Development of Procedures for Assessing the Impact of Vocational Education Research and Development on Vocational Education (Project IMPACT). Volume 2--A Case Study of the Illinois Occupational Curriculum Project.

Autor/inn/en	Cheney-Stern, Marilyn R.; Phelps, L. Allen
Institution	Illinois Univ., Urbana.
Titel	Development of Procedures for Assessing the Impact of Vocational Education Research and Development on Vocational Education (Project IMPACT). Volume 2--A Case Study of the Illinois Occupational Curriculum Project.
Quelle	(1980), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Behavior Change; Case Studies; Community Colleges; Curriculum Development; Educational Assessment; Educational Change; Educational Research; Evaluation Methods; Literature Reviews; Outcomes of Education; Postsecondary Education; Program Effectiveness; Program Evaluation; Research Utilization; Vocational Education; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Forschungsumsetzung; Ausbildung; Berufsbildung
Abstract	As part of Project IMPACT's efforts to develop procedures for complying with the impact requirements of Public Law 94-482, a case study was made of the Illinois Occupational Curriculum Project (IOCP). The top-down study traced the IOCP from its developers to its users and documented measurable changes in the 1971 versus the 1979 curriculum development behaviors of community college administrators in Illinois. The purpose of IOCP was to develop workable process models that could be used as a guide for local education agencies and the state education agency in developing and evaluating curriculum in occupational education. The philosophy of IOCP was that educational administrators should follow a step-by-step procedure prior to making a decision. In order to aid administrators in carrying out this model process, 12 products were created. The major products were five activity manuals containing learning activities which were introduced at workshops. Evaluation of the IOCP showed that three of the four intended consequences of using the IOCP manuals were realized: more systematic planning, more use of resource materials, and more writing of specific management objectives. The intended consequence that was not realized was more staff involvement. Findings of Project IMPACT's case study confirmed the project evaluation and elucidated factors that facilitated that impact. Probably the most significant finding regarding the actual measurement of impact had to do with the importance of collecting pre- and post-data on the project in the same fashion (open-ended questions) and the observation that even when significant differences in behavior of administrators were observed, it would be impossible to ascribe the change solely to the influence of the IOCP. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC