A Demonstration Model of the National Institute of Education's Experience Based Career Education Program. Interim Report. Volume I.

Institution	Fayette County Public Schools, Lexington, KY.
Titel	A Demonstration Model of the National Institute of Education's Experience Based Career Education Program. Interim Report. Volume I.
Quelle	(1977), (310 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Business; Career Development; Career Education; Career Exploration; Credit Courses; Employer Attitudes; Grade 11; Grade 12; High Schools; Individualized Instruction; Learning Experience; Nontraditional Education; Parent Attitudes; Program Attitudes; Program Descriptions; Program Effectiveness; Program Validation; School Community Relationship; Sex Bias; Sex Stereotypes; Student Attitudes; Student Evaluation; Student Improvement; Work Experience Programs; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; Business studies; Wirtschaft; Betriebswirtschaft; Berufsentwicklung; Arbeitslehre; Berufserkundung; Arbeitgeberinteresse; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; Oberschule; Individualisierender Unterricht; Lernerfahrung; Non-traditional education; Alternative Erziehung; Elternverhalten; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	An evaluation was conducted of the Fayette County, Kentucky, implementation of the Northwest Regional Educational Laboratory Experience Based Career Education (NWREL/EBCE) program model, which allowed for the provision of community educational experiences for eleventh and twelfth grade students. Individualized learning plans served as a basis for the EBCE program activities and academic requirements and work experience opportunities were integrated into a comprehensive curriculum which included experiences in basic skills, life skills, and career development. Information was gathered on student outcome and demography; parent, employer, and staff perceptions/opinions; and implementation process data. Conclusions based on analysis of process results were made in the areas of inservice, curriculum and instruction, development of individual learning plans, avoidance and elimination of race and sex bias and stereotyping, and student placement. In the area of evaluation, it was concluded that EBCE students' measured growth in basic skills and attitudes toward the learning environment, career knowledge, planning, and maturity were comparable to comparison students; EBCE students showed no gains in reducing their sex-role stereotyping. It was conjectured that the lack of student data to support the program's visible positive impact was the result of assessment instruments that may have been too insensitive to measure the actual program impact. (Appendixes, which comprise a major portion of the document, include project materials and the third-party final evaluation report.) (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC