A Study Investigating How Concepts Associated with Eating Disorders Are Addressed in a Preventative Context in the Home Economics Classroom.

Autor/inn/en	Jones, Karen H.; Nagel, K. L.
Titel	A Study Investigating How Concepts Associated with Eating Disorders Are Addressed in a Preventative Context in the Home Economics Classroom.
Quelle	(1991), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Development; Anorexia Nervosa; Bulimia; Course Content; Eating Habits; Educational Attainment; Females; High Schools; Home Economics Education; Home Economics Teachers; Nutrition; Physical Health; Self Esteem; Stress Management; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Bulimie; Kursprogramm; Ernährungsgewohnheit; Essgewohnheit; Bildungsabschluss; Bildungsgut; Weibliches Geschlecht; High school; Oberschule; Hauswirtschaftsunterricht; Ernährung; Gesundheitszustand; Self-esteem; Selbstaufmerksamkeit; Stressmanagement; Stressbewältigung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study was designed to determine the following: (1) if concepts associated with eating disorders are being addressed in home economics courses; (2) through what context the concepts are presented; and (3) if the following variables affect whether, with which emphasis, and in what context the teacher presents concepts--having previous personal and/or academic experiences, the number of years of teaching experience, and teacher's level of educational attainment. From a stratified random sample of 368 home economics teachers, 266 completed a questionnaire containing demographic information and eating disorder concepts. Most teachers included these topics in their classroom teaching. Having previous personal and/or academic experiences increased the likelihood that a teacher would address the concepts with greater emphasis as well as increased the ability to recognize a student with an eating disorder. The variable most likely to affect variety in context of presentation was previous academic experience. Teacher's level of educational attainment had no effect on emphasis or context of concept presentation. (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC