English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purposes of this study were to: (1) provide baseline information about the practices and attitudes of family and consumer sciences secondary school teachers regarding the integration of language arts skill development into family and consumer sciences curriculum, (2) identify variables that influence family and consumer sciences secondary school teachers' practices of integrating language arts skill development into their teaching, and (3) describe relationships among these variables. The innovation theory formed the conceptual framework for the study. A sample of 192 teachers was randomly drawn from a population of 520 secondary school family and consumer sciences teachers. Data were obtained using a mail survey from 135 teachers who responded (response rate was 72%). Data were analyzed using SPSS Version 4.0 and LISREL Version 7.0. Analysis included descriptive statistics, correlational statistics, and path analysis. Teachers had positive attitudes towards integration of language skill development into family and consumer sciences curriculum although they practiced integration to a limited extent. Language arts skill development was especially limited. Scheduling and lack of planning time were perceived as major barriers to subject integration: the support system was positive and resources were not perceived to be major limitations. Level of education and previous subject integration experience emerged as major background characteristics indirectly affecting language arts skill development practices. All the variables in the path model influenced language arts skill development practices indirectly through general integration practices indicating that teachers need to have knowledge about integration methodology for effective practice of integration. Implications of this study are that subject integration is approached best as a school improvement effort because it involves many aspects that are beyond the teacher's control. An environment that encourages teacher collaboration and provides support for curriculum integration is important. Implications for family and consumer sciences teacher education are that pre-service teachers should be educated on the use of integrative approaches in teaching. Teacher educators should use integrative approaches in their teaching to provide a model for teachers and to reinforce the integrative nature of the field of family and consumer sciences.

Integration of language arts skill development into secondary school family and consumer sciences curriculum: a causal model for predicting teacher practices