| Abstract: | A survey of teachers, parents and students was conducted to determine appropriate content for a semester course in clothing and textiles. A review of literature including research, curriculum guides, projections of future trends in clothing and textiles and knowledge needs of consumers served as the basis for developing the instrument. The initial list of topics identified was reduced to 13 major topics and 66 specific items by a panel of eight experts. The instrument was used to survey 1200 teachers, parents and students. A total of 327 surveys were returned. Respondents were varied on most demographic characteristics identified. Results were analysed to determine the significance of differences between the responses of the three groups. Respondents indicated that no more than Homemaking I should be required as a prerequisite for a clothing and textiles semester course and that simple clothing construction skills should be included. The overall rankings of the 13 major topics was: wardrobe planning, clothing selection, clothing construction, buying clothing, clothing care, clothing alterations, sewing tools and equipment, effects of clothing on individuals, design in clothing, textiles, family clothing, influences on fashion, clothing and textiles careers. Significant differences between groups existed for mean importance scores of 36 of the 66 specific topics. Teachers' mean importance scores differed from those of parents and/or students on 33 topics. Recommendations for content of a clothing and textiles semester course were based on the findings. |
