Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

Autor/inn/en	Hepburn, Larry; Shin, Masako
Institution	Southern Illinois Univ., Carbondale. School of Technical Careers.
Titel	Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.
Quelle	(1981), (345 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch; spanisch; laotisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Accounting; Behavioral Objectives; Bilingual Instructional Materials; Business English; Clerical Occupations; Clerical Workers; Competency Based Education; Curriculum Guides; Mathematics; Office Occupations Education; Student Evaluation; Technical Education; Typewriting; Vocabulary; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Abrechnung; Buchführung; Buchhaltung; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Office occupations; Büroberuf; Bürohilfskraft; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculare Materialien; Mathematik; Büro- und Verwaltungsschule; Schulnote; Studentische Bewertung; Technikunterricht; Maschinenschreiben; Wortschatz; Ausbildung; Berufsbildung
Abstract	This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator, business math, accounting, and business English. A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the duplicating section, a student should be able to (1) prepare the master for fluid duplicator, (2) operate a fluid duplicator, (3) type a stencil, (4) duplicate copies on a stencil duplicator, (5) produce a master copy from the thermo-fax for the fluid duplicator, and (6) produce a master copy for the stencil machine. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. Section 3 lists technical terms concerning clerical occupations in English, Spanish, and Laotian. (CT)
Anmerkungen	Division of Adult, Vocational and Technical Education, Illinois Office of Education, 100 North First St., Springfield, IL 62777 (write for price).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01