Interior Design Standards in the Secondary FCS Curriculum

By Katz, Shana H.; Smith, Bettye P. | Journal of Family and Consumer Sciences, November 2006 | Go to article overview

Interior Design Standards in the Secondary FCS Curriculum


Katz, Shana H., Smith, Bettye P., Journal of Family and Consumer Sciences


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.

Procedure

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. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Interior Design Standards in the Secondary FCS Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.