Results Orientated Workplace Literacy Project.

Sonst. Personen	Farrell, Virginia (Mitarb.)
Institution	Cuyahoga Community Coll., Cleveland, OH.
Titel	Results Orientated Workplace Literacy Project.
Quelle	(1994), (418 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Basic Skills; Communication Skills; Curriculum Development; Inplant Programs; Job Skills; Labor Force Development; Literacy Education; Manufacturing Industry; Mathematics Instruction; Mathematics Skills; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Reading Skills; Vocabulary Development; Workplace Literacy + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Betriebliche Weiterbildung; Produktive Fertigkeit; Arbeitskräftebestand; Fertigungswirtschaft; Produzierendes Gewerbe; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Programmplanung; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Wortschatzarbeit
Abstract	Cuyahoga Community College's (CCC) Unified Technologies Center (UTC) collaborated with three Cleveland area manufacturing companies in a workplace literacy project. The project provided job-related mathematics and communications programs for 302 employees who needed basic skills upgrading to improve their job performance. The project implementation process involved the following: establishment of an operations/advisory committee; information meetings; instructor selection; basic skills job/task analysis; employee assessment; advising sessions; curriculum design/development; train-the-trainer/instructor orientation; establishment of a multimedia learning center; training; and evaluation activities. Four courses were designed and developed for each company: Mathematics on the Job I and II and Communications on the Job I and II. The objectives for each course differed from company to company, based on the job task analysis and the mathematics and communications requirements of each job. (The 18-page report is accompanied by extensive attachments, including the following: copies of the job task analysis for each of the three partner companies; examples of test results given to each company; samples of the Individual Learning Plan; a course description and general outline for each course; samples of criterion-referenced assessments; reports compiled from student evaluation forms completed at the end of each course; and a final evaluation report.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01