New Horizons. A National Workplace Literacy Program. Final Report. "New Horizons" External Evaluation Impact Study.

Autor/inn/en	Hudson, Patt; Gretes, John A.
Institution	Horry-Georgetown Technical Coll., Conway, SC.
Titel	New Horizons. A National Workplace Literacy Program. Final Report. "New Horizons" External Evaluation Impact Study.
Quelle	(1994), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Behavioral Objectives; Individualized Instruction; Industrial Personnel; Literacy Education; Mathematics Skills; Metal Industry; Numeracy; Outcomes of Education; Pretests Posttests; Program Development; Program Effectiveness; Questionnaires; Reading Skills; Records (Forms); School Business Relationship; Technical Institutes; Two Year Colleges; Workplace Literacy; Writing Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Individualisierender Unterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Metallindustrie; Rechenkompetenz; Lernleistung; Schulerfolg; Programmplanung; Fragebogen; Reading skill; Lesefertigkeit; Formularsammlung; Technische Fakultät; Writing skill; Schreibfertigkeit
Abstract	The New Horizons project was a workplace literacy partnership during which 454 employees (53%) of Georgetown Steel attended classes provided by Horry-Georgetown Technical College in Conway, South Carolina. Of the 454 participants, 294 were white, 159 were black, 71 were female, 383 were male, 133 had been with the company for 5 years or less, and 227 for 16 or more years. The participants, who had a mean age of 40.6 years, received a total of 14,232 hours of instruction in math, reading, writing, problem solving, and time management classes averaging 6-8 students per class. A comprehensive needs assessment was conducted to identify employees requiring basic skills instruction. Individualized Education Plans were developed for each participant. A comprehensive evaluation of trainee outcomes that included pre- and posttesting and interviews with participants and supervisors established that participants averaged 22%, 39%, and 14% gains in reading, math, and writing skills, respectively. Also included is a third-party evaluation report confirming the significant skill gains achieved by course participants. Appended to the third-party evaluation are the participant and supervisor survey forms, an analysis matrix of project objectives, and 22 charts detailing participant survey and pre- and posttest data. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01