Reading Instructional Practices of New York State Home Economics Teachers

Datos Bibliográficos

ID6062012
AutoresRosalie D Travers (Queens College, CUNY, autor de correspondencia), Judith A Gilbride (New York University)
Año1997
Volumen25
Número3
Páginas316-333
Fecha de publicación1997-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFamily and Consumer Sciences Research Journal (JOURNAL)
Identificadores de la revistaISSN: 1077-727X • E-ISSN: 1552-3934
EditorialWiley (PUBLISHER • GB)
DOI10.1177/1077727x970253005
OpenAlexW2060590641
IdiomaEN
Referencias citadas7

The goal of this study was to survey and analyze the classroom‐reading instructional practices of New York State home economics teachers. The instrument, a list of 14 reading strategies and a 5‐point usage scale, was mailed to a random sample of 400 middle school and 400 high school teachers. Frequencies and percentages were computed for 4 content areas: food and nutrition, clothing and textiles, human development, and careers and entrepreneurship. Teachers reported using several reading strategies regularly, including showing how to follow directions; providing questions to be answered; and discussing vocabulary, similarities and differences of ideas in a passage, different interpretations of what was read, and separating fact from opinion. Chisquares, computed for differences between middle school and high school teachers' reported usage, were statistically significant for 1 strategy in food and nutrition (p < .05), 4 in clothing and textiles (p < .001 to < .05), and 7 in human development (p < .001 to < .05

Clothing · Family and consumer science · Geography · Healthy food · Linguistics · Mathematics education · Medical education · Pedagogy · Point of sale · Political science · Vocabulary · Computer Science · Diverse Education Studies and Reforms · Education, Sociology, Communication Studies · Impact of Technology on Adolescents · Mathematics · Medicine · Psychology · Food Science