Casco Bay Partnership for Workplace Education. Final Performance Report [and] Final Evaluation Report.

Autor/inn/en	Martz Nancy B.; Clasby, Miriam
Institution	University of Southern Maine, Gorham.
Titel	Casco Bay Partnership for Workplace Education. Final Performance Report [and] Final Evaluation Report.
Quelle	(1995), (144 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Higher Education; Independent Study; Literacy Education; Manufacturing Industry; Outcomes of Education; Partnerships in Education; Program Effectiveness; Program Implementation; Questionnaires; Records (Forms); School Business Relationship; Student Centered Curriculum; Teamwork; Tutorial Programs; Workplace Literacy; Maine + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Fertigungswirtschaft; Produzierendes Gewerbe; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Fragebogen; Formularsammlung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	This document is comprised of two separate publications relating to the Casco Bay Partnership for Workplace Education; the Final Performance Report and the Final Evaluation Report. The Casco Bay Partnership for Workplace Education, as described in the Final Performance Report, was a collaborative workplace literacy project involving the University of Southern Maine and three area businesses (American Tool, Barber Foods, and Hannaford Brothers). During an 18-month period, 36 tutors provided instruction to 641 participants at the 3 worksites. From its inception, the project activities were guided by the themes of teamwork and self-directed learning. At each level of the project's operation, all program components were designed in a shared decision-making process. All instructional and organizational strategies used during the project were designed to help project participants take charge of their own learning. Other project activities included presentation of a 30-hour training program for tutors, development of a "motivation survey," and publication of a quarterly newsletter and student-authored publication. All goals stated in the project grant application were met or exceeded. Also included is a Final Evaluation Report in which the themes of teamwork and self-directed learning were described and translated into practice. Appendices in the final performance report include: program recruitment strategies, job profiles, sample pretests/posttests, career planning and workshop descriptions/agendas, project newsletter, sample student publication, and various survey instruments and forms. The final evaluation report contains 14 references. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC