Family and consumer sciences life skills: attainment by secondary school students

Abstract

This is to certify that the Doctoral dissertation of Robin Trimble White has met the dissertation requirements of Iowa State University Committee Committee ^Member Committee Member Commit Member aior Professor Ma^or Program ForKth raduate College Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. iii DEDICATION This dissertation is dedicated to my husband, Dennis, who faithfully traveled every step of this journey with me. He is an endless source of encouragement and blessing to me. His humor, insight, and reassuring presence kept events in perspective and made this trip worthwhile. Everyone should be so lucky to have such a supportive and loving person in their life. iv TABLE OF CONTENTS LIST OF TABLES iv

Development of Youth Leadership Life Skills of Texas Youth as San Antonio Livestock Exposition School Tour Guides

“…These researchers also found that the female FFA members participating in "this study significantly outscored their male counterparts on the YLLSDS section" (p. 23) of the questionnaire (Wingenbach & Kahler, 1997). White (1997) Townsend (1981), and refined by Townsend and Carter (1983). Rutherford, et al (2002) concluded that a positive relationship exists between FFA participants and self-perceptions of leadership.…”

Secondary school family and consumer sciences teachers' perceived importance of family and consumer sciences competencies

“…In a companion study to the author's, White (1997) studied health and consumer education and resource management showed no significant difference in mean scores between the two groups of students.…”

“…Since the research was completed, the National Standards for Family and Consumer Sciences Education (1998) Kellett (1989) states, "Inservice education holds the potential to be even more critical to the future of home economics education than Teacher's data from this study should be studied in relation to students' data of the parallel study by White (1997), as discussed in Chapters 2 and 4. This can provide insight into possible relationships between the teachers' perceptions of the curriculum competencies they teach with their students' perceptions of them and their perceived level of competency attainment.…”

“…The abridgment process began by carefully looking at similar competencies from the three states of Louisiana (Daniel & Stewart, 1984), Nebraska (Johnson, 1986), and Texas (Couch, Felstehausen, & Robinson, 1991). Three project researchers -simultaneously studying students of the teachers (White, 1997), this researcher studying teachers, and the faculty professor directing the research -made comparisons with the other three states' curricula and used professional judgment in abridging the 122 competencies. They believed that this would enable them to attain a more valid and higher response rate from both students and teachers.…”

“…were unable to complete the questionnaire. This same sample was also used by another researcher (White, 1997) who was simultaneously studying students of the teachers. There was a shared mailing of questionnaires, one to the teacher, the others to a sample of her students.…”