Developing Curriculum for Interpreter Training Programs in Vocational Education. Final Report, July 1, 1979-June 30, 1980.

Autor/inn/en	Roy, Cynthia B.; und weitere
Institution	Texas State Technical Inst., Waco.
Titel	Developing Curriculum for Interpreter Training Programs in Vocational Education. Final Report, July 1, 1979-June 30, 1980.
Quelle	(1980), (532 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; American Sign Language; Annotated Bibliographies; Competence; Curriculum Development; Curriculum Evaluation; Curriculum Guides; Deaf Interpreting; Educational Needs; Guidelines; Hearing Impairments; Inservice Education; Instructional Materials; Job Skills; Job Training; Learning Modules; Material Development; Models; Needs Assessment; Postsecondary Education; Program Development; Program Effectiveness; Validated Programs; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bibliography; Bibliographies; Bibliografie; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Curriculare Materialien; Educational need; Bildungsbedarf; Richtlinien; Hearing impairment; Hörbehinderung; Berufsbegleitende Ausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Learning module; Lernmodul; Lehrmaterialentwicklung; Analogiemodell; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programmplanung; Ausbildung; Berufsbildung
Abstract	A project was conducted to develop a curriculum for training interpreters to use American Sign Language (ASL) to serve the deaf. The three-phase project involved (1) a task analysis to catalog the skills needed by interpreters and location of existing materials to determine areas where material needed to be developed; (2) development of a model training program that included flexible curricula and comprehensive syllabi; and (3) validation of the curriculum by using part of the materials in an inservice training for nine non-certified interpreters already in the field. Comparison of the pre- and posttests administered during the one-day pilot inservice attested to the project's success by indicating a 50 percent increase in accuracy to questions covering materials in the tested module. Project recommendations called for continued curriculum development, audio-visual material development, and further field testing. (Nineteen appendixes--98 per cent of the document--include the following tangible products of the project: a task inventory and analysis, an interpreter training curriculum outline, model program guidelines and design, course syllabi for the curriculum outline, an in-depth instructional module for teaching interpretation skills with format and style developed for all modules, and an annotated bibliography.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01