2 (Secondary) + 2 (Postsecondary) Articulated Curriculum for Health Occupations [electronic resource] : A How-To-Manual / Bill E. Lovelace and Others.
This manual addresses specific aspects of the development and implementation of articulated vocational programs between high schools and colleges. The approach presented in the manual was derived from research and the experiences of the Paris Junior College (Texas) project staff who developed a &quo...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 100 | 1 | |a Lovelace, Bill E. | |
| 245 | 1 | 0 | |a 2 (Secondary) + 2 (Postsecondary) Articulated Curriculum for Health Occupations |h [electronic resource] : |b A How-To-Manual / |c Bill E. Lovelace and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 123 p. | ||
| 500 | |a ERIC Document Number: ED322939. | ||
| 500 | |a Sponsoring Agency: Texas Higher Education Coordinating Board, Austin. |5 ericd. | ||
| 500 | |a Educational level discussed: Two Year Colleges. | ||
| 520 | |a This manual addresses specific aspects of the development and implementation of articulated vocational programs between high schools and colleges. The approach presented in the manual was derived from research and the experiences of the Paris Junior College (Texas) project staff who developed a "2 + 2" articulated career ladder curriculum for nursing education. Chapter 1 contains background information, underscores the need for articulated curricula, and provides relevant definitions. Chapter 2 describes types of needs assessment procedures and emphasizes their importance, while chapter 3 examines the composition, creation, orientation, and use of the curriculum committee. Chapter 4 describes curriculum development, focusing on occupational requirements, career ladders, instructional analysis, student prerequisites, support courses, course prerequisites, and curriculum finalization. Chapter 5 reviews the content of basic course outlines, including objectives, learning activities, tools and equipment, physical facilities, instructional materials, competency profiles, student monitoring, and performance exams. Chapter 6 offers guidance on instructor qualifications, chapter 7 discusses issues related to program/curriculum accreditation, and chapter 8 considers the roles and responsibilities of "2 + 2" development and implementation staff. Chapters 9 and 10 offer information on conducting student follow-ups and developing articulation agreements. Finally, chapter 11 deals with considerations related to program/curriculum evaluation. Appendixes discuss establishing a definition of articulation and present a survey used to validate tasks and competencies. (JMC) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a Accreditation (Institutions) |2 ericd. |
| 650 | 0 | 7 | |a Allied Health Occupations Education. |2 ericd. |
| 650 | 1 | 7 | |a Articulation (Education) |2 ericd. |
| 650 | 1 | 7 | |a College School Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Community Colleges. |2 ericd. |
| 650 | 0 | 7 | |a Course Content. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Guides. |2 ericd. |
| 650 | 0 | 7 | |a Educational Planning. |2 ericd. |
| 650 | 0 | 7 | |a Needs Assessment. |2 ericd. |
| 650 | 1 | 7 | |a Nursing Education. |2 ericd. |
| 650 | 1 | 7 | |a Secondary Schools. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Qualifications. |2 ericd. |
| 650 | 1 | 7 | |a Two Year Colleges. |2 ericd. |
| 650 | 0 | 7 | |a Vocational Education. |2 ericd. |
| 710 | 2 | |a Paris Junior Coll., TX. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED322939.pdf |z Full Text (via ERIC) |
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