An Evaluation of the SUN Area Vocational-Technical School's Twelfth-Year Program. Final Report.

Institution	Central Susquehanna Intermediate Unit 16, Lewisburg, PA.
Titel	An Evaluation of the SUN Area Vocational-Technical School's Twelfth-Year Program. Final Report.
Quelle	(1980), (105 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attitude Change; Delivery Systems; Educational Change; Educational Innovation; Grade 12; Job Skills; Program Effectiveness; Program Evaluation; Regional Schools; Secondary Education; Social Adjustment; Vocational Education; Vocational Maturity; Vocational Schools + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Auslieferung; Bildungsreform; Instructional innovation; Bildungsinnovation; School year 12; 12. Schuljahr; Schuljahr 12; Produktive Fertigkeit; Programme evaluation; Programmevaluation; Sekundarbereich; Soziale Anpassung; Ausbildung; Berufsbildung; Berufsreife; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule
Abstract	A project evaluated a delivery system instituted during the 1978-79 school year at a New Berlin, Pennsylvania, area vocational-technical school. Replacing the three-year, two-week-about (alternate two-week periods) system previously in use, this twelfth-year program permitted students to enroll in a one-year, full-time program of instruction. Primary evaluation concerns were comparisons of changed attitudes, social adjustment, and skills and trade knowledge between participants and vocational students. Secondary evaluation concerns were attendance, withdrawals, employer satisfaction, placement, enrollment, teacher attitudes, benefits to handicapped, home school costs, scheduling, and staff opinion. Standardized tests, personal interviews, questionnaires, and examination of various unobtrusive indicators provided data. Results of the study indicated no significant differences between twelfth-year students and other vocational students in skills and trade knowledge, attitudes and social adjustment, attendance, and employer satisfaction. Home school personnel viewed the program positively. The program had a high rate of early drops and no-shows; the number of drops during the school year had not increased. Enrollment to capacity or near capacity was critical to the program's success. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01