Health Science Technology Education (HSTE). A Working Model.

Autor/inn/en	McCarty, Sally; und weitere
Institution	Texas Univ., Austin. Extension Instruction and Materials Center.
Titel	Health Science Technology Education (HSTE). A Working Model.
Quelle	(1994), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Allied Health Occupations Education; Articulation (Education); Behavioral Objectives; Check Lists; Community Colleges; Competency Based Education; Entry Workers; Fused Curriculum; High Schools; Models; Statewide Planning; Technology Education; Two Year Colleges; Texas + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Checkliste; Community college; Community College; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; High school; Oberschule; Analogiemodell; Planwirtschaft; Technisch-naturwissenschaftlicher Unterricht
Abstract	This document outlines the model that was jointly developed by representatives of the Texas Education Agency and University of Texas at Austin (UTA) to inject the state's existing health science technology education (HSTE) program with tech prep components and Secretary's Commission on Achieving Necessary Skills (SCANS) competencies. Presented first is a flowchart detailing the technical and professional career preparation provided to traditional and reentry students under the HSTE model at the high school and community/technical college levels. Student outcomes for three HSTE courses are listed: health care science, health occupations I, and health occupations II. Provided next are a checklist of SCANS foundation skills and an analysis of the following SCANS competencies: identifies, organizes, plans, and allocates resources; works with others; acquires and uses information; understands complex interrelationships (systems); and works with a variety of technologies. The next section contains the following: graphic representation of the attitudes/skills/knowledge (ASK) feedback model; discussion of its development; and checklists of the attitudes, skills, and knowledge deemed necessary for entry workers. Concluding the document are four sample programs of study for HSTE students in grades 9-12 and a list of tech prep-related resources available from UTA. (MN)
Anmerkungen	Extension Instruction and Materials Center, University of Texas, P.O. Box 7218, Austin, TX 78713-7218.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC