Banking/Finance Supplement to the California Business Program Guide.

Autor/inn/en	Cary, Judie; und weitere
Institution	Nelken (Ira) and Associates, Inc., Chico, CA.; Planning Associates, Merced, CA.
Titel	Banking/Finance Supplement to the California Business Program Guide.
Quelle	(1980), (328 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Banking; Behavioral Objectives; Business Education; Competency Based Education; Distributive Education; Finance Occupations; Job Skills; Learning Activities; Minimum Competencies; Minimum Competency Testing; Office Occupations Education; Performance; Postsecondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bankgeschäft; Wirtschaftserziehung; Wirtschaftspädagogik; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Finanzbuchhalter; Produktive Fertigkeit; Lernaktivität; Fundamentum; Mindestwissen; Büro- und Verwaltungsschule; Achievement; Leistung; Post-secondary education; Tertiäre Bildung
Abstract	This supplement to the California Business Education Program Guide for Office and Distributive Occupations is designed to assist office education teachers of secondary, postsecondary, and adult students to update their business education curricula in light of new technology and increasing demand for skilled office workers. Focusing on banking and finance, the guide is comprised of sixteen competency modules. Module topics include (1) security; (2) customer relations; (3) deposits: checking/savings; (4) check cashing/savings withdrawal; (5) balancing cash/closing the window; (6) preparation for check filing; (7) check filing; (8) customer transactions; (9) proofing; (10) reclamation; (11) bookkeeping; (12) record maintanance; (13) safe deposit; (14) new accounts; (15) marketing bank services; and (16) careers. The first pages of each module contain performance objectives which indicate to the instructor and student what can be taught/learned to meet entry-level banking/finance occupational standards. Following the list of performance objectives in each module are possible instructional strategies, pre/post tests, and possible instructional materials. A cross-reference section is included which outlines the main interrelationships between modules. The California Business Education Program Guide for Office and Distributive Occupations along with common core units of instruction are also available--see note. (LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC