Project ALERT. Workplace Education. External Evaluators Reports.

Autor/inn/en	Philippi, Jorie W.; Mikulecky, Larry; Lloyd, Paul
Institution	Wayne State Univ., Detroit, MI. Coll. of Education.
Titel	Project ALERT. Workplace Education. External Evaluators Reports.
Quelle	(1998), (204 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Continuing Education; Education Work Relationship; Institutional Cooperation; Mathematical Applications; Mathematics Instruction; Multimedia Instruction; On the Job Training; Outcomes of Education; School Business Relationship; Skill Development; Teaching Methods; Whole Language Approach; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Weiterbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Multimediales Lernen; Training-on-the-Job; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	This document contains four evaluations of Project ALERT (Adult Literacy Enhanced & Redefined through Training), a workplace literacy partnership of Wayne State University, the Detroit Public Schools, and several city organizations, unions, and manufacturers in the automobile industry that was formed to meet employees' job-specific basic skills application needs in manufacturing and service operations, through the development of whole language curriculum and training. The reports are "External Evaluator's Final Report" by Jorie W. Philippi and "Year Two Report, January 1997,""Report on Site Visits, March 1996," and "Formative Evaluation Report, August 1995" (Larry Mikulecky, Paul Lloyd). Extensive onsite investigations and job analysis resulted in development of customized whole language, interactive multimedia, and learner-centered training. During the 3-year project 78 courses in communications skills, mathematics, and job-specific skills were presented to 683 employees. Philippi's evaluation using a modified Context-Input-Process-Product (CIPP) model found that there was a good deal of consensus about program goals among the partners and the participants, with the only area of divergence being that some participants expected to acquire a broader range of skills than the courses addressed. The curriculum materials were determined to be very good, especially the multimedia CD-ROMs, although not as many workplace examples were used as intended. Deadlines for the project were met, and participants mastered course work. Although employees and supervisors reported transfer of training and improvement in work productivity, not enough data were collected to determine the validity of these reported outcomes. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01