Development of Attitudinal Skills. Final Evaluation Report, April 1, 1978-June 30, 1979.

Institution	Ceres Unified School District, CA.
Titel	Development of Attitudinal Skills. Final Evaluation Report, April 1, 1978-June 30, 1979.
Quelle	(1979), (76 Seiten)Verfügbarkeit
Beigaben	Fotografien; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Leitfaden; Unterricht; Lehrer; Behavior Change; Behavior Standards; Behavioral Objectives; Curriculum Development; Curriculum Guides; High Schools; Skill Development; Student Attitudes; Student Motivation; Vocational Adjustment; Vocational Education; Work Attitudes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; High school; Oberschule; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Schulische Motivation; Personalanpassung; Ausbildung; Berufsbildung; Work attitude; Arbeitshaltung
Abstract	School district staff, aware of the need for a program to teach attitudinal skills, undertook to develop a curriculum model for vocational teachers to help their students gain those attitudes, behaviors, and personal characteristics valued by employers. Teacher input led to a workshop for converting behavioral ideals into practical teaching terms using learning activities and evaluation techniques. An Affirmative Action Committee evaluated the tentative curriculum so produced to exclude any bias or stereotyped attitudes prior to field testing under conditions of frequent supervision. A final workshop evaluated the total project and refined the model, with results indicating success. Field test teachers found students, teachers, and administrators very enthusiastic regarding the project, with noticeable improvement in student employability and promotion. Students not only knew the attitudinal roles but were also able to duplicate them in terms of behavior. Contributions to curriculum development include the detailed organizational plans for the curriculum model, positive reinforcement for both teacher and student as a motivational strategy, the model's direct relationship to the world of work and the fact that its activities actually changed student behavior, and the model itself. The model contains statements of objectives, learning activites, and evaluation methods in short (one-page, usually) self-contained units. Also appended is a brief teaching strategy, sample checklists, self-evaluation and self-analysis forms, and a list of additional resources. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01