An Evaluation of the CERES Model Project--Career Education Responsive to Every Student, Ceres, California.

Autor/inn/en	Aslanian, Carol B.; Paul, Regina H.
Institution	Policy Studies in Education, New York, NY.
Titel	An Evaluation of the CERES Model Project--Career Education Responsive to Every Student, Ceres, California.
Quelle	(1976), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Articulation (Education); Auto Mechanics; Career Choice; Career Development; Career Education; Community Involvement; Educational Objectives; Elementary Secondary Education; English Education; Evaluation; Evaluation Methods; Industrial Education; Instructional Materials; Job Application; Models; Pilot Projects; Preservice Teacher Education; Special Education; Success; Teacher Attitudes; Testing + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Berufsentwicklung; Arbeitslehre; Educational objective; Bildungsziel; Erziehungsziel; Evaluierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bewerbung; Analogiemodell; Pilot project; Modellversuch; Pilotprojekt; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Erfolg; Lehrerverhalten; Testdurchführung; Testen
Abstract	The CERES (Career Education Responsive to Every Student) Model Project for grades K-12 was evaluated by an outside party as well as internally by project staff (see CE 017 740). The external summative evaluation was limited to assessing project effectiveness based on pre- and posttests for the following objectives: (1) career education knowledge and awareness, career choice, and obtaining information about careers in grades 7 and 8; (2) job application skills in grade 9; (3) knowledge of auto mechanics, basic vocabulary, and career education information in auto-English classes; (4) improvement in attitude toward, and increase in knowledge of, career education among teaching interns; and (5) developing a pilot testing program to evaluate career education in elementary schools. It was concluded that CERES staff members function well as a team and receive much support from administrators, teachers, and the community; that career education seems strongest at the elementary level and at the skill-preparation level in the secondary schools; that the special education component needs more leadership, and articulation should be improved among all components; that the project has not only increased the students' career awareness but has also favorably influenced preservice teaching interns; and that a stronger conceptual framework, as well as more effective instructional materials, needs to be developed. (ELG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC