Curriculum Development Basic to the Training of Individuals for Employment in Agribusiness, Natural Resources, and Environmental Protection. Final Report. Volume One of Five Volumes. [Report No.: VT-103-259

Institution	Ohio State Univ., Columbus. Ohio Career Education and Curriculum Management Lab. in Agricultural Education.
Titel	Curriculum Development Basic to the Training of Individuals for Employment in Agribusiness, Natural Resources, and Environmental Protection. Final Report. Volume One of Five Volumes. [Report No.: VT-103-259
Quelle	(1976), (58 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Agribusiness; Career Education; Conservation (Environment); Curriculum Development; Curriculum Evaluation; Educational Research; Elementary Secondary Education; Environmental Education; Natural Resources; Program Descriptions; Vocational Education + Suchen Sie Ihr Suchwort? Agrarindustrie; Arbeitslehre; Conservation; Environment; Konservierung; Bewahung; Umwelt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsforschung; Pädagogische Forschung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natural Ressource; Natürliche Ressource; Ausbildung; Berufsbildung
Abstract	A two-phase project was designed to (1) provide curriculum guidelines in agribusiness, natural resources, and environmental protection for classroom teachers and others in education to facilitate the process of career education at K-12 levels (Phase 1) and (2) provide evaluative information concerning the curriculum guides by nationwide field testing (Phase 2). The procedures in Phase 1 involved four major task areas: (1) The identification of 400 specific occupations considered relevant for providing a basis for curriculum development, (2) a review of the state-of-the-art of curriculum development in these occupational areas, (3) the development and formative evaluation of 10 curriculum guides, and (4) the initial dissemination of the guides to the 50 states. Field testing of the guides (Phase 2) included three components: (1) Monitoring of teacher reactions to the guides' usefulness (2) monitoring dissemination policies and procedures for curriculum guides, and (3) assessing student achievement as a result of using the guides. Dissemination activities varied widely among the states, with greater effort made to disseminate the eight high school level career preparation guides. Responses from the 35 K-9 teachers were generally favorable, and reactions of the 137 vocational education teachers towards the career preparation guides was very positive. Specific conclusions and recommendations, along with a bibliography, are included in the report. (RG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01