Academic journal article Journal of Family and Consumer Sciences

Interior Design Standards in the Secondary FCS Curriculum

Academic journal article Journal of Family and Consumer Sciences

Interior Design Standards in the Secondary FCS Curriculum

Article excerpt

Since national standards in family and consumer sciences (FCS) were published in 1998, educators have been attentive to research concerning their use and implementation. During the unveiling of the national standards, state teams created concrete plans to implement the standards (Handy, 2004; Wild, 2000). State administrators of FCS implement national standards to improve existing curriculum and aid in developing new curriculum (Reichelt, 2002). Implementation of national standards often requires alignment of curriculum (Kister, 1997) and integration with state guidelines and models (Arendt, Boggs, & Glasscock, 2000). Therefore, implementing the national standards into existing curricula can be challenging.

The FCS national standards have been an impetus for curricular renewal- review, revision, and development-in some states (Chase & Emmel, 2003; DeBates & Nussbaumer, 2005; Lee, 2002). Curricular renewal was undertaken in Georgia within a 4-year window to examine and revise curriculum to more closely reflect today's workforce (Georgia Department of Education [GADOE], 2005). For FCS a different subject area was examined and revised each year using the national standards to create statewide curriculum frameworks. The interior design curriculum was updated in 2004-2005. Housing, Interiors and Furnishing, standard 11.0 in the standards document, is characterized by a comprehensive standard (integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings) and eight content standards that are more specific (National Association, 1998).

In Georgia, each county is responsible for developing its curriculum from the state's curriculum frameworks. Therefore, two secondary FCS teachers in a large metropolitan county were commissioned to plan the interior design curriculum for their county. Each Interior Design course was organized into units of instruction and content standards. A standard details what students should learn and be able to do upon completion of a course. Although the interior design curriculum was planned by two FCS teachers, input from the other teachers in the county was sought via an informal survey to determine the importance of each content standard. The survey included the content standards for two introductory courses: Introduction to Interior Design and Interior Design Fundamentals. Content standards 11.1 through 11.4 are implemented in the introductory courses. This study assessed the importance FCS teachers placed on content standards in the interior design curriculum to help determine the amount of time and emphasis to place on the units within the courses. If necessary, teachers who developed the interior design curriculum will review and revise the scope and sequence to reflect the importance expressed by the surveyed teachers.


Electronic addresses of the high school teachers in the metropolitan county were obtained from the county directory. A cover letter and questionnaire were sent electronically. One week was allowed for return of the questionnaire via electronic mail; 44%, or 11, of the 25 teachers responded. The teachers who developed the curriculum were not included in the survey.

Part one of the questionnaire consisted of the performance standards (156 in 9 units of instruction) in Introduction to Interior Design and Interior Design Fundamentals. Participants were to indicate the extent to which they thought the performance standards were important with indicators of: not important = 1; somewhat important = 2; important = 3; and extremely important = 4. Findings are reported as means and standard deviations. Mean ratings of 1.0 to 1.75 represent not important; 1.76 to 2.49 somewhat important; 2.50 to 3.25 important; and 3.26 to 4.00 extremely important.

New Discoveries

Teachers reported teaching Interior Design at their schools. …

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