Literaturnachweis - Detailanzeige
Autor/inn/en | Gardner, David C.; und weitere |
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Institution | Boston Univ., MA. School of Education. |
Titel | Vocational Curriculum Modification. Teaching Technical Language to Learning Handicapped Students. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 1. |
Quelle | (1979), (129 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Autoinstructional Aids; Evaluation; Individual Instruction; Information Dissemination; Instructional Materials; Learning Activities; Learning Disabilities; Mainstreaming; Material Development; Remedial Instruction; Secondary Education; Student Evaluation; Teaching Guides; Vocabulary; Vocabulary Development; Vocational Education Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Selbstinstruierendes Material; Evaluierung; Individuelles Lernen; Informationsverbreitung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Learning handicap; Lernbehinderung; Lehrmaterialentwicklung; Förderkurs; Sekundarbereich; Schulnote; Studentische Bewertung; Lehrerhandbuch; Wortschatz; Wortschatzarbeit; Ausbildung; Berufsbildung |
Abstract | Volume 1 of the final report on Project HIRE reports the design, development, field-testing, and refining of self-instructional packages to teach entry level technical vocabulary to learning handicapped students mainstreamed in vocational programs. Volume 2, a management handbook, reports the methods and findings concerning development of strategies and standards for developing materials (see Note). Following an introduction to the project (chapter 1), chapter 2 describes development of the fifteen teaching booklets and five teacher's manuals in five trade areas (allied health, arc welding, culinary arts, graphic arts, and upholstery) through these steps: selection of 120-160 words per area, ordering them into three areas (tools, concepts, process) which produced booklets per area, writing definitions for a fourth-grade reading level, and designing a drawing representative of the term. (See Note for availability of these mateials.) Examples include definitions and illustrations and additional learning aids developed by the project (activity sheets and check-ups). Chapter 3 outlines the evaluation of the materials through pre- andpost-testing using the nonequivalent control group design and vocabulary tests. Findings indicate that the materials are an effective and economic way to teach the vocabulary. Chapter 4 describes dissemination activities. A sample teacher's manual and sample booklet pages are appended. (YLB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |