Labor Education Achievement Program. Evaluation Report. 1991-1992 Grant Period.

Autor/inn/en	Wells, Alice; Robertson-Phillips, Theresa
Institution	Metropolitan Baltimore Council of AFL-CIO Unions, MD.; Maryland State Dept. of Education, Baltimore.
Titel	Labor Education Achievement Program. Evaluation Report. 1991-1992 Grant Period.
Quelle	(1992), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Ancillary School Services; Competency Based Education; Computer Assisted Instruction; Corporate Support; Curriculum Development; Employee Attitudes; Employer Attitudes; Inservice Teacher Education; Job Skills; Labor Education; Labor Force Development; Literacy Education; Program Development; Program Effectiveness; Program Evaluation; State Programs; Student Attitudes; Unions; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Computer based training; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitnehmerinteresse; Arbeitgeberinteresse; Lehrerfortbildung; Produktive Fertigkeit; Labour education; Arbeitserziehung; Arbeitskräftebestand; Programmplanung; Programme evaluation; Programmevaluation; Regierungsprogramm; Schülerverhalten
Abstract	The Labor Education Achievement Program (LEAP) provided workplace literacy services to 664 union workers in 39 classes at worksites, union halls, and other locations. Students' average age was nearly 40. All had attended some public school; 91 percent had some high school education. Students reported various reasons for enrollment; 90.6 percent noted self-improvement as an extremely or very important reason. Of students completing evaluation forms, 65.4 percent indicated they would continue their training elsewhere. Classes were ranked highest in helping students learn what they wanted to learn and lowest in helping them advance on the job. The average summary score of students administered the Self-Esteem Inventory was significantly higher at the end of the class. Interviewed employers noted employee improvement in 7 of 16 performance areas; each would recommend the program to other employers. Interviewed union representatives noted improvement in companies and changes in level and quality of union participation. Teachers indicated they used most often one-to-one tutoring, computer assisted instruction, and a traditional classroom approach; selected commercial print materials and teacher-developed materials were most useful. Recommendations were made concerning instructional program, employer supports, and overall project organization. (Appendixes include job titles of LEAP students and survey instruments.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01