An Evaluation of Adult Basic Education in the State of Iowa; Volume 1: Findings; A Perspectives Discrepancy Assessment, 1974-1975.

Autor/inn/en	Mezirow, Jack; und weitere
Institution	Columbia Univ., New York, NY. Center for Adult Education.
Titel	An Evaluation of Adult Basic Education in the State of Iowa; Volume 1: Findings; A Perspectives Discrepancy Assessment, 1974-1975.
Quelle	(1975), (171 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Adult Basic Education; Coordination; Coordinators; Decision Making; Educational Objectives; Instruction; Program Development; Program Evaluation; Recruitment; Staff Utilization; State Programs; Students; Tables (Data); Teachers; Iowa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Koordination; Koordinator; Decision-making; Entscheidungsfindung; Educational objective; Bildungsziel; Erziehungsziel; Teaching process; Unterrichtsprozess; Programmplanung; Programme evaluation; Programmevaluation; Recruiting; Rekrutierung; Deployment of labor; Deployment of labour; Personaleinsatz; Regierungsprogramm; Student; Schüler; Schülerin; Studentin; Tabelle; Lehrer; Lehrerin; Lehrende
Abstract	Volume 1 presents the findings of an evaluation of Iowa's "merged area" organizational system for adult basic education (ABE), a system which operates from 15 regional community colleges or vocational-technical schools serving as area schools. The perspective discrepancy assessment methodology of the evaluation team was the outgrowth of ABE national field studies and surveys. The strategy analyzes: (1) discrepancies between the expectations of those involved in the program and current practice, and (2) discrepancies between the expectations of those most directly involved in policy formulation and program implementation. Iowa's 400 ABE teachers were randomly divided, half receiving a questionnaire on expectations and half a questionnaire on current practice; a different questionnaire was administered to a random group of students. Teacher return was 71 percent and 82 percent, and student return was 728 questionnaires out of 1,000. Other questionnaires were distributed to adult education directors, learning center coordinators, co-sponsors, and Department of Public Instruction representatives. Discussions of results and interpretive summaries are presented: (1) covering expectations and current practice in six key areas of decision making and program development: goal setting, instruction, recruitment, staffing, staff development, and collaboration and (2) providing extended analyses of characteristics and perspectives of students, teachers, and learning center coordinators. (EA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC