Building Experience-Based Career Education: First Year Evaluation Report, 1976-1977.

Autor/inn/en	Strandmark, John F.; und weitere
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	Building Experience-Based Career Education: First Year Evaluation Report, 1976-1977.
Quelle	(1977), (123 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Career Development; Career Education; Career Exploration; Educational Objectives; High Schools; Nontraditional Education; Parent Attitudes; Program Administration; Program Descriptions; Program Development; Program Effectiveness; School Community Relationship; Sex Stereotypes; Skill Development; Student Attitudes; Student Characteristics; Student Improvement; Teacher Attitudes; Work Experience Programs; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Schulleistung; Berufsentwicklung; Arbeitslehre; Berufserkundung; Educational objective; Bildungsziel; Erziehungsziel; High school; Oberschule; Non-traditional education; Alternative Erziehung; Elternverhalten; Programmplanung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrerverhalten
Abstract	A third-party evaluation was conducted of the first year of the Building Experience-Based Career Education project (BEBCE). BEBCE is a planned adaptation of the Northwest Regional Education Laboratory model (NWREL) to meet the needs of students in Philadelphia and to assist high school students in successful transition to adulthood. Career development, life skills, and basic skills are emphasized as well as extensive student exposure and experience in community learning sites. Student growth is facilitated primarily through seven individualized learning activities: career explorations, investigations, projects, life competencies, student journals, employer seminars, and term papers. Data is provided concerning five process objectives (selection and preparation of staff, preparation of learning resources, selection of students, preparation of student learning plans, implementation of learning activities), and concerning student outcomes and participant perceived effects. In addition, the evaluators addressed the area of avoidance of sex-role stereotyping in the program. Recommendations made included the following: increase nontraditional career opportunities and role models for students and provide additional staff training in sex fairness and in individualization of instruction. (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC