ABC's of Construction. Final Report.

Institution	Greater Baton Rouge Chamber of Commerce, LA.; Associated Builders and Contractors, Inc., Baton Rouge, LA. Pelican Chapter.; East Baton Rouge Parish School Board, LA.
Titel	ABC's of Construction. Final Report.
Quelle	(1993), (130 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Articulation (Education); Basic Skills; Building Trades; Check Lists; Classroom Environment; Content Area Reading; Curriculum Development; Demonstration Programs; Integrated Curriculum; Literacy Education; Numeracy; Partnerships in Education; Program Development; Program Effectiveness; Task Analysis; Trade and Industrial Education; Vocational Education; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Basic skill; Grundfertigkeit; Building trade; Bauwesen; Baugewerbe; Checkliste; Klassenklima; Unterrichtsklima; Sinnerfassendes Lesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rechenkompetenz; Hochschulpartnerschaft; Programmplanung; Aufgabenanalyse; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	The ABC's of Construction project was a demonstration project designed to integrate basic skills training with an industry-developed vocational-craft training program. The program was located at the central training facility of the Pelican Chapter of Associated Builders and Contractors (ABC), an organization made up of nearly 300 member companies involved in construction in southern Louisiana. During the project's 20-month grant period (March 1991-October 1992), 649 workers were screened on the reading and mathematics sections of the Test of Adult Basic Education, and 204 of them were identified to receive educational counseling comparing their reading and mathematics skills to individual training tasks identified through a literacy task analysis of their apprentice program. During three 5-month cycles, 107 workers each received 10 to 268 hours of instruction in an open-entry/open-exit classroom program. Trainee attendance averaged 44.63 hours. A total of 359 students slots were filled during the project's 7 seminars in workplace dynamics. Contact hours throughout the project totaled 2,945 hours, and the retention rate was more than 80%. Pre/postcompetency tests established that, after 50 hours of instruction, trainees' skill levels increased an average of 2.8 years in mathematics and 2.02 grades in reading. (Appendixes constituting approximately 75 percent of this document contain the following: external evaluation report, original grant abstract, classroom environment inventory, literacy task analysis, and overview of the project curriculum and original materials.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC