In Kyoto Prefecture in 1970s, teachers of home economics education in high school initiated coeducational home economics education. This is how the current coeducational home economics began, although the government at the time provided the home economics education only for girls. This paper aimed to explain the reasons why the teachers worked toward the coeducation of home economics and situations that enabled them to do so. The former teachers who had practiced coeducational home economics were interviewed and their life histories were collectively analyzed from the viewpoints of "personal time," "social time," and "historical time.". Results were as follows. 1. The teachers opposed to an education that emphasized on good wives and wise mothers, which they learned in prewar days, and they hoped to realize the gender equity of education and society. 2. The teachers questioned about the contents of home economics textbooks which diverged from the actual conditions of students' daily lives. 3. The teachers autonomously formed the study group to learn about the idea and contents of home economics education, by implementing the discussions of annual education meetings of the JAPAN TEACHER'S UNION. The government of Kyoto Prefecture supported their various activities.

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The purpose of this paper is to clarify how the position of teachers influences students when teaching dietary life education. "Teachers' positionality" refers to the way in which the presence of teachers or their roles and functions in the process of education are positioned by students or others. This study utilized discourse analysis which was derived from Jon Davison's theory (2000). I analyzed the following three positions of discourses between teachers and students; (1) the ways that teachers use their power over students, (2) teachers' interactive skills and (3) the ways of teaching their knowledge. The teachers used a strategy of appreciating students' dialogues in class through a perspective of rhetoric and meta knowledge.

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The purpose of this phenomenological study was to understand the lived experiences of Japanese family and consumer sciences teachers and to gain essential themes of family education. The research question of this study was: What is the meaning of teaching family and family life for the teachers? This research question is significant because understanding the meaning of teaching experiences is expected to have practical implications. The participants of this study were five senior high school teachers. Their interviews began with the primary question, "Think about a specific time and space when you teach the family and family life area in the classroom. Would you tell me your experiences in concrete terms as much as possible so that I can get an image of the scene?" Subsequent questions depended on the flow of the conversation. Descriptive phenomenological methodology was utilized to gain essential themes. I identified three essential themes in their lived experiences: (a) teaching with the aim of giving superficial knowledge, (b) teaching while seeking an agreement between real feelings and learning contexts, and (c) teaching with a fear of, and concern about ethical problems. Participants' descriptions were integrated to present and elucidate in order to show the appropriateness of the themes.

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The purpose of this study is to explore evaluation methods of consumer education in home economics. The lessons were designed for 115 2nd grade female students in a junior high school. The contents of the lessons included students' decision making about consumer behavior when purchasing a shampoo. We evaluated students' ability to choose goods after these lessons. Students participated in workshops and group discussions to talk about consumer behavior when they selected a shampoo. At the beginning and the end of a series of these lessons, students wrote the chart about their decision making processes in selecting a shampoo. After these lessons, students wrote their opinions about what they wanted to do when they selected a shampoo. The opinions and the two charts were compared and analyzed by considering sustainable consumer environment. Most of students wrote that it was important to think about environmental issues when they purchased shampoos. Students, however, did not pay attention to refill the shampoo in a returnable container. There was a gap between students' opinions and the concrete decision making in their consumer behaviors. The self-evaluation of the students who had critical perspectives toward their former decision making tended to report low scores compared to the students who did not engage in greater level of self-reflection. The results suggested that teachers should not trust only written findings of students' opinions after the lessons. Teachers must be aware of the meta-cognition of the students' learning processes.

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The purpose of this study is to investigate the effects of production planning notes. The results are as follows: 1) The effects of production planning notes on the production time and the improvement of the skills are not found. 2) Production planning notes are effective for students' understanding of production and autonomous production study. 3) The production planning notes can stimulate students' interest thus it is worthwhile to conduct production study for students.

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