A Model for Teaching Basic Skills in a Community College Setting.

Autor/inn/en	Brantley, Jerry; und weitere
Institution	Macomb County Community Coll., Warren, MI.
Titel	A Model for Teaching Basic Skills in a Community College Setting.
Quelle	(1981), (239 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Career Planning; Community Colleges; Counseling; Course Content; Developmental Studies Programs; Program Descriptions; Program Evaluation; Reading Instruction; Remedial Mathematics; Study Skills; Teaching Methods; Tutorial Programs; Two Year Colleges; Vocational Education; Writing Instruction + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Karriereplanung; Community college; Community College; Counselling; Beratung; Kursprogramm; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Programme evaluation; Programmevaluation; Leseunterricht; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ausbildung; Berufsbildung; Schreibunterricht
Abstract	The Basic Skills Program described in this report was developed by Macomb County Community College (MCCC) as a semester-long pre-vocational program for Comprehensive Employment and Training Act (CETA) students. Following introductory material, Part I presents a general review of postsecondary developmental education programs for vocational/technical education. Next, six CETA basic skills programs are compared, and a summary is provided of the program modifications suggested by John Roueche and Martha Maxwell, two external consultants. Part IV describes the MCCC program design and sequence and includes student and tutor evaluations and comments. In the next ten sections, detailed descriptions of the Basic Skills Program's reading, writing, mathematics, counseling, and introduction to technical careers courses are paired with reviews of the literature on research and theory and other programs and instructional methods used in these areas. While each descriptive section varies, most contain information on the objectives, content, instructional methods, and organization of the courses and several contain data on student progress and other evaluative information. In Parts XV and XVI, conclusions and recommendations regarding CETA basic skills programs are offered. Appendices cover textbook readability, facilities, intake, courses, record-keeping, and student assessment. (KL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC