A 309 b Adult Education Special Project. Final Report, FY 1974-75.

Institution	Niagara Falls Board of Education, NY.
Titel	A 309 b Adult Education Special Project. Final Report, FY 1974-75.
Quelle	(1975), (235 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Reading Programs; Cognitive Measurement; Cognitive Processes; Diagnostic Teaching; Educational Diagnosis; Educational Testing; Individual Characteristics; Individual Differences; Individual Needs; Individualized Instruction; Individualized Programs; Individualized Reading; Measurement Instruments; Program Descriptions; Program Development; Reading Materials; Resource Materials; Test Construction; New York + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Cognitive process; Kognitiver Prozess; Diagnostic assessment; Diagnostisches Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individueller Unterschied; Individualisierender Unterricht; Individualisierte Ausbildung; Programmplanung; Quellenmaterial; Testaufbau
Abstract	The HEW 309(b) Special Project carried out by the Niagara Falls Adult Basic Education program, "The Identification of Preferred Cognitive Styles and Matching Adult Reading Program Alternatives for the 0-4 Grade Levels," involved research, training in cognitive style mapping, and development of a survey and process to assess the adult student's preferred cognitive style, to assist the staff in prescribing individualized instruction. Development of a taxonomy of alternative reading programs, methods, and materials presently available at the Niagara Falls adult education center provided the staff with a resource file of materials, both hardware and software, for use in prescribing educational materials for individual students. The report comprises one-fifth (46 pages) of the document and includes: project description, personnel information, an account of project methods, and results and recommendations. Appended materials, the bulk of the document, include: directions for administering and tallying the cognitive style survey instrument, directions for plotting and using cognitive style maps, student record forms, sample survey items, collective maps, and measures of central tendencies. Materials related to workshops in cognitive style mapping and sample pages from the taxonomy of materials form two major appendixes. Correspondence and dissemination information are also among the appendixes. (AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC