{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23690"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23690","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A description of the efforts of home economists attempting to learn clothing and textile subject matter","abstract":"\"The purpose of this study was to investigate the self-directed learning efforts of home economists regarding clothing and textile subject matter. The sample was drawn from members of the Ventura County Home Economists in Home and Community in Ventura County, California. The study employed a grounded theory approach using a modified interview schedule developed by Allen Tough. During data analysis, particular attention was paid to the nature and extent of planning exhibited by the participants of the study. The results of the study reveal that most of the learning undertaken by the participants of this study took place outside of the traditional educational setting. The majority of the learning projects identified in this study were conducted in an independent manner using a wide range of resources. The content of the learning projects was extremely varied, as were the reasons for undertaking the projects. The home economist's immediate environment (physical and social) had a more direct impact upon the course of a learning project than the home economist's educational level or degree of familiarity with the structure of formal instruction. This is consistent with the concept of the \"\"Organizing Circumstance\"\", proposed by Spear and Mocker (1984), which contests the notion that self-directed learning involves detailed preplanning and progresses in a linear manner. The participants of this study sought assistance with their learning projects from professionals working in areas related to clothing and textiles. These professionals were identified most frequently as professionals working in areas other than education. Retailers, dry cleaners or manufacturers had more direct contact to independent learners than did professional educators. Recommendations include suggestions for linking independent learners and professional educators.\"","abstract_html":""The purpose of this study was to investigate the self-directed learning efforts of home economists regarding clothing and textile subject matter. The sample was drawn from members of the Ventura County Home Economists in Home and Community in Ventura County, California. The study employed a grounded theory approach using a modified interview schedule developed by Allen Tough. During data analysis, particular attention was paid to the nature and extent of planning exhibited by the participants of the study. The results of the study reveal that most of the learning undertaken by the participants of this study took place outside of the traditional educational setting. The majority of the learning projects identified in this study were conducted in an independent manner using a wide range of resources. The content of the learning projects was extremely varied, as were the reasons for undertaking the projects. The home economist's immediate environment (physical and social) had a more direct impact upon the course of a learning project than the home economist's educational level or degree of familiarity with the structure of formal instruction. This is consistent with the concept of the ""Organizing Circumstance"", proposed by Spear and Mocker (1984), which contests the notion that self-directed learning involves detailed preplanning and progresses in a linear manner. The participants of this study sought assistance with their learning projects from professionals working in areas related to clothing and textiles. These professionals were identified most frequently as professionals working in areas other than education. Retailers, dry cleaners or manufacturers had more direct contact to independent learners than did professional educators. Recommendations include suggestions for linking independent learners and professional educators."","abstract_has_math":false,"creators":["Brandes, Kendra Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education, Home Economics","degree_department":null,"school":null,"contributors":["Griggs, Mildred B."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:23:27Z","date_published":"2011-05-07T14:23:27Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Education, Home Economics","Education, Adult and Continuing"],"languages":["eng"],"rights":["Copyright 1991 Brandes, Kendra Ann"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136550","(UMI)AAI9136550"],"render_values":[{"text":"AAI9136550","href":null,"code":true},{"text":"(UMI)AAI9136550","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23690","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Griggs, Mildred B."]},{"key":"dc:creator","label":"Author","values":["Brandes, Kendra Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:23:27Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Home Economics","Education, Adult and Continuing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Home Economics","Education, Adult and Continuing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Brandes, Kendra Ann"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136550","(UMI)AAI9136550","http://hdl.handle.net/2142/23690"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"The purpose of this study was to investigate the self-directed learning efforts of home economists regarding clothing and textile subject matter. The sample was drawn from members of the Ventura County Home Economists in Home and Community in Ventura County, California. The study employed a grounded theory approach using a modified interview schedule developed by Allen Tough. During data analysis, particular attention was paid to the nature and extent of planning exhibited by the participants of the study. The results of the study reveal that most of the learning undertaken by the participants of this study took place outside of the traditional educational setting. The majority of the learning projects identified in this study were conducted in an independent manner using a wide range of resources. The content of the learning projects was extremely varied, as were the reasons for undertaking the projects. The home economist's immediate environment (physical and social) had a more direct impact upon the course of a learning project than the home economist's educational level or degree of familiarity with the structure of formal instruction. This is consistent with the concept of the \"\"Organizing Circumstance\"\", proposed by Spear and Mocker (1984), which contests the notion that self-directed learning involves detailed preplanning and progresses in a linear manner. The participants of this study sought assistance with their learning projects from professionals working in areas related to clothing and textiles. These professionals were identified most frequently as professionals working in areas other than education. Retailers, dry cleaners or manufacturers had more direct contact to independent learners than did professional educators. Recommendations include suggestions for linking independent learners and professional educators.\"","Made available in DSpace on 2011-05-07T14:23:27Z (GMT). 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The sample was drawn from members of the Ventura County Home Economists in Home and Community in Ventura County, California. The study employed a grounded theory approach using a modified interview schedule developed by Allen Tough. During data analysis, particular attention was paid to the nature and extent of planning exhibited by the participants of the study. The results of the study reveal that most of the learning undertaken by the participants of this study took place outside of the traditional educational setting. The majority of the learning projects identified in this study were conducted in an independent manner using a wide range of resources. The content of the learning projects was extremely varied, as were the reasons for undertaking the projects. The home economist's immediate environment (physical and social) had a more direct impact upon the course of a learning project than the home economist's educational level or degree of familiarity with the structure of formal instruction. This is consistent with the concept of the \"\"Organizing Circumstance\"\", proposed by Spear and Mocker (1984), which contests the notion that self-directed learning involves detailed preplanning and progresses in a linear manner. The participants of this study sought assistance with their learning projects from professionals working in areas related to clothing and textiles. These professionals were identified most frequently as professionals working in areas other than education. Retailers, dry cleaners or manufacturers had more direct contact to independent learners than did professional educators. 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