A Third Party Evaluation of the Appalachian Maryland Experience-Based Career Education Project: 1976-77.

Autor/inn/en	Stead, Floyd L.; und weitere
Institution	West Virginia Univ., Morgantown. Coll. of Human Resources and Education.; West Virginia Univ., Morgantown. Office of Educational Research and Field Services.
Titel	A Third Party Evaluation of the Appalachian Maryland Experience-Based Career Education Project: 1976-77.
Quelle	(1977), (152 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Business; Career Choice; Career Development; Career Education; Cooperative Programs; Educational Objectives; Educational Research; Employer Attitudes; High Schools; Parent Attitudes; Program Administration; Program Attitudes; Program Descriptions; Program Effectiveness; Program Evaluation; Program Validation; Questionnaires; School Community Relationship; Student Attitudes; Student Evaluation; Student Improvement; Work Experience Programs; Maryland + Suchen Sie Ihr Suchwort? Business studies; Wirtschaft; Betriebswirtschaft; Berufsentwicklung; Arbeitslehre; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Arbeitgeberinteresse; High school; Oberschule; Elternverhalten; Programme evaluation; Programmevaluation; Fragebogen; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	A third party evaluation was conducted of the first phase, 1976-77, of the three-year Appalachian Maryland Experienced Based Career Education Project (EBCE). During this year, the project provided combined learning activities outside and within the classroom for twenty-four twelfth grade students. These experimental students and twenty-three control students were pre- and posttested with the Career Maturity Inventory Test and the Watson-Glaser Critical Thinking Appraisal, in combination with a Student Profile Sheet. A Context, Input, Process, and Product (CIPP) design was used to determine the interrelationship of procedural and intended elements with product and actual results. Some of the major conclusions were that (1) the support of local constituents and community for EBCE was unequivocally strong and impressive; (2) EBCE students demonstrated exemplary academic progress, and their attitudes towards education generally improved as a result of participating in the program; and (3) in terms of career skills and career decision making, the EBCE students demonstrated substantial career education gains after participating in the project. (Appendixes contain instruments, data, and materials used in the study.) (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC