Family And Consumer Sciences Curriculum Analysis

plan for, monitor and reflect on their professional development. Learners will then be able to investigate and

Advancing Basic Academic Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Many of the students, including the author either are interested in teaching or are already in teaching positons. While reviewing the other DHSc programs, the author noted that ATSU offers an additional teaching certification, Fundamentals in Education. ATSU also offers two other certifications, Leadership and Organizational Behavior and a Global Health certification. These courses consist of 12 credit hours of study and would be a welcome addition to the NSU program. This student is considering taking the education certification offered by ATSU next year.

It is important to recognize the fact that the parents who opt out of consumer culture are their own minority. Thus the child of such parents becomes part of their own social minority as

Dailey and Ellin quote Levine by saying, “‘The idea is to fight obesity and not obese people’”(579). By learning to cook nutritional meals, students will have the tools neccessary to fight the disease that is plaguing their country. To show that households have lost their way of food preparation, Pollan recalls a conversation with Harry Baltzer: “‘Not going to happen,’ he told me. ‘Why? Because we’re basically cheap and lazy. And besides, the skills are already lost. Who is going to the next generation to cook? I don’t see it’”(584). Schools are designed to supply students with the knowledge to thrive. Therefore, they should include information on culinary arts because it will help reestablish the ideals once thought to be traditional. Likewise, Beebe and Thompson state, “By changing our children’s environment so they have access to healthy foods and physical activity, we improve the opportunity for all members of a community to improve their health”(1). Their statement reinforces the idea that students who learn healthy recipes in school are more likely to lead a healthy

Prior to enrolling in American Families at The University of Mount Union, I had a predisposition to what I perceived a perfect family looked like. I envisioned a nuclear family with parents who are madly in love and children who thrive from tremendous emotional support. After weeks of studying the topic of American families more in depth in and outside of the classroom, my perception has changed. I have learned the important concept that every family is a unique, diverse unit. The service-learning project provided me with the opportunity to apply many topics discussed in class, such as family structure, communication patterns, and the Symbolic Interaction Theory to a real American family.

The Partnership Resource Center offers a wide range of resources to support the implementation of college and career ready standards. This tool helps teachers and parents determine if their student or child is acquiring the skills and knowledge needed to move to the next grade level and assesses students to ensure they are on track to graduate, ready for college and careers. There are four main sections of the website that include the library, instructional tools, assessment, professional learning with different functions and resources under each section. The library contains a variety of resources that includes videos, links, documents,

Consumerism and Identity The reading Consumption as Care and Belonging: Economies of Dignity in Children’s Daily Lives by Allison J. Pugh was quite interesting to me as I believe it touched upon the daily struggles of not just the parents but also the children when it comes to dealing with consumerism and identity. After extensive research with children and their parents in the economically segregated areas of Oakland, California, Pugh displays how parents and their children are affected by the attraction of consumer culture. Pugh talks about the diverse decisions that parents need to make in order the accommodate the needs of their children.

Offer early college high school or dual or concurrent enrollment programs or courses designed to help ELs achieve success in postsecondary

In the new age of cell phones and jam-packed schedules, many families find it difficult to sit down for family meals together. In the article “Teens Get Extra Helping of Emotional Welfare at Frequent Family Dinners” we are taught that adolescents, as they grow older, are becoming less likely to eat a meal with their family. There could be many reasons that teens are not spending this time with their families. The three main reasons why some families don’t have more family meals together are the children’s extracurricular activities, fast food outings, and the parents’ work schedule.

The majority of high schools in America offer some sort of “Home Economics” course as an optional elective class, and although these classes may be very beneficial to the students’ adult development, there are still no reported cases of a mandatory, fully in-depth Home-Living course that is required for all students attending a high school. Some might ask why the course is Home-Living instead of Home Economics, and the answer to that is because the Home-Living course will exclude the previously covered information in the mandatory Financial Literacy course in order to focus strictly on the skills that are required to prosper in a healthy life. The priorities of the course should be proper education on nutrition and cooking, appliance operation, and shelter maintenance. Further explanation on nutrition and cooking should be emphasized in order to bring complete awareness of the harmful effects of obesity among young adults to ensure safe, healthy eating (qrcodestickers.org). Physical appliance operation should also be available in each Home-Living course in order to allow students to directly learn how to properly use potentially dangerous equipment such as an oven and stove, clothing iron, or sewing machine. Lessons on shelter maintenance will also influence safety for

The Utah Schools for the Blind consider the Expanded Core Curriculum (ECC) as part of the daily studies for students with vision impairments, however, they do not consider it to be an intensive need of the students, and therefore do not give adequate instruction to students.

The Professional Education Unit (PEU) at Miles College prepares candidates, at the initial level, in ten Alabama State Department of Education approved program of study areas. The unit programs of study are: Biology Education, Chemistry/Chemistry Education, Early Childhood Education, Elementary Education, English Language Arts Education, General Science Education, History/Social Science Education, Mathematics/Mathematics Education, Music/Music Education (Choral), and Music/Music Education (Instrumental). The assessment data included in the unit’s self-study states that candidates preparing to work in schools, know and demonstrate content knowledge, pedagogical skills and professional dispositions needed to be facilitators of learning for all students in P-12 schools (IR, p. 3).

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

Family and Consumer Sciences Education has tremendously evolved since its beginning roots with Ellen Swallow Richards. FCS has obtained a new role within public schools and the community, far different than it was before. What was previously seen as the classes for "women" is now a requirement for high school graduation plans. The positive societal views of Family and Consumer Sciences is increasing the development as well as furthering the program. The following analyzes and examines the Family and Consumer Sciences curriculum that is currently being implemented in Texas public schools.