The Implementation of a Model Competency Based Graduate Program in Occupational Education Administration, Phase 2 (Program Phase and Training Phase).

Institution	Southern Illinois Univ., Carbondale. Dept. of Occupational Education.
Titel	The Implementation of a Model Competency Based Graduate Program in Occupational Education Administration, Phase 2 (Program Phase and Training Phase).
Quelle	(1974), (178 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Competency Based Education; Delivery Systems; Educational Programs; Leadership Training; Material Development; Participant Characteristics; Program Descriptions; Program Development; Program Evaluation; Tables (Data); Teaching Models; Training Objectives; Vocational Directors; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Auslieferung; Führungslehre; Lehrmaterialentwicklung; Programmplanung; Programme evaluation; Programmevaluation; Tabelle; Lehrmodell; Training objectiv; Ausbildungsziel; Trainingsziel; Berufsbetreuer; Ausbildung; Berufsbildung; Ausbilder
Abstract	The document describes the implementation of the Illinois Occupational Education Administration project, an effort to refine a delivery system for imparting 159 identified competencies known to be essential to the successful work of Occupational Education administrators. The overall objective of the training phase was to recruit, train, obtain certification, and place 13 occupational education administrators while gathering information for the development of similar programs. Program phase objectives included the implementation of the competency-based preservice program developed by Southern Illinois University and to develop and systematize instructional materials, guidelines, and techniques. Sections 1 and 2 offer an overview of the project and personnel information. Part 3 describes materials developed, problems, commendations, followup surveys, project and model evaluations, and five tables assessing proficiency development. Part 4 outlines positive and negative observations, concluding that the project had successfully accomplished its goal. The appendix includes: (1) occupational education administration competency list, (2) development of leadership style, (3) university supervisors' reports, (4) memorandum of understanding, (5) portfolio assessment system, (6) program evaluation forms and data, (7) transportable model: review and comment, (8) 1972-73 intern followup, (9) consultant's report, and (10) bibliography. (MW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01