Family and Consumer Sciences. A Maryland Curricular Framework.

Institution	Maryland State Dept. of Education, Baltimore. Div. of Career Technology and Adult Learning.
Titel	Family and Consumer Sciences. A Maryland Curricular Framework.
Quelle	(1996), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Competence; Competency Based Education; Consumer Education; Curriculum Development; Educational Assessment; Educational Philosophy; Evaluation Methods; Family Life Education; Home Economics; Secondary Education; State Curriculum Guides; Student Evaluation; Maryland + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Konsumerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; assessment; Bewertungssystem; Bildungsphilosophie; Erziehungsphilosophie; Family education; Education within the family; Familienerziehung; Hauswirtschaft; Hauswirtschaftslehre; Sekundarbereich; Rahmenlehrplan; Schulnote; Studentische Bewertung
Abstract	This curricular framework is designed to assist administrators and teachers in planning, developing, and implementing family and consumer sciences programs in Maryland. It provides a philosophical foundation and a broad outline from which educators may construct comprehensive family and consumer sciences programs. The materials will aid local school systems in planning local curricula, developing a local philosophy, defining a local scope and sequence, evaluating the extent to which the goals and subgoals are contained in current curricular offerings, and identifying needed curricular content and instructional strategies. The document is organized into seven sections: (1) philosophy--definition of the nature of family and consumer sciences education and description of its relationship to society, the learner, and the school curriculum; (2) family and consumer sciences learner outcomes; (3) goals and subgoals (broad statements of desired outcomes, derived from the philosophy); (4) expectancies (statements that specify the expected behaviors within each subgoal); (5) illustrative objectives; (6) curriculum development and assessment (how to develop and use goals, subgoals, and expectancies in the preparation of family and consumer sciences instructional units, scopes, and sequences); and (7) authentic instructional assessments. Three appendixes include a glossary of 28 terms, sample authentic instructional assessments, and sample course descriptions. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC