A Model Development Project: ABE for Maintenance Personnel. Final Report.

Autor/inn/en	Stubbs, Jean; und weitere
Institution	Allegheny County Community Coll., Pittsburgh, PA.
Titel	A Model Development Project: ABE for Maintenance Personnel. Final Report.
Quelle	(1984), (231 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Basic Skills; Communication Skills; Core Curriculum; Curriculum Development; Custodian Training; Daily Living Skills; Educational Needs; Functional Reading; Independent Study; Instructional Materials; Learning Activities; Mathematics Skills; Needs Assessment; Problem Solving; Program Development; Program Effectiveness; Program Implementation; Questionnaires; School Maintenance; School Surveys + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Kommunikationsstil; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Alltagsfertigkeit; Educational need; Bildungsbedarf; Selbststudium; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bedarfsermittlung; Problemlösen; Programmplanung; Fragebogen
Abstract	A model program was designed to provide objective ways of measuring the academic and vocational needs of a maintenance and custodial work force and to develop a core curriculum based on the information obtained. To gather data, the researchers administered a needs assessment survey and conducted interviews of staff and management of the maintenance department of the Allegheny campus of the Community College of Allegheny County in Pennsylvania. Based on these data, a core curriculum focusing on basic problem solving, communication, and mathematics skills was developed. Classes met for two and one-half hour sessions twice weekly immediately following the work day. As a rule, classes consisted of a group lesson followed by individual work in an auto-tutorial lab. Although the follow-up questionnaire showed perceived improvement in work quality and self-image in just two cases, the developers felt that the interview and survey techniques, the sequence of meetings, the curriculum planning and format, and the subsequent classes were successful and thus merited further investigation and expansion. (Appendixes to this report, consisting of three-quarters of the document, include the interview questions, a written summary of the administrative survey, the skills survey and staff questionnaire, a problem-solving model, the project lesson packets, a student auto-tutorial journal, and a supervisor follow-up questionnaire.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC