Pima County Workplace Literacy Partnership. Final Report, March 1, 1991-November 30, 1992.

Autor/in	Hellman, Linda
Institution	Pima County Adult Education, Tucson, AZ.
Titel	Pima County Workplace Literacy Partnership. Final Report, March 1, 1991-November 30, 1992.
Quelle	(1992), (129 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Curriculum Development; English (Second Language); Inplant Programs; Job Skills; Literacy Education; Mathematics Skills; Measures (Individuals); Needs Assessment; Program Effectiveness; Program Evaluation; Program Implementation; Reading Skills; Skill Development; Staff Development; Student Evaluation; Workplace Literacy; Writing Skills; Arizona + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Betriebliche Weiterbildung; Produktive Fertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Messdaten; Bedarfsermittlung; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Writing skill; Schreibfertigkeit
Abstract	Pima County Adult Education's Workplace Education Project provided workplace education classes at 8 worksites to 322 workers. The worksites included Hughes Aircraft Company; AiResearch Tucson Division; Burr-Brown Corporation; Westward Look Hotel; Tucson Medical Center; Radisson Suite Hotel; Manufacturing & Research, Inc.; and University of Arizona (Facilities Management). All participants were pretested; 249 completers were posttested. Teachers of English for speakers of other languages (ESOL) designed pre- and post-assessments that included speaking, listening, reading, and writing components. Math instructors designed pre- and post-assessments. Reading instructors created a reading assessment using company material. In the writing classes, a student writing sample was taken. (The 12-page report is followed by these appendixes: generic workplace curricula for reading skills, writing skills, math fundamentals, math for statistical process control, algebra, and ESOL; job-specific curriculum matrices; sample company-specific curricula and lessons; sample pre- and post-assessments; sample pre-posttest comparisons: basic math; holistic scoring guidelines for writing sample; sample student needs assessment; sample supervisor needs assessment; sample manager evaluation; sample student course evaluation; and articles about the project. An attached external evaluation report sees the development of assessment instruments as a major contribution.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC