Enhancing Basic Skill Levels of Marketing and Distributive Education Students Identified as Disadvantaged--A Tutorial Approach. Final Report, July 1, 1980-June 30, 1981.

Autor/in	Wells, Randall L.
Institution	Louisville Univ., KY. School of Education.; Kentucky State Dept. of Education, Frankfort. Bureau of Vocational Education.
Titel	Enhancing Basic Skill Levels of Marketing and Distributive Education Students Identified as Disadvantaged--A Tutorial Approach. Final Report, July 1, 1980-June 30, 1981.
Quelle	(1981), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Competence; Disadvantaged; Distributive Education; Educational Needs; English; Field Tests; Identification; Marketing; Material Development; Mathematics; Needs Assessment; Pretests Posttests; Program Effectiveness; Secondary Education; Skill Development; Student Evaluation; Student Needs; Tutorial Programs; Vocational Education + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kompetenz; Educational need; Bildungsbedarf; English language; Englisch; Praxisübung; Identifikation; Identifizierung; Lehrmaterialentwicklung; Mathematik; Bedarfsermittlung; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ausbildung; Berufsbildung
Abstract	A project was undertaken to enhance the basic skill levels of marketing and distributive education students identified as disadvantaged by using a tutorial approach. After determining the basic skill competencies needed for students to succeed in marketing and distributive education, project staff identified existing materials in the areas of math and English that could be used in working with disadvantaged students. Then researchers selected the junior marketing and distributive education class in five Jefferson County, Kentucky, high schools to serve as project sites. Using a non-equivalent control group design, researchers field tested the effectiveness of the tutorial approach of instruction in developing basic skill competencies. Among the tutorial strategies utilized were large group sessions, small group sessions, and individual assistance. Data from student pretest/post-test scores and from responses to a survey (completed by 63 students) indicated that those receiving math and English tutorial services experienced significant gains in mean post-test scores. Because students generally enjoyed working in the project and because the program seemed to give students more confidence in themselves, project staff recommended implementing similar programs in other areas. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01