An Ethnographic Account of (CE)2: Experience-Based Career Education in Tigard, Oregon. External Evaluator's Final Report on the Experience-Based Career Education Programs, Volume V.

Autor/in	Durgin, Edward Charles
Institution	Educational Testing Service, Berkeley, CA.
Titel	An Ethnographic Account of (CE)2: Experience-Based Career Education in Tigard, Oregon. External Evaluator's Final Report on the Experience-Based Career Education Programs, Volume V.
Quelle	(1976), (259 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Education; Career Exploration; Case Studies; Educational Anthropology; Ethnography; Evaluation Methods; High School Students; High Schools; Individualized Programs; Instructor Coordinators; Job Skills; Learning Activities; Program Descriptions; Program Evaluation; Resource Centers; Social Structure; Student Attitudes; Student Characteristics; Student Reaction; Student Teacher Relationship; Teachers; Vocational Maturity; Work Experience Programs; Oregon + Suchen Sie Ihr Suchwort? Arbeitslehre; Berufserkundung; Case study; Fallstudie; Case Study; Pädagogische Anthropologie; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualisierte Ausbildung; Produktive Fertigkeit; Lernaktivität; Programme evaluation; Programmevaluation; Sozialstruktur; Schülerverhalten; Schülerkritik; Lehrer; Lehrerin; Lehrende; Berufsreife
Abstract	The Experience-Based Career Education (EBCE) program was designed to provide on-site vocational experiences for high school youth in order to promote: (1) career development skills and knowledge; (2) self-knowledge--interests, abilities, and values; (3) reading skills; (4) problem solving skills; (5) oral communication; (6) writing skills; (7) interpersonal skills; (8) basic quantitative skills; and (9) maturation skills. The ethnographic approach to educational evaluation was described as being based on participant observation. The Community Experiences for Career Education program at Tigard, Oregon, had three major categories of outcomes: life skills, career development (exploration), and basic (academic) skills. Social relationships between students and staff, and among students were described. Activities at employer sites were described and evaluated. A case study concerning one student was presented in detail, and the transition from youth to adulthood was briefly discussed. (CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC