Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum

Abstract

The purpose of this study was to determine the extent that the Georgia Quality Core Curriculum (QCC) employability standards were included in the family and consumer sciences (FCS) curriculum. The 149 middle school teachers in this study were asked to indicate on a 4-point Likert type scale whether they considered each of the 25 employability standards to be a major objective, an important objective, an incidental objective, or not an objective in their teaching. Results showed that 16% of the 25 employability standards were identified as a major objective in their teaching by a majority of the participants whereas, 64% of the 25 employability standards were identified as important objectives in their teaching by a majority of the respondents. When teacher groups were compared based on years of teaching experiences and the seven topics of the employability standards, there were no significant differences found between teacher groups on any of the seven topics.Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002Reform, , 2005Reform, , 2006 North Carolina State Board of Education, 2004; Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According to Lounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately. Family and consumer sciences programs are an important part of the middle school movement. Family and consumer sciences in the middle school focuses on helping students develop self-responsibility and competence dealing with the practical problems of early adolescence (Ohio State Department of Education, 2003). Family and consumer sciences classes in middle school provide the broad foundation to prepare students for their multiple roles wi...

Pengembangan Model Pembelajaran Program Produktif SMK Untuk Membentuk Karakter Kewirausahaan Lulusan

“…Dengan demikian, faktor kurikulum menjadi hal penting dalam pengembangan pembelajaran untuk membentuk kemampuan kerja, dan karir lulusan. Seperti dijelaskan Smith (2007), pembentukan kemampuan kerja dan karir lulusan harus didesain dalam kurikulum sekolah. Sejalan dengan ini, maka pengembangan materi, metode, dan penilaian dalam pembelajaran program produktif akan memperkuat pengembangan kemampuan kerja dan karir lulusan.…”