Barbering. Post Secondary Curriculum Guide.

Autor/inn/en	Moye, Michael D.; und weitere
Institution	Georgia Univ., Athens. Div. of Vocational Education.
Titel	Barbering. Post Secondary Curriculum Guide.
Quelle	(1981), (178 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Barbers; Behavioral Objectives; Disabilities; Educational Resources; Experiential Learning; Facility Guidelines; Job Skills; Learning Activities; Mainstreaming; Postsecondary Education; Special Education; State Curriculum Guides; Trade and Industrial Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Handicap; Behinderung; Bildungsmittel; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Lernaktivität; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rahmenlehrplan; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	This curriculum guide, intended for teachers, supervisors, counselors, and curriculum committees, is designed for use in postsecondary barbering programs in Georgia. Its purpose is to provide entry-level skills in barbering in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival skills. The first two sections explain the philosophy, goals, purpose, and objectives of state and local programs of vocational education, and those of the guide itself. In section 3 the field of barbering is described; employability skills, student exit points, and tasks cross-referenced to the Dictionary of Occupational Titles are listed. The curriculum structure, course outline, and suggested completion times for units are provided in section 4. Section 5, the main part of the guide, provides unit guides for each task to be taught in the curriculum. (Included for each task are a description of the task to be taught, a student performance objective, suggested instructional activities, lists of instructional materials, evaluation sections, suggested classroom hours, and related instruction tasks.) Section 6 contains lists of references and resources needed to conduct the course, while student record forms comprise section 7. Following suggestions for working with special needs students (section 8), the curriculum guide concludes with a facility layout for a learning resource center and a laboratory, and definitions of terms (sections 9 and 10). (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC