Building Essential Skills for the Ohio Building and Construction Industry. Workplace Literacy Demonstration Project. External Evaluation. Final Report.

Autor/in	Philippi, Jorie W.
Institution	Performance Plus Learning Consultants, Inc., Charleston, WV.
Titel	Building Essential Skills for the Ohio Building and Construction Industry. Workplace Literacy Demonstration Project. External Evaluation. Final Report.
Quelle	(1995), (234 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Construction Industry; Cooperative Planning; Curriculum Development; Delivery Systems; Demonstration Programs; Literacy Education; Outcomes of Education; Partnerships in Education; Program Development; Program Effectiveness; School Business Relationship; Statewide Planning; Student Attitudes; Teacher Attitudes; Unions; Workplace Literacy; Ohio + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Baugewerbe; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Programmplanung; Planwirtschaft; Schülerverhalten; Lehrerverhalten
Abstract	The Center on Education and Training for Employment at the Ohio State University worked in partnership with the Ohio State Building and Construction Trades Council to develop and deliver customized workplace literacy services for local union members in six major Ohio cities (Columbus, Cleveland, Cincinnati, Toledo, Dayton, and Akron). A third-party evaluator was hired to determine the extent to which the project goals and objectives had been accomplished. A modified version of the Context-Input-Process-Product model was used to evaluate the program through interviews of program participants and staff, observations of instructional sessions and staff meetings, and a review of project materials. It was concluded that the project provided approximately 360 participants' with the job-specific basic skills required to be able to participate successfully in union-sponsored technical skills enhancement training courses. Recommendations included more rigorous and comprehensive preservice instructor training and allocation of more staff time to communication and monitoring or all project activities. (Appendixes constituting approximately 75% of this document contain the following: pre- and postassessment data analysis, participant data, copies of interim reports to the project director, sample literacy task analyses, and sample curricula.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC