A Performance-Based Education Program in Vocational-Technical Teacher Education and 2-Year Vocational-Technical Associate Degree Programs. Final Report.

Autor/in	Korb, A. W.
Institution	Northern Montana Coll., Havre.
Titel	A Performance-Based Education Program in Vocational-Technical Teacher Education and 2-Year Vocational-Technical Associate Degree Programs. Final Report.
Quelle	(1975), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Associate Degrees; College Curriculum; College Students; Competency Based Education; Competency Based Teacher Education; Course Evaluation; Courses; Curriculum Development; Departments; Graduate Surveys; Higher Education; Program Development; Questionnaires; Student Attitudes; Technical Education; Two Year Colleges; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Collegestudent; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kursangebot; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Fragebogen; Schülerverhalten; Technikunterricht; Ausbildung; Berufsbildung; Ausbilder
Abstract	In addition to the goal of totally acquainting faculty members with the concept of performance-based education, the 1-year project at Northern Montana College had four major objectives: (1) Identify colleges, universities, technical institutes, and area vocational schools throughout the Nation which are currently conducting performance-based programs in vocational-technical teacher education and 2-year vocational-technical programs, (2) identify performance goals and delivery systems for each department within the vocational-technical division, (3) translate existing courses into performance-based criteria and implement them into the teaching schedule for field testing, (4) and begin implementation of a feedback system which is essential to the process of evaluating and refining the performance goals and delivery systems adopted. Faculty were scheduled for meetings with the project staff to establish specific timelines for the development of existing courses and/or programs. Courses were identified for translation to a performance/competency approach via identification of performance goals, and in a number of cases modules were developed with explicit delineation of behavioral objectives and alternative learning activities. To obtain feedback concerning areas to be developed the staff conducted a survey of 507 graduates representing all program areas offered in the division. Responses enabled the staff to focus on specific courses to be adapted to the new mode; responses also guided development of delivery systems. For courses implementing performance based education during the project year, the staff designed and administered opinionnaires to obtain evaluative data regarding the courses. Conclusions and recommendations are included in the report. Copies of the graduate questionnaire and student opinionnaire are appended along with opinionnaire results for three courses: Auto Engines, Shop Maintenance, and the Nursing Program. (JT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC