Worker Education Program 1992-93. Evaluation Report.

Autor/in	Fischer, Joseph C.
Institution	Northeastern Illinois Univ., Chicago. Chicago Teachers Center.; Amalgamated Clothing and Textile Workers' Union, New York, NY.
Titel	Worker Education Program 1992-93. Evaluation Report.
Quelle	(1994), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Adult Basic Education; Adult Literacy; Attendance Patterns; Basic Skills; Case Studies; Classroom Techniques; Curriculum Design; Educational Needs; Educational Strategies; English (Second Language); Immigrants; Job Skills; Limited English Speaking; Literacy Education; Needs Assessment; Outcomes of Education; Personal Narratives; Program Design; Program Effectiveness; Program Evaluation; Second Language Instruction; Student Characteristics; Workplace Literacy + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Case study; Fallstudie; Case Study; Klassenführung; Lehrplangestaltung; Educational need; Bildungsbedarf; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Produktive Fertigkeit; Bedarfsermittlung; Lernleistung; Schulerfolg; Erlebniserzählung; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht
Abstract	An adult workplace program of literacy and basic skills is described and evaluated both for its effectiveness in the year 1992-93 and as a model for similar program efforts elsewhere. The evaluation addresses three specific program objectives: (1) establishment of a governance structure to assess actual workplace literacy requirements at the target factories; (2) implementation of procedures for recruiting, assessing, identifying, and developing individualized education plans for each participant; and (3) provision for classes enabling workers to acquire basic skills in literacy and the basic skills areas. It is concluded that the conceptual design, structures established, relevant curriculum, and instructional training component were the program's greatest assets. Other program components contributing to its success were its emphasis on experiential learning, holistic and interactive instruction, active participation, group dynamics and support, and a curriculum built on workplace realities and perceptions of work aspirations. Process and outcome goals, relating to both skill gains and workplace performance, were largely attained. Some data on student characteristics, attendance patterns, and achievement gains are presented, and learners' personal statements are included in the report. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01