Suggests why clothing is a pertinent area of study and how to evaluate the relevance of clothing instruction. (SK)

Methods of modifying home economics classes, specifically fashion and clothing design courses, for special needs students are discussed. Discusses the team approach to problem solving, interagency linkage to internship, student involvement, changes to ready-to-wear clothes for special needs, and information resources. (CT)

A five-unit lesson plan is presented titled "Introduction to Careers in the Fashion Industry" which involved three sections of a ninth grade home economics class in an assembly line sewing experience in a clothing production factory. (JT)

To help counter the "throw-away society" the author says that home economists should include extending use of or recycling clothing in their classes or adult programs. She offers guidelines for altering garments, figuring costs, and determining what methods might be used. (MF)

Much of the stress on teachers and students during clothing construction laboratories can be eliminated by (1) appropriate planning, including selection of objectives, choice of projects, and well-defined grades; (2) classroom management, including organization of time, space, equipment, and students; and (3) alternation of demonstrations and…

Presents examples of ways information gathered in oral history interviews may be used to teach home economics concepts. Sample projects are described in the following areas: nutrition, clothing, housing, family life and human development, and household management. (CT)

Offers suggestions for home economics teachers to incorporate clothing selection in the home economics classroom, to help students establish personal values related to appropriate dress, to plan clothing purchases, and to learn about merchandise. (MF)

Consists of 12 articles that provide practical lesson and activity ideas for teaching about global issues in the context of home economics. Emphasis is placed on activities for World Food Day, school displays with a global approach, and outreach programs involving food, clothing, and books. (CH)

Demonstrates how home economics teachers can incorporate writing into daily lesson plans. Steps in the writing process (rehearsing, drafting, revising) are discussed and examples are presented for clothing, consumerism, parenting, nutrition, interior design, substance abuse, foods, time management, child development, and home economics. (CT)

A study was conducted to identify the essential living skills of males and females in the major roles of family member, individual, and employed person. Skills identified as most important dealt with finance, housing, clothing, feeding, transportation, physical aspects, social activites, and interaction of family members. (CT)