. Influence of advertising on supplement use was a concern. (SK)

Outlines evaluative questions about technology use in education in the following categories: summative questions about results; whether the investment helps disadvantaged students; how technology use affects total costs and costs per student; and whether technology improves practice. (SK)

A survey of 205 family and consumer-sciences majors showed that 68% have access to computers; 58% of those with computers felt their skills were good to excellent; computer attitudes (confidence, ease, enjoyment) were related to self-reported skill levels; and 62.9% were interested in taking a Web-based course. (SK)

Suggests that technology tends to be more attractive to males and that females who do not take leadership development in technological skills will have limited employment opportunities. Presents middle school and high school educational objectives and strategies for developing leadership and technology skills for more equitable work and home…

Describes staff development for more than 300 child-care providers delivered by videoconferences. Makes recommendations: create meaningful learning environments, balance technical and human factors, create options for interaction, have clearly defined objectives, and have contingency plans in case of technical difficulties. (SK)

Describes a content analysis of sexually explicit Internet material at three times (1995, 1996, and 1998), which found that material became more explicit between 1995 and 1996 but declined somewhat between 1996 and 1998 and that these sites had no barriers to access. Addresses implications for family-life educators. (SK)