Electromechanical Technology Secondary Curriculum Guide.

Institution	Georgia Univ., Athens. Div. of Vocational Education.; Georgia State Univ., Atlanta. Dept. of Vocational and Career Development.
Titel	Electromechanical Technology Secondary Curriculum Guide.
Quelle	(1985), (950 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Admission Criteria; Classroom Techniques; Competency Based Education; Criterion Referenced Tests; Curriculum Development; Electrical Occupations; Electricity; Electromechanical Technology; Electronics; Employment Potential; Evaluation Criteria; Facility Guidelines; Glossaries; Graduation Requirements; Job Skills; Learning Activities; Models; Occupational Information; Recordkeeping; Secondary Education; Special Needs Students; State Curriculum Guides; State Standards; Statewide Planning; Student Evaluation; Student Recruitment; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Klassenführung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Electrical occupation; Elektroberuf; Elektrotechnik; Elektronik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Glossary; Glossar; Abschlussordnung; Produktive Fertigkeit; Lernaktivität; Analogiemodell; Berufsinformation; Leistungsnachweis; Sekundarbereich; Sonderpädagogischer Förderbedarf; Rahmenlehrplan; Planwirtschaft; Schulnote; Studentische Bewertung; Ausbildung; Berufsbildung
Abstract	This curriculum guide is intended to provide vocational teachers, supervisors, administrators, and counselors with a suggested model for organizing a course in electromechanical technology. Discussed first are the philosophy, purpose, and objectives of the course. Second, course admissions and recruitment procedures are outlined. Included in the next three sections are descriptions of occupations related to marketing and distributive education, descriptions of Dictionary of Occupational Titles (DOT) code exit points, a list of employability skills, and a task listing by DOT code. After an outline of the structure and content of the curriculum is presented, a series of user guide sheets are provided. Each of these contains some or all of the following: the task or unit competency addressed, a performance statement, suggested instructional activities, a list of instructional materials needed, estimated class hours, estimated lab hours, a performance objective, and suggested testing activities and resources. Examined next are facility requirements and procedures for the curriculum to serve various special needs students. The following instructional management information is included: guidelines for maintaining student competency records, procedures for criterion-referenced testing, and Georgia performance standards required for graduation. A glossary concludes the guide. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC