Exit Math Competencies for Selected Industrial Education Post-Secondary Programs in Kentucky (Drafting, Electricity, Electronics, Machine Shop).

Autor/in	Crosby, Richard K.
Institution	Louisville Univ., KY. Dept. of Occupational and Career Education.
Titel	Exit Math Competencies for Selected Industrial Education Post-Secondary Programs in Kentucky (Drafting, Electricity, Electronics, Machine Shop).
Quelle	(1987), (133 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Competence; Competency Based Education; Drafting; Educational Needs; Electricity; Electronics; Machine Tools; Mathematical Applications; Mathematics Instruction; Postsecondary Education; Trade and Industrial Education; Vocational Education; Kentucky + Suchen Sie Ihr Suchwort? Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Draft; Entwurf; Educational need; Bildungsbedarf; Elektronik; Werkzeugmaschine; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Post-secondary education; Tertiäre Bildung; Gewerblich-industrielle Ausbildung; Ausbildung; Berufsbildung
Abstract	This guide was prepared to assist in determining the mathematics that should be included in drafting, electricity, electronics, and machine shop programs. Information for the guide was obtained by asking teachers from every postsecondary vocational school in Kentucky to respond to a questionnaire listing mathematics competencies for their specialty by marking each competency as "needed" or "not needed." The guide is organized in four sections. The first section provides a background for understanding and using the handbook information. The "how" and "why" of what was done are explained in this section. The second section deals with the mathematics competencies for the four programs. Listed are common competencies, competencies specific to programs, and information on using the competency information. Since it may be difficult to visualize a mathematics competency, the third section gives two examples for each mathematics competency selected by the instructors. The fourth section contains resource information provided by the vocational educators. The appendixes include: (1) a list of participants; (2) the survey forms; (3) survey responses; (4) competencies not selected by instructors; and (5) additional competencies submitted by instructors. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC