期刊名称：Journal of Family and Consumer Sciences Education
印刷版ISSN：1938-5919
电子版ISSN：1938-5927
出版年度：2008
卷号：26
期号：standards3
出版社：National Association of Teacher Educators for Family and Consumer Sciences
摘要：Curriculum development and implementation are important components of a teacher’s responsibilities (Danielson, 1996). It is essential that family and consumer sciences (FCS) teachers are able to develop and implement issues-based curriculum in order to meet the needs of individuals, families, and communities today. This is further expressed in Standard 5 of the National Standards for Teachers of Family and Consumer Sciences which states that beginning teachers of family and consumer sciences should be able to “Develop, justify, and implement curricula that address perennial and evolving family, career, and community issues; reflect the integrative nature of family and consumer sciences; and integrate core academic areas” (National Association of Teacher Educators for Family and Consumer Sciences [NATEFACS], 2004).
The purpose of this paper is to examine the meaning of Standard 5, Curriculum Development, for family and consumer sciences teachers. More specifically this paper includes an overview of the meaning of curriculum and examination of FCS curriculum from empirical-rational and critical science-based perspectives. In addition, strategies to develop, justify, and implement FCS curriculum will be identified.
