EXPLORATION OF RELATIONSHIPS AMONG HOME ECONOMICS EDUCATORS' LEARNING STYLES, LEARNING CHARACTERISTICS, AND PLANNING PREFERENCES FOR SYSTEMS OF ACTION (FAMILY-FOCUSED, CRITICAL REASONING, PROBLEM-FOCUSED, CURRICULUM DEVELOPMENT

This study examined relationships among home economics educators' learning styles, learning characteristics, preferences for diverse systems of action, and selected demographic information. The variables were examined with reference to the home economics educator's role in the creation of learning environments appropriate for addressing the practical problems of home and family life.;The sample of 306 home economics Canadian Home Economics Association members responded to a questionnaire. It included a measure of their preferences for learning experiences reflecting diverse systems of action in a hypothetical curriculum planning situation. A measure of their learning characteristics, professional data, and Kolb's Learning Style Inventory were also included in the questionnaire. Learning style was assessed within the context of how this sample responded to the curriculum development task. The ratings of home economics learning experiences and self-assessment of learning characteristics were factor analyzed. Results suggested that home economics educators in this study responded to the process portion of the learning experiences rated and differentiated among three processes in meaningful ways. The subjects also differentiated among four different approaches to learning.;Home economics educators exhibited a diversity of learning styles with the majority (61.76%) classified in style categories reflecting an active orientation. There were significant relationships among specific learning style categories and two of the three factors representing diverse systems of action. Higher scores on the Evaluation and Analysis of Family Problems factor characterized educators with high intuitive and high observational factor scores while high pragmatic eductors favored technical-oriented approaches to curriculum planning. High analytical and high intuitive educators favored evaluative/analytical and interpretive approaches to home economics curriculum.;As age, experience, and education increased, this sample exhibited a general tendency toward more abstract learning styles. A tendency toward more reflective learning styles was associated with maturity, higher levels of education, and university positions. In addition, differences existed between observational factor scores and two levels of experience while scores on analytical and pragmatic factors varied systematically with professional position and educational status. Significant relationships were also revealed among professional position, educational status, and scores on factors representing diverse systems of action.