Literaturnachweis - Detailanzeige
| Autor/inn/en | Stead, Floyd L.; Hartnett, Richard A. |
|---|---|
| Institution | West Virginia Univ., Morgantown. Office of Educational Research and Field Services. |
| Titel | A Third Party Evaluation of the Region V, Regional Education Service Agency, Career Oriented Education Program: 1975-76. |
| Quelle | (1976), (265 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Administrator Attitudes; Career Education; Comprehensive Programs; Demonstration Programs; Educational Assessment; Educational Objectives; Elementary Secondary Education; Program Administration; Program Descriptions; Program Development; Program Effectiveness; Program Evaluation; Regional Programs; Student Attitudes; Teacher Participation; West Virginia |
| Abstract | A comprehensive third-party evaluation of a regional career education project covering an eight-county area in West Virginia focused on the project's most recent year of operation (1975-76). The evaluation attempted to measure the degree of attainment of stated goals and objectives and was designed to develop a guide and lend direction to local schools in designing comprehensive career education programs. A process/product evaluation model focused on three developmental stages within the career education program: Career awareness (grades 3 and 6), career exploration (grade 9), and career preparation (grade 12). The process component, featuring specific operational and procedural (e.g., organization, materials, inservices) aspects of the program, was assessed by means of analysis of all available project records; interviews with selected personnel: county superintendents, principals, and teachers; and unobtrusive measures. The product component, incorporating expected changes in the behavior of selected students (in grades 3, 6, 9, and 12) and changes in attitude and knowledge of representative administrators and teachers, was studied through specialized tests. It was found that the process dimension attained creditable success in both implementation and support and that career education awareness by teachers saturates the region. Since it was not possible statistically to attribute student career development gains directly to teacher participation, the establishment of behavioral objectives that relate learning activities (process) and learning outcomes (product) is recommended. (Appendixes, one-third of the report, contain demographic description, evaluation instruments, project publicity, and data tables.) (TA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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