A Comprehensive Curriculum Evaluation of the Christian Action Ministry Academy-1970.

Autor/in	Eash, Maurice J.
Institution	Illinois Univ., Chicago. Chicago Circle Campus.
Titel	A Comprehensive Curriculum Evaluation of the Christian Action Ministry Academy-1970.
Quelle	(1970), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Community; Black Education; Church Programs; College Students; Community Cooperation; Curriculum Design; Curriculum Evaluation; Dropout Programs; Dropouts; Poverty; Program Evaluation; Research Design; Student Attitudes; Student Teacher Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Collegestudent; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Armut; Programme evaluation; Programmevaluation; Forschungsdesign; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The results of a comprehensive curriculum evaluation of the Christian Action Ministry (CAM) Academy, which was founded to help black dropouts complete their high school education and secure college placement are reported. The CAM Academy requested the assistance of the University of Illinois in undertaking a comprehensive curriculum evaluation to provide the data necessary to the development of a new program. Objectives of the evaluation were to determine the effects of the educational program on the students, to explicate the instructional and curriculum designs in operation and changes which had occurred in them, to identify the constructs in these designs which made them viable alternatives for the students, and, finally, to test areas of cooperative endeavor which would be beneficial to both the University and its neighboring community. A modification of Stufflebeam's model which employs four evaluative areas - context, input, process, and product - was employed as a guide for data collection. A number of data sources were tapped and the resulting information was analyzed against contrast data on public school curricula and students. Results are presented and educational implications are discussed. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01