Explore the vast range of titles available.

Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing, touch, smell, and taste) of students enrolled in online classes. Special attention is paid to respecting the FCS experiential learning philosophy in an online learning environment.

In this paper, it is proposed that historically positive meanings regarding the concept of a vocation be given serious consideration in the practical role of vocational education. The history of vocation as a spiritual calling to manifest personal gifts and to contribute to the common good is discussed. Modern interpretations concerning the spiritual quest for meaning in work both for the self and in relation to others are provided. The benefits of a vocation are briefly described and contrasted with difficulties in actualizing a sense of vocation under current conditions of work and society. Finally, in view of the analysis of the idea of vocation, suggestions for the future of vocational education are provided.  

Implementation of family life education (FLE) can positively influence individual and family well-being by helping families to help themselves. However, because the nature of FLE is not widely understood, a comprehensive model highlighting and integrating fundamentals of the practice is needed. The foundations of family life education model (FFLE) is a visual illustration that incorporatesfoundational principles of FLE with changes in culture, context, content, practice, and family well-being across time. In addition to the visual representation of core concepts defining FLE and their relationship with each other, the model provides a unique conceptualization by reframing the frequently referenced 10 content areas as concepts within the content, context, and practice of the field. The creation of a graphic identity for the practice of FLE can offer greater clarity and understanding regarding the nature of FLE, thereby increasing opportunities for implementation and best practices.

Translational family science lies at the intersection of family research and the practice of family life education (FLE). Discussion of the foundational principles of FLE (education, prevention, strengths-based, and research and theory-based) and its key components (culture, context, content, and practice) provide a framework for considering the reciprocal relationship between family science and family life education in the context of translational family science. Further discussion is provided regarding possible barriers to progress and the need to better integrate discovery science and practice science.

ObjectivesThis study examined the external influences and internal processes in parental beliefs, perceptions, and emotions regarding the parenting of adolescent children and the role of parental indulgence.MethodsInterviews of 29 parents of adolescents, who were approximately 15 years old, were conducted regarding the perceptions of parental indulgence they had experienced and currently practice. The study incorporated a family ecosystem approach with qualitative analytic methods including MAXQDA to identify thematic findings.ResultsFindings revealed three themes and their subthemes: (1) Responding to the external world: Family life adjustments and indulgence, which encompassed (a) Family life adjustments (i.e., divorce, separation) and managing (b) Increased demands (i.e., responsibilities at home and school); (2) Reflecting on the parenting patterns in hindsight—Internal search for clarity and effectiveness with an in-depth (a) Parent reflection process regarding their choice to indulge, and (b) Clear parenting choices, or, exceptions to indulgence; and (3) Reconciling personal experiences of being parented: Discontinuity and continuity, involved reflections on parents desire to change or keep the parenting practices modeled by their caregivers. Emotional experiences were shaped by parents’ own perceptions that parenting needs to be effective, but vulnerability occurred when faced with distractions in the family due to internal pressures such as marital disruptions and external stresses of social norms and cultural expectations.ConclusionsResults demonstrate how parents emotionally cope with pressure and how multiple emotional undertones potentially drive their decisions to indulge. Directions for future research are discussed.

Middle school teachers, like all educators around the nation, are encountering classrooms comprised of an unprecedented number of students from various cultural, ethnic, and racial backgrounds. Due to the influx of immigrants entering the U.S. educational system, the number of students who speak a native language other than English has grown dramatically and will account for about 40% of the school-age population by 2040. The reality of a multicultural, multilingual student population dictates that educators, 87% of whom are Caucasian, must be prepared to interact and work with students who do not share the same language, culture, or national origin. Some researchers believe that meeting the needs of diverse students is, and will be, even more challenging for middle school teachers than other teachers, because they must also help students deal with the unique developmental changes that occur during this time. As young adolescents confront a host of transitions associated with the emergence of puberty, including dramatic physical, social-emotional, and cognitive changes, they also undergo transformations in relationships with parents, encounter more emotionally intense interactions with peers, and struggle with personal identity issues. Middle school teachers, therefore, must become educated about and skilled in using pedagogy that is sensitive and responsive to the developmental and educational needs of young adolescents from diverse racial, ethnic, and cultural backgrounds. This article explores instructional strategies employed by teachers in middle school classrooms in Florida, a state in which 50% of the students in public schools are members of ethnic minority groups. (Contains 1 note.)

The Joint Commission for Accreditation of Healthcare Organizations determined that pain would become a national priority using its survey process to determine how well health care systems were managing pain in their patient populations. Pain was determined to be the fifth vital sign and, as such, deserved at least the same consideration from health care professionals as traditional measurements. Despite the national trend to pay attention to pain, many people with chronic illnesses continue to suffer needlessly.

This study used interviews to question 29 parents of adolescents regarding their perceptions of parental indulgence they had experienced and practice now as parents. The study was based on socialization and symbolic interactionism theories with qualitative analysis techniques being used to identify thematic findings. Four parents had not been indulged and did not believe they indulged their children. Four parents perceived they had been indulged themselves and have continued the same pattern with their adolescents. The majority of parents (21) had not been indulged. However, they now indulged their adolescents in a number of ways: lack of rules and daily health routines, few expectations to contribute to household chores, giving in to demands, and solving problems for adolescents rather than allowing them to take responsibility. Supported by symbolic interactionism, results indicate that many parents interpret indulgence as a form of love and a way to support their adolescents'.

English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching students with limited proficiency in English. The purpose of this article is to highlight these evidence-based teaching strategies so that family and consumer sciences teachers will be better prepared to meet the needs and enhance the learning of English language learners in their classrooms. (Contains 1 online resource.)

This interview study explored the role of spirituality in the career preparation experiences of 25 university family and consumer sciences (FCS) students. All participants viewed spirituality as both a steadfast higher power and a flexible resource for providing resiliency. Participants believed their career-related experiences were meaningful within an ultimately logical plan despite daily challenges, they engaged in spiritual activities such as prayer to get through difficulties, and they expected constructive actions to lead to positive outcomes. University curriculum could include exploration and analysis of the role of spirituality. Case study, survey, and longitudinal research regarding the development and outcomes of spirituality could enhance FCS career preparation.