Procedures Manual for the Implementation of a Vocational Curriculum Evaluation Model [Developed at Metropolitan Community Colleges in Kansas City, Missouri]. Final Report

Autor/inn/en	Harris, Zelema; Eros, Dawn
Institution	Metropolitan Community Colleges of Kansas City, MO. Div. of Planning and Development.
Titel	Procedures Manual for the Implementation of a Vocational Curriculum Evaluation Model [Developed at Metropolitan Community Colleges in Kansas City, Missouri]. Final Report - Volume II.
Quelle	(1978), (112 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Administrator Attitudes; Advisory Committees; Community Colleges; Community Support; Cost Effectiveness; Curriculum Evaluation; Data Analysis; Data Collection; Disadvantaged; Employer Attitudes; Evaluation Criteria; Evaluation Methods; Facility Requirements; Graduate Surveys; Guides; Handicapped Students; Labor Market; Models; Occupational Aspiration; Occupational Surveys; Program Effectiveness; Program Evaluation; Questionnaires; Sex Fairness; Student Attitudes; Student Characteristics; Vocational Education; Missouri (Kansas City) + Suchen Sie Ihr Suchwort? Schulleistung; Beratungsstelle; Community college; Community College; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Auswertung; Data capture; Datensammlung; Arbeitgeberinteresse; Handbuch; Leitfaden; Labour market; Arbeitsmarkt; Analogiemodell; Berufsneigung; Berufsziel; Berufsanalyse; Programme evaluation; Programmevaluation; Fragebogen; Sexualaufklärung; Schülerverhalten; Ausbildung; Berufsbildung
Abstract	The procedures manual, developed for the vocational curriculum evaluation model, details the process used to evaluate programs. In the first of eight sections, the manual presents seven criteria for judging the program: (1) meeting job market needs, (2) meeting past-present students' vocational aspirations, (3) demonstrating graduates' successful performance, (4) receiving occupational community support, (5) demonstrating cost-effectiveness, (6) meeting handicapped and disadvantaged students' needs, and (7) demonstrating sex fairness. (Twenty-nine sub-criteria are appended.) The criterion measures which are detailed in the report are the questionnaires for the advisory committee, current students, graduates, employers, occupational community, and program head. A program cost form, cost-effectiveness rating form, and a facilities checklist are also explained. Section 2 identifies and defines the survey population. The third section discusses budget and enrollment figures, indexes for the college, labor market projections, and program competencies and checklists. Section 4 reviews the data collection procedures, and the following section provides extensive directions for data analysis. In the sixth section directions are given for utilization of the evaluation score sheet. Program and composite evaluation profiles are explained in section 7, and the final section makes recommendations for use of the model. (For the description of the vocational curriculum education model see CE 018 868.) (CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC