Small Engine Repair. Secondary Curriculum Guide.

Autor/inn/en	Watkins, James F.; und weitere
Institution	Georgia Univ., Athens. Div. of Vocational Education.
Titel	Small Engine Repair. Secondary Curriculum Guide.
Quelle	(1981), (416 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Disabilities; Educational Resources; Employment Potential; Engines; Experiential Learning; Facility Guidelines; Job Skills; Learning Activities; Mainstreaming; Occupational Information; Repair; Secondary Education; Special Education; State Curriculum Guides; Technical Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Handicap; Behinderung; Bildungsmittel; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Maschine; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Lernaktivität; Berufsinformation; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Rahmenlehrplan; Technikunterricht; Ausbildung; Berufsbildung
Abstract	This curriculum guide was designed for use in secondary small engine repair education programs in Georgia. Its purpose is to provide for development of entry level skills in small engine repair in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival skills. The first section of six explains the philosophies, purposes, and goals of vocational education in Georgia. Section 2 presents employability skills related to the occupational area of small engine repair, specific occupational titles, student exit points, and tasks cross referenced to the Dictionary of Occupational Titles. Section 3, the largest part of the guide, provides unit guides for each task. (For each task, a task description, student performance objective, suggested instructional activities, instructional materials, evaluation section, and suggested instruction hours are included.) Section 4 contains the curriculum structure and course outline, while student record forms and competency certificates make up section 5. The last unit contains facility guidelines, with drawings, for group instruction and individualized instruction facilities. Appendixes to the guide contain references and resources, information on teaching special needs student, and definitions of terms. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC