A Validated Program Development Model and Staff Development Prototype for Comprehensive Career Guidance, Counseling, Placement and Followup. Final Report.

Autor/in	Dayton, Charles W.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	A Validated Program Development Model and Staff Development Prototype for Comprehensive Career Guidance, Counseling, Placement and Followup. Final Report.
Quelle	(1976), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Career Guidance; Competency Based Education; Comprehensive Programs; Counselor Evaluation; Counselor Performance; Counselor Role; Evaluation Methods; Guidance Personnel; Inservice Teacher Education; Material Development; Models; Preservice Teacher Education; Program Development; Program Evaluation; School Counseling; Secondary Education; Skill Development; Staff Development; California + Suchen Sie Ihr Suchwort? Berufsorientierung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Gesamtunterricht; Lehrerfortbildung; Lehrmaterialentwicklung; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Programme evaluation; Programmevaluation; School counselling; Pädagogische Beratung; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Kalifornien
Abstract	Central to this project, which designed a staff development prototype, was the need for preservice and inservice staff development designed to improve skills required for successful performance of guidance personnel. The project was conducted during an 18-month period in five phases. Phase 1 involved integrating existing California and American Institutes for Research (AIR) models for career guidance program development. Phase 2 entailed the national search for staff development materials, and the development of a system of modules and workshops to teach some basic skills needed to develop programs consistent with the integrated model produced in Phase 1. Phase 3 was a pilot test of this prototype staff development program with selected school personnel. In phase 4, the system was field tested in both preservice and inservice settings. In phase 5, information about the program and results of the field testing were disseminated. Results of the project were mixed, with competencies increasing to a degree, and attitudes toward the experience a mixture of positive and negative. It was noted that a number of improvements and refinements could be made in both the materials and their delivery to strengthen their impact on the career counseling area of education. This report includes a complete description of the project methods (activities and accomplishments, problems, and staff utilization), results, and conclusions and recommendations. (Author/TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC