CERES: Career Education Responsive to Every Student. Final Report.

Institution	Ceres Unified School District, CA.
Titel	CERES: Career Education Responsive to Every Student. Final Report.
Quelle	(1976), (201 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Articulation (Education); Career Development; Career Education; Career Guidance; Community Involvement; Curriculum Development; Educational Administration; Educational Change; Educational Objectives; Educational Problems; Elementary Secondary Education; Evaluation Methods; Failure; Information Dissemination; Instructional Materials; Models; Program Development; Sex Stereotypes; Special Education; Success; Teacher Education; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Berufsentwicklung; Arbeitslehre; Berufsorientierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Informationsverbreitung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Analogiemodell; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Erfolg; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung
Abstract	This report summarizes the development of a model career education program called CERES (Career Education Responsive to Every Student), which was designed to infuse career education concepts into elementary and secondary school curriculum and to articulate a curriculum structure to aid students in career choice and preparation. Following an Introduction (chapter I), chapter II focuses on the accomplishments of the program's components: elementary, junior high, and senior high school instruction; adult and vocational education; guidance; handicapped instruction; teacher inservice and preservice training; and project administration. Chapter III reviews problems and changes in the project, including the lack of clear objectives and activities and the difficulty of articulating and integrating regular and special education. Chapter IV delineates the dissemination effort made both within and outside of the school district. Chapter V describes special activities for the reduction of sex stereotyping. Following a chapter on evaluation methods (both external [see CE 017 741] and internal evaluation were used), chapter VII draws the following conclusions: (1) important elements for the project's success were inservice education for curriculum change and board-of-education and community support; (2) academic achievement was favorably impacted by a career education thrust; (3) commercial curricular materials were not appropriate so that local materials were developed; and (4) the project was successful in meeting its primary objectives. (ELG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC