Administrative Model for the Incorporation of Performance Instructional Modules into University Vocational Education Professional Development Programs. Final Report.

Autor/inn/en	Baker, Richard A.; Trussell, S. Tracy
Institution	Auburn Univ., AL. Center for Vocational and Adult Education.
Titel	Administrative Model for the Incorporation of Performance Instructional Modules into University Vocational Education Professional Development Programs. Final Report.
Quelle	(1981), (166 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competence; Competency Based Teacher Education; Course Descriptions; Curriculum Development; Curriculum Research; Higher Education; Learning Modules; Literature Reviews; Models; Pilot Projects; Professional Development; Program Development; Program Implementation; Research Utilization; Vocational Education + Suchen Sie Ihr Suchwort? Kompetenz; Kursstrukturplan; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning module; Lernmodul; Analogiemodell; Pilot project; Modellversuch; Pilotprojekt; Programmplanung; Forschungsumsetzung; Ausbildung; Berufsbildung
Abstract	A project was conducted to implement and incorporate performance-based instructional modules into the vocational education teacher education program at Auburn University. Six steps were carried out in implementing the project: (1) Orientation materials on performance-based instruction were developed and used with faculty and students; (2) the project staff and faculty members surveyed vocational teachers, teacher educators, local vocational administrators, Alabama to identify competencies needed by vocational teachers; (3) competencies identified were aligned with materials available through Educational Resources Information Center (ERIC) searches and then aligned with existing courses of the university; these materials were obtained and organized in groupings by the identified competencies; (4) all materials identified were acquired, catalogued, and filed in the Resource Information Center (RIC); (5) procedures were developed for the use of performance-based materials by faculty and students in vocational education courses; (6) approximately 50 percent of the vocational teacher education faculty were using one or more instructional modules in one or more of their classes at the end of the project; in addition, the forms designed for administering the modules in the instructional program were being used. (The major portion of this document is a model of the program, containing lists of competencies identified coordinated with identified resources and courses of instruction.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC