Enhancing Workers' Skills for the Workplace and for Life. Worker Education Program Final Report, May 1993--March 1995.

Autor/in	Boyter-Escalona, Margaret
Institution	Northeastern Illinois Univ., Chicago. Chicago Teachers Center.
Titel	Enhancing Workers' Skills for the Workplace and for Life. Worker Education Program Final Report, May 1993--March 1995.
Quelle	(1995), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Cooperative Programs; Curriculum Development; Inplant Programs; Instructional Materials; Literacy Education; Program Descriptions; Program Effectiveness; Program Evaluation; Program Implementation; Public Relations; Resource Centers; School Business Relationship; Staff Development; Student Characteristics; Student Recruitment; Teacher Evaluation; Teacher Selection; Teaching Methods; Unions; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Betriebliche Weiterbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Programme evaluation; Programmevaluation; Public relation work; Öffentlichkeitsarbeit; Personnel development; Personalentwicklung; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	The report describes the design and outcomes of a workplace education program undertaken cooperatively by Northeastern Illinois University, the Amalgamated Clothing and Textile Workers' Union, and a number of local businesses to provide adult basic education, English-as-a-Second-Language, and job skills instruction in the workplace. The report covers the period of May 1993 through March 1995. The first section offers an overview of the program and report. The second gives highlights of program outcomes for the participants, companies, union, and university. Section 3 details four specific program objectives and their accomplishment. A fourth section contains data on program participants, and a fifth describes program activities and features: classes; recruitment; a profile of participants; partner companies; program staff; instructional methodology; teacher selection; staff development efforts; teacher evaluation; instructional materials; and a resource center. In the sixth section, the aspects of the program's implementation model and dissemination activities are outlined, including planning meetings, task analysis, curriculum development, participant recognition, dissemination of promising practices, conference presentations, and media coverage. External and formative program evaluation activities are described in the sixth section. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC