[Arizona] Field Test Report. Vol. 1. All Units. 1974-75.

Autor/inn/en	Small, Charles; und weitere
Institution	Mesa Public Schools, AZ. Dept. of Research and Evaluation.
Titel	[Arizona] Field Test Report. Vol. 1. All Units. 1974-75.
Quelle	(1975), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Education; Data Collection; Performance; Program Attitudes; Program Effectiveness; Program Evaluation; Questionnaires; Student Attitudes; Tables (Data); Teacher Attitudes; Unit Plan; Arizona + Suchen Sie Ihr Suchwort? Arbeitslehre; Data capture; Datensammlung; Achievement; Leistung; Programme evaluation; Programmevaluation; Fragebogen; Schülerverhalten; Tabelle; Lehrerverhalten
Abstract	A field test was designed and conducted to examine the effectiveness of Arizona-designed career education units, particularly to examine the units' success in terms of their ability to affect positively students' cognitive, affective, and psychomotor behavior according to expressed performance and behavioral objectives. Eleven career education units in nine projects were field tested. Data were gathered through UNIVAL and a teacher monitoring system, with approximately 4,900 students and 152 teachers included in the study. Of the students, 50 percent were female, 69 percent were Anglo, and 31 percent from minority groups. Of the teachers, 31 were male and 121 were female. Teacher attitude toward career education was very positive and moderately positive toward the particular units. Student response to the units was positive, and learner performance (overall percent of correct scores) was a high 83 percent. Measures of unit effectiveness were calculated, based on teacher attitude, learner attitude, and learner performance. Student demographic data were subjected to an ethnic profile. It was concluded that all 11 units in the field set were sufficiently satisfactory to be included in the 1975-1976 statewide implementation program. Additional data and the UNIVAL questionnaire are appended. (BP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC