Research and Development--Do They Help Employers Work Better with Schools?

Autor/in	Pritz, Sandra G.
Titel	Research and Development--Do They Help Employers Work Better with Schools?
Quelle	(1995), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Competence; Competency Based Education; Demonstration Programs; Education Work Relationship; Educational Change; Educational Development; Educational Innovation; Educational Research; Experiential Learning; High Schools; Job Skills; Labor Force Development; Research and Development; Theory Practice Relationship; Vocational Education + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; High school; Oberschule; Produktive Fertigkeit; Arbeitskräftebestand; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Ausbildung; Berufsbildung
Abstract	Research and development help employers work better with schools to the extent that there is connectivity from one to the other. Project SCANS (Secretary's Commission on Achieving Necessary Skills) Integration has been implemented by the Department of Defense Dependents Schools-Germany. These U.S. schools, teachers, and students are situated in Europe where connectivity might be a particular problem. The major program goal is to provide effective education relative to student preparation for success in the work force by using the SCANS findings. Teachers have recategorized SCANS competencies into two groups--general employability and interpersonal--and selected for each competency the three subcompetencies they would encourage and observe. These comprise the performance checklist for each competency. All teachers in the program are making changes in their classroom instruction that are based on their belief that the SCANS competencies reflect what business and industry want and will expect of their students in the workplace. A number of teachers have noted the strong positive motivational factor of applied learning. The performance checklists are used to establish objectives, align instruction with them, assess competency, and record student performance. No student has been unable to earn competencies. The most notable change in the teaching process has been more small group instruction with more active student participation. Students generally express positive feelings about the program. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC