Assisting At-Risk Populations. Secondary Learning Guide 11. Project Connect. Linking Self-Family-Work.

Institution	Emily Hall Tremaine Foundation, Inc., Hartford, CT.; Southern Illinois Univ., Carbondale.
Titel	Assisting At-Risk Populations. Secondary Learning Guide 11. Project Connect. Linking Self-Family-Work.
Quelle	(1994), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Check Lists; Competence; Competency Based Education; Dropout Prevention; Dropouts; Help Seeking; Helping Relationship; Home Economics; Homeless People; Learning Activities; Pretests Posttests; Problem Solving; Secondary Education; Self Esteem; Self Evaluation (Individuals); State Curriculum Guides; Teaching Guides; Welfare Services; Illinois + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Checkliste; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Helfende Beziehung; Hauswirtschaft; Hauswirtschaftslehre; Homeless person; Homeless persons; Obdachloser; Lernaktivität; Problemlösen; Sekundarbereich; Self-esteem; Selbstaufmerksamkeit; Rahmenlehrplan; Lehrerhandbuch; Fürsorgeeinrichtung
Abstract	This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed in the dropout section: analyze reasons for dropping out of school, identify constructive ways to reinforce self-esteem, and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: dropout characteristics, reasons for dropping out, self-esteem, psychological needs, confidence, understanding others, and dropout agencies. A bibliography contains 23 items. The homeless section addresses these competencies: explain the circumstances contributing to homelessness; identify problems resulting from homelessness and possible solutions; describe ways homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements contain information and activity sheets on the following: housing crises, spouse/partner abuse, poverty, satisfying human needs, empathy, and government sources of help. A bibliography contains 28 items. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC