ERIC ED399468: A Guide to Curriculum Development in Family and Consumer Sciences Education.

127 Pages·1995·2.5 MB·English

by  ERIC

DOCUMENT RESUME
CE 072 624
ED 399 468
A Guide to Curriculum Development in Family and
TITLE
Consumer Sciences Education.
Connecticut State Board of Education, Hartford.
INSTITUTION
PUB DATE
95
NOTE
127p.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher) (052)
MF01/PC06 Plus Postage.
EDRS PRICE
*Consumer Education; *Course Content; Cultural
DESCRIPTORS
Pluralism; Curriculum Design; *Curriculum
Development; Diversity (Institutional); Experiential
Learning; *Family Life Education; Integrated
Curriculum; Multicultural Education; *Occupational
Home Economics; Program Development; Secondary
Education; *Sex Fairness; Tech Prep
ABSTRACT
This guide is designed to help educators develop a
comprehensive and integrated family and consumer sciences educational
program for all grades. Chapter 1 provides an overview of the family
and consumer sciences program in Connecticut. Chapter 2 describes the
various program elements local districts should consider when
reviewing, modifying, or developing program offerings, such as
program overview, program goals, core topic areas, integrative
components, and program structure. Chapter 3 describes a curriculum
development process that addresses factors influencing curriculum
development, recommended steps in the curriculum development process,
integration of Future Homemakers of America/Home Economics Related
Occupations into the curriculum, and current perspectives on teaching
and learning that affect curriculum development. Chapter 4 provides
guidance and tools to assist with the tasks of organizing program
topics and selecting student competencies at middle/junior and high
school levels. Chapter 5 focuses on integrating academics, offering
new planning structures such as tech prep and applied academics
programs, and providing experience-based learning initiatives.
Chapter 6 addresses promotion of gender equity and valuing and
affirming of diversity. Sample and example materials are provided
throughout the guide. The chapters list a total of 117 resources.
Appendixes include statewide educational goals for students and
performance measures and standards for applied education programs.
(YLB)
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Curriculum Development in
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BEST COPY AVAILABLE
State of Connecticut Board of Education
1995
2
State of Connecticut
John G. Rowland, Governor
State Board of Education
Craig E. Toensing, Chairperson
Beverly P. Greenberg, Vice Chairperson
Amparo Adib-Samii
Antonietta Boucher
Janet M. Finneran
Edythe J. Gaines
Michael Helfgott
Timothy J. McDonald
Allan B. Taylor
Andrew G. De Rocco (ex officio)
Commissioner of Higher Education
Theodore S. Sergi
Commissioner of Education
Benjamin Dixon
Deputy Commissioner of Education
3
A Guide to
Curriculum Development in
Family and Consumer Sciences
Education
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Photography by Mark Gaier
Editing of initial drafts by Rosemary O'Neill
5
Contents
Foreword
vii
Acknowledgments
Chapter 1 Overview
Family and Consumer Sciences Education
2
4
A History of the Profession
Trends, Statistics and Legislation
7
The Need for Education in Family and Consumer Sciences
13
Program Organization
Chapter 2
Program Overview
18
Program Goals
18
Core Topic Areas
18
20
Integrative Components
Program Structure
21
24
Special Consideration Programs
Curriculum Development
Chapter 3
Factors Influencing Curriculum Development
28
The Curriculum Development Process
28
FHA/HERO as an Integral Part of the Curriculum
33
Current Perspectives on Teaching and Learning
34
Program Topics and Student Competencies
Chapter 4
Organizing Program Topics
46
54
Core Topic Areas: Student Competencies
(continued)
6
111
Contents (continued)
Chapter 5
Integrating Academics and Technology
Applied Education: Integrating Academic and Vocational Education
72
Integrating Academics and Workplace Readiness Skills into the Curriculum
72
Tech Prep/Applied Academics Initiative
77
Chapter 6
Equity and Diversity
What is Gender Equity?
84
What is Diversity?
86
Working with a Diverse Student Population
95
Resources
101
Appendices
Appendix A
Statewide Educational Goals for Students
1991-1995
110
Appendix B
Performance Measures and Standards for Applied (Vocational)
112
Education Programs in Comprehensive High Schools
7
iv
Foreword
The State Board and State Department of Education share a strong commitment to improving the
quality of curriculum and instruction for all Connecticut students. A Guide to Curriculum Devel-
opment in Family and Consumer Sciences Education is an example of that commitment. Crafted
by a team of state and local educators and reviewed by representatives of associated businesses
and industries, this guide is designed to provide local school districts with a fundamental instruc-
tional base upon which to build their own curriculum.
The family and consumer sciences curriculum is based on the relationship between work and
family. It focuses on the complex problems that families face today, and aims to help young men
and women become fully functioning adults, citizens, wage earners and family members. Based
on the premise that students need to understand their roles and responsibilities, acquire critical
thinking skills and have a solid mathematics, communications and science foundation, the family
and consumer sciences curriculum integrates the following: applied academic and problem-
solving skills, an understanding of the workplace, technological literacy and competency-based
experiential learning. By developing occupational and personal management skills and making
academics more relevant through practical experience, the family and consumer sciences curricu-
lum will give students the skills, attitudes and applications they need, whether they choose to go
on to higher education or directly to the workplace.
The family and consumer sciences program, in conjunction with planned and ongoing career
guidance and counseling, gives students the opportunity to explore a variety of related careers and
enables them to make informed decisions about their future education, training and employment.
It is a component of Connecticut's school-to-career system, which is designed to prepare students
for their roles in society and their positions in a global marketplace. The core elements of the
school-based learning, work-based learning and connecting activities
school-to-career system
focus on eight career clusters, each representing a wide range of occupations. A Guide to
Curriculum Development in Family and Consumer Sciences Education provides instructional
units in three clusters: government, education and human services; retail, tourism and entrepre-
neurship; and health and bioscience.
The world our students are preparing to enter is becoming more complex and competitive, its
technologies more sophisticated and its expectations of workers more demanding. This curricu-
lum guide is designed to assist Connecticut educators as they prepare students for the demands of
the workplace as well as the challenges they will face as individuals, consumers and family mem-
bers. It is our intention that the guide provide a framework for local educators as they revise,
enhance or produce new curriculums. We hope that by working together, we can build a solid
bridge between school, career and adult responsibility for all of Connecticut's children.
Theodore S. Sergi
Commissioner of Education
8
Acknowledgments
The evolution of curriculum is a continuing process. Much of the information contained in this
edition of A Guide to Curriculum Development in Family and Consumer Sciences Education is
new and reflects changes that have taken place in the last few years. The Connecticut State
Department of Education is indebted to the Family and Consumer Sciences Education Focus
Group, the writers and those who commented on the drafts.
Without the help and concern of these outstanding educators and mentors, this guide would not
haVe been possible. To all of these individuals, a heartfelt thank-you. While many individuals
have contributed to this guide, special thanks go to the following groups:
Curriculum Committee
Janet Black, Henry James School, Simsbury
Anita Ferron, Daniel Hand High School, Madison
Carol King, Bedford Middle School, Westport
Janet Sell, Brien McMahon High School, Norwalk
Ruth Bortolan, Timothy Edwards Middle School, South Windsor
Rhoda Jennings, John F. Kennedy Junior High School, Southington
Shirley Randazzo, East Windsor Junior/Senior High School
Carolyn Sepe, West Hill High School, Stamford
Judy Costa, Lyman Hall High School, Wallingford
Peggy Kennedy, Guilford High School
Wendy Scott, Bolton High School
Janice Uerz, Illing Junior High School, Manchester
Subcommittees
Child-Care Services
Louise DiNino, New Britain High School
Camille Baston, Maloney High School, Meriden
Rachel Bird, Fairfield High School
Janet Sell, Brien McMahon High School, Norwalk
Foodservice Management
Janice Sullivan, Southington High School
Thomas Sentino, Simsbury High School
Andrew Candido, Lyman Hall High School, Wallingford
Fashion and Textile Production and Services
Becky Person, Manchester High School
Judy Scinto, East Haven High School
(continued)
Acknowledgments (continued)
Subcommittees (continued)
Equity, Diversity and Diverse Student Populations
Martin Espinola, Newington High School
Christine Holmes, Broadview Middle School, Danbury
Diana Zilahy, East Hartford Public Schools
John Goekler, Allgrove School, East Granby
Patricia Roszko, Joel Barlow High School, Redding
Joseph L. Petrone, Connecticut State Department of Education
Gregory C. Kane, Connecticut State Department of Education
Agnes Quinones, Connecticut State Department of Education
Nancy M. Cappello, Connecticut State Department of Education
Editing, Design and Production
Margaret Duffy, writing assistance, consultation and manuscript preparation
Donald G. Goranson, Jr., photo editing and photo layout
Marsha J. Howland, editor
Elizabeth Speno, design and layout
Angela West, word processing
The fine efforts of all those named here, and of all those whose
names could not be included,
contributed to the development of a curriculum guide that will help Connecticut educators
re-
spond to the impetus for educational change. Those who played
a special role in this process
include the teachers and administrators who participated in six in-service sessions held during
1994-95 focusing on a working draft of this publication. By using
some of the information in the
draft and providing feedback on it, these educators played an especially active role in improving
the content of this curriculum guide. All of us must
now follow their lead and actively create and
implement family and consumer sciences education curriculum that will effectively
serve the
needs of all Connecticut students.
Jo Ann G. Hoff, Consultant
Family and Consumer Sciences Education
19
viii