Homemakers' food behavior practices and diet scores were compared at entrance to the Expanded Food and Nutrition Education Program, at graduation whenever their diets met the minimum daily nutritional requirements level, and one year following graduation. Program factors studied were type of teaching method and frequency of visits of teachers. Characteris tics of subjects studied were place of residence, educational level, age of homemaker, and age of children. The population included 225 homemakers. Food behavior practices and diet scores were maintained for all subjects after graduation. No differences occurred between entrance and graduation for subjects taught by the group method, for farm subjects, or for subjects having children in one particular age category.
Education, in settings with globalized migrant populations, does not automatically lead to peace: for instance, Othering narratives (in interpersonal interaction or curriculum texts) may exacerbate destructive social conflict when uncontested. Paradoxically, in pedagogies that do invite discussion of conflicting viewpoints, marginalized students may be reluctant to voice divergent perspectives, or may be treated disrespectfully. We probed this puzzle through an exploratory quantitative and qualitative survey of how 68 novice teachers approached conflict and ethnocultural diversity in their classrooms. Most expressed some confidence in their capacities to address conflict, though many reported feeling alone, intimidated, or unwilling to engage students in constructive conflict talk. Several emphasized that responding to students' diversities was an important part of their conflict management, while others said they treated all students the same way. Most said they needed more education and support in order to address conflict educatively in their classrooms. How do novice teachers address (or ignore) conflicts and differences with and among diverse students? How might these approaches to conflict shape implicit and explicit learning opportunities? How might various kinds of conflict dialogue in classrooms help to build (or impede) positive peace, for diverse students in particular? We probed these questions with an exploratory survey of 35 pre-service teacher candidates and 33 first-year teachers trained in the Greater Toronto Area. Most of these diverse novice teachers were teaching in culturally diverse urban settings; however, some of these settings were relatively comfortable while others were resource-deprived, which evidently influenced the conflict cultures of their classrooms. Study participants' perceptions of ethnocultural diversity and the role of the teacher in conflict education informed the choices they made in addressing classroom conflict-and were informed by their initial teacher education experiences-in contrasting ways. Many understood conflict as primarily a discipline problem, for which some disproportionately blamed their lowest status students. Few reported intentionally introducing or guiding dialogue about conflict, such as questions of social
Contributions ofteacher efficacy and past experiences to global education attitudes and practices of 78female Florida home economics teachers were studied. Teacher efficacy included twofacets: teaching efficacy as outcome expectancies and personal teaching efficacy as self‐efficacy expectations. Teacher efficacy was assessed in relation to expectations associated with teaching students about other cultural or ethnic groups. Past experiences referred to teachers' age, educational level, length of teaching in home economics, travel experiences to other world regions, and cumulative time spent outside the United States. Regression analyses revealed teaching efficacy to be the only significant predictor of teachers' global education attitudes, whereas personal teaching efficacy wasfound to be the only significant predictor of their global education practices. The overall modelsfor both ofthese analyses were significant. Findings were discussed on the basis of Bandura's self‐efficacy theory relative to the importance of aspects of teacher efficacy and past experiences in determining behavior.
Acknowlengments: The authors wish to thank the AARP Andrus Foundation for funding the project and Dr. Ronald Polland for his assistance with the statistical design and analysis of the research.Hypothermia can be a serious threat to the elderly, even in the relatively warm climates found in the southeastern part of the United States. The objectives of this paper were to report initial efforts to examine the use of clothing and bedding items by the elderly, to relate usage to selected demographic variables, and to provide a baseline for future research. Data were collected by interviewing 381 subjects, sixty-five years of age and older, who were participants in home-delivered and congregate meal site programs across north Florida. Data were analyzed by means of descriptive statistics and by chi square and cluster analyses. Respondents reported using a wide variety of textile items to keep warm inside their homes in the winter. Six variables (sex, race, education, income, age, and type of meal program) were significantly related to selected patterns of textile use; all but education were related to the perceived textile needs of the respondents. Even though few subjects understood the dangers of hypothermia, those at the lowest income and educational levels appeared to have more characteristics that might make them susceptible to hypothermia than other groups. Additional research, improved educational programs, increased clothing use, and continuation of public service programs could help prevent the occurrence of accidental hypothermia among the elderly.can be related to the natural aging process or to infections, specific types of diseases, malnutrition, alcoholism, medications, and/or visual and mental impairment (Collins,
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