Project: MOBILITY. A Federally Funded Research and Design Project for Disadvantaged and Handicapped Vocational Education Students. Licensed Vocational Nursing. Curriculum Analysis.

Institution	Fresno City Coll., CA.
Titel	Project: MOBILITY. A Federally Funded Research and Design Project for Disadvantaged and Handicapped Vocational Education Students. Licensed Vocational Nursing. Curriculum Analysis.
Quelle	(1978), (166 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Objectives; Cognitive Objectives; Community Colleges; Curriculum Development; Curriculum Evaluation; Disadvantaged Youth; Educational Problems; Employment Qualifications; Handicapped Students; Job Analysis; Job Skills; Nurses; Performance Criteria; Practical Nursing; Psychomotor Objectives; Student Problems; Task Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Kognitives Lernziel; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Benachteiligter Jugendlicher; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Arbeitsanalyse; Produktive Fertigkeit; Krankenpflege; Psychomotorisches Lernziel; Studienproblem; Aufgabenanalyse; Ausbildung; Berufsbildung
Abstract	The results of a five-step curriculum analysis of the licensed vocational nursing program at Fresno City College, California, are provided in this booklet. (An analysis of four other vocational programs are provided in CE 019 817-820.) The products of step 1 include a definition of the employment opportunity for this area and a statement of the skills/behaviors/attitudes required for employment; program curriculum objective defined specific to the stated employment requirements; performance requirements for the stated program curriculum objective; curriculum objectives of all existing vocational/occupational courses presently required for graduation from this program area; and a definition of the terminal mastery (cognitive/affective/psychomotor) which students must achieve from each non-occupational/vocational course included in the program. Step 2 includes a cognitive/affective/psychomotor analysis of each stated course objective and the criteria of mastery for each item identified. Step 3 includes an identification of items of mastery required in each course which represent problem areas for the disadvantaged student; and a diagnosis/identification of the nature of the problem areas and their perceived causes in terms of student-related and curriculum/course-related causes. Step 4 includes a restatement of the priority problem area as terminal performance objectives, criterion measures for each terminal performance objective, learning requirements to achieve each objective, an organization of learning stress, and an analysis of alternate methods and media. Finally, step 5 includes specific recommendations of program/course change to eliminate identified problems and produce the required mastery. (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC