This study analyzed self-evaluations and the willingness to acquire some skills demanded of home economics teachers in order to investigate the ideal state of home economics teacher's education. Using a questionnaire, the study collected data from 272 active home economics teachers. Our findings are as follows ; The results suggested that there was not enough opportunities the professional development for the new teachers. Furthermore, the new teachers were in the difficult situation of creating a network among home economics teachers. The self-evaluations to acquire some skills demanded of home economics teachers were higher for the mid-career and veteran teachers than that for new teachers. The willingness to acquire some skills demanded of home economics teachers decreased with the years of experience. However, our results suggested that mid-career teachers became active in networking to utilize human resources and the opportunities offered by the network. From these results, it is suggested that there is a need to develop more active informal support system for new teachers.

View full abstract

This research aimed to investigate the influence of the new course of study in senior high schools, and to inspect about 20 years after switching to a co-educational home economics course (1994). The curriculum of 404 public senior high schools in 4 prefectures were investigated. In addition, the transition in the placement of home economics teachers over the 20 years period was analyzed. The following results were obtained. 1) With the implementation of the new course of study (2013), the ratio of those taking the required subject of home economics (2 credits) increased. However, in about 80% of the school curriculums, special home economics subjects were added as electives to the required subject of home economics. 2) The number of schools employing non-regular teachers instead of full-time teachers for home economics increased with the implementation of the new course of study. 3) Teacher recruitment at the time of switching to a co-educational home economics course (1994) has also influenced present teacher placement and study activities.

View full abstract

In Japan, high school students learn home economics as a compulsory subject. However, the required number of home economics credits has been reduced. Subject area of home economics is organized by the three compulsory elective subjects. In the present course of home economics one of the three subjects was reduced to 2 credits, whereas, in the past course, all of the three subjects gave 4 credits. This paper aims to examine the effects of home economics education on high school students' housework experience. Data were collected in 2009 by the Japan Education Longitudinal Study (JELS), and supported by the G-COE Program, Ochanomizu University. Questionnaires were obtained from 2,121 twelfth grade students living in the suburbs of Tokyo. The response rate was 92.6%. Favorite subjects, school record, study hours at home, the experience of part-time job, attendance in cram school, and the amount of housework were items included in the questionnaire. The relationship between home economics education and students' housework experience was examined using multiple regression analysis. Statistically significant relationship was found between students' learning home economics and the amount of their housework experience. Stated another way, students who like home economics were engaged in housework most frequently. In addition, significant relationship was found between the required credits of home economics and the amount of housework experience. To conclude, the learning of home economics is a strong predictor of high school students'participation in housework.

View full abstract

In this study, we incorporated a portion of the hands-on-learning exercises presented in the manual into a teacher certification training course to evaluate their effectiveness. Preliminary surveys revealed that many elementary school teachers did not have a concrete image of UD products and only had a superficial understanding of UD. In the post-program evaluation, it was found that a number of the teachers not only deepened their understanding of UD but, also, changed their outlook in various areas. Specifically, they developed an appreciation for the importance of people and things, recognized the need for assistance to achieve self-reliance in daily life, became aware of importance of realizing an equal society, and gained a deeper understanding of the essence of home economics.

View full abstract