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Program evaluation of Project TECH: ...

Thomas, Rebecca Leela.

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Program evaluation of Project TECH: A distance learning model for job mobility and advancement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Program evaluation of Project TECH: A distance learning model for job mobility and advancement./
作者:	Thomas, Rebecca Leela.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0371.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081792
ISBN:	0496296640

Program evaluation of Project TECH: A distance learning model for job mobility and advancement.
Thomas, Rebecca Leela.

Program evaluation of Project TECH: A distance learning model for job mobility and advancement. - 124 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0371.

Thesis (Ph.D.)--Temple University, 2003.

The purpose of this study was to evaluate the effectiveness of Project TECH as a demonstration project designed to enhance adult literacy and computer skills to further job retention and career advancement. The study addressed the following questions: (1) Did Project TECH significantly improve the adult learners' basic literacy skills? (2) Did adult learner's perceive Project TECH as contributing towards the achievement of their educational and/or employment goals? (3) What were the program's fundamental successes and limitations from the perspective of the (a) adult learner's, (b) instructor's, and (c) administrators? and (4) What are the conditions in which adult literacy educators can partner with employment agencies to further continuing and career advancement for TANF recipients, given the requirements of welfare-to-work reforms?

ISBN: 0496296640Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Program evaluation of Project TECH: A distance learning model for job mobility and advancement.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0371.
500 $a Chair: Joseph P. DuCette.
502 $a Thesis (Ph.D.)--Temple University, 2003.
520 $a The purpose of this study was to evaluate the effectiveness of Project TECH as a demonstration project designed to enhance adult literacy and computer skills to further job retention and career advancement. The study addressed the following questions: (1) Did Project TECH significantly improve the adult learners' basic literacy skills? (2) Did adult learner's perceive Project TECH as contributing towards the achievement of their educational and/or employment goals? (3) What were the program's fundamental successes and limitations from the perspective of the (a) adult learner's, (b) instructor's, and (c) administrators? and (4) What are the conditions in which adult literacy educators can partner with employment agencies to further continuing and career advancement for TANF recipients, given the requirements of welfare-to-work reforms?
520 $a The study was exploratory in design, combining quantitative and qualitative elements. Quantitative data measured literacy gain achieved by each participant. The pre-post data was derived from ABLE and PLATO scores. The qualitative data are reflected in participant, staff and administrator responses from the process of Project TECH.
520 $a A total of 79 adult learners, 8 instructors and 9 administrators representing Project TECH's eight partner agencies participated in this study.
520 $a The tested subsequent ABLE and PLATO scores reflect grade gain. Project TECH demonstrated a positive relationship between the degree of grade gain and the number of hours of computer usage during the distance learning phase. Eighty percent of the surveyed learners demonstrated their capacity to participate in an innovative distance learning initiative while simultaneously retaining employment. Fifteen respondents reported increased earnings and/or benefits as the result of changing employment since enrollment in Project TECH.
520 $a All of the instructors and administrators enthusiastically believed in the philosophy and ideas behind the Project TECH program. Nevertheless, they were able to identify several aspects of implementing the program that could be strengthened. With regards to the role of partnerships, both the instructors and the administrators stressed the need to improve communication among program partners.
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