CBVE: A Study to Measure Its Effectiveness in Kentucky. Final Report. Interim Period 1.

Autor/inn/en	Vincent, Roger D.; Cobb, Robert A.
Institution	Western Kentucky Univ., Bowling Green. Center for Career and Vocational Teacher Education.
Titel	CBVE: A Study to Measure Its Effectiveness in Kentucky. Final Report. Interim Period 1.
Quelle	(1977), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Banking; Business Education; Cognitive Development; Comparative Analysis; Competency Based Education; Curriculum Development; Educational Finance; Mechanics (Process); Office Occupations Education; Postsecondary Education; Program Costs; Program Effectiveness; Program Evaluation; Research Problems; Secretaries; Skill Development; Teacher Effectiveness; Teaching Methods; Trade and Industrial Education; Vocational Education; Kentucky + Suchen Sie Ihr Suchwort? Bankgeschäft; Wirtschaftserziehung; Wirtschaftspädagogik; Kognitive Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsfonds; Mechanische Bewegung; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Forschungskritik; Kompetenzentwicklung; Qualifikationsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	An interim study was conducted in Kentucky to determine the effectiveness of Competency Based Vocational Education (CBVE) and to compare its effectiveness to that of traditional teaching methodologies. Research surveys of those directly involved in the implementation of CBVE were used to ascertain if CBVE is meeting its self-stated goals. Approximately twenty-five percent of all high school and postsecondary educators and students (forty-five administrators, fifty-five teachers, and 745 students) participating in CBVE in Kentucky were questioned. Five aspects of the program were evaluated: instructional planning, student impact, instructional management, professional development, and programmatic aspects. To compare the effectiveness of CBVE and traditional methodologies, a cognitive skill test and classroom summary report (which incorporated a performance skill test) were administered to eleven classes in the areas of bank teller, secretary, and tractor mechanics. Based on the test scores and questionnaire responses, the following conclusions were reached: (1) CBVE was meeting the career needs of students, (2) CBVE students were progressing faster than students taught by traditional methods and learned a larger amount of subject matter, and (3) CBVE was inexpensive to implement in the schools' present facilities. Because these conclusions resulted from an interim, and therefore limited, study, they should be viewed within that context. (ELG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC