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This guide presents writing-focused learning projects and accompanying inquiry activities to help students pass the language arts/writing portion of the General Education Development(GED) Test 2002. The Introduction relates GED as project to the writing portion of the GED and explains how inquiry activities used Official GED Reading Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for writing inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2, an introductory learning project that helps learners comprehend and internalize information about the GED, is entitled "GED Language Arts, Writing and You." The four inquiry activities are based on the template described in volume 1 of this series. The writing template is the basis for the inquiry activities found in the six learning projects: Writing the Rough Draft; Evaluating the Evaluation Standards and Your Essay; Revising for Clear Expression; Revising for Mechanics and Usage; Revising for Style; and Answering the Multiple-Choice Questions. (The template is a five-step inquiry process that consists of the following steps: identify the problem; become familiar with the problem; planning, assigning, and performing; sharing with others; and reflecting, extending, and evaluating.) Appendices include a scoring guide, sample essays, tips for improving peer review, frequently asked questions, and writing and teaching resources. (MO)

This guide presents reading-focused learning projects and accompanying inquiry activities to help students pass the language arts/reading portion of the General Education Development (GED) Test 2002. Section 1 relates GED as project to the reading portion of the GED and explains how inquiry activities used Official GED Reading Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for reading inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2, an introductory learning project that helps learners comprehend and internalize information about the GED, is entitled "GED Language Arts, Reading and You." The two inquiry activities are based on the template described in volume 1 of this series. The reading template is also the basis for the inquiry activities found in these eight learning projects: Identifying the Kinds of Questions on the GED Reading Test; Reading Drama; Reading Stories; Reading Business Documents; Reading Stories ; Reading Reviews; Reading Poetry; and Reading Stories . (The template is a five-step inquiry process that consists of the following steps: identify the problem; become familiar with the problem; planning, assigning, and performing; sharing with others; and reflecting, extending, and evaluating.) Appendices include a document entitled "Learning from Text: A Multidimensional and Developmental Perspective,""think alouds" for the eight learning projects, and a graphic organizer. Contains six references. (MO)

This guide describes development of the problem-based approach of GED as project. It is Volume 1 of a proposed four-volume series. Section 1 describes the concept of GED as project, thinking and problem solving, successful intelligence, and integration of content and skills. Section 2 covers GED as project implementation using learning projects and inquiry activities. It explains how the learning project focuses on a larger issue requiring multiple inquiry activities to achieve. Five phases of the inquiry process, a template to develop inquiry activities, are presented: identifying the problem; becoming familiar with the problem; planning, assigning, and performing tasks; sharing with others; and reflecting, extending, evaluating. Section 3, on teaching through facilitation, discusses facilitated learning as active learning, characteristics of effective facilitators, and facilitative style. Section 4 covers these assessment topics: a definition, methods, intake assessment, and disabilities. Section 5 lists tips to manage the GED as project classroom. Sections 6 and 7 provide sample inquiry activities for two learning projects: "The GED and You" and "The GED and You Revisited." Each inquiry activity follows the template described in Section 2. The inquiry activity instructions are in an instructor guide format; learner's instructions are in italics. The learners' version includes spaces for writing notes and answers. Appendixes include a list of 33 print, web, and video resources for use with GED 2002; sample individual action plans; and list of 11 references. (YLB)

This guide presents math-focused learning projects and accompanying inquiry activities to help students pass the math portion of the GED 2002. It is Volume 2 of a proposed four-volume series; Volume 1 describing the concept of the GED as project is also available. Section 1 relates GED as project to the math portion of the GED and explains how inquiry activities use Official GED Math Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for math inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2 is an introductory learning project that helps learners comprehend and internalize information about the GED, "GED Math and You." The two inquiry activities are based on the template described in Volume 1. The math template is the basis for the 1-6 inquiry activities found in the nine learning projects: Number Line and Informational Graphing; Rates; Algebra/Variables; Algebra/Using Equations; Data Analysis--Mean and Median; Fractions, Proportions, and Percents; The Coordinate Plane, Intercepts, and Slopes; Geometry--Area, Perimeter, and Volume; and Geometry--Angles and Triangles. Appendixes include a document that lists each Math Practice Test question in the left-hand column and enumerates the Accessible Math Content, Learning Skills, and Test-Taking Skills in three columns; and sample individual action plans. (YLB)

A stratified random sample of Virginia's 4,000 employers with over 100 employees was surveyed about workplace-based foundational basic skills (oral and written communication, reading, math, thinking skills, teamwork, English proficiency, and basic computer literacy). A total of 446 surveys were sent with a usable response rate of 18 percent. Findings indicated that employers recognize in both current employees and applicants some basic skill needs; skill needs are exacerbated by new technology, new products, and changing markets, requiring increased performance from all employees; nearly 95 percent of workers have a general educational development (GED) credential or high school diploma; 80 percent of respondents offer tuition reimbursement; the perceived quality of training sources available (community colleges, colleges and universities, private vendors, adult learning centers, and GED programs) varied widely by region; respondents viewed applicant skills less favorably than current employee skills; and learning at work was an investment most often made in the most educated employees. (Eighteen figures illustrate respondents by region and organizational size; functions performed by sites; percentage of tuition reimbursement; pre-employment assessment; full-time employees; average turnover; with diploma or GED; basic skills of employees and applicants; basic skills by region; likelihood of training in next 24 months; use of formal in-house training; use of local training provider; quality of local training and educational services; and impact of local business climate.) (YLB)

The purpose of this study was to analyze the academic performance of transfers from Virginia community colleges to James Madison University (JMU). In fall 1996, 231 students transferred to JMU from in-state community colleges. The major feeder community colleges were Northern Virginia, Blue Ridge, Lord Fairfax, and Piedmont Virginia. The average first-year GPA of transfers was approximately 2.70, compared to 3.00 for all JMU students. Eighty percent of transfers were on the President's List, the Dean's List or in Good Standing, compared with 91% of all JMU undergraduates. The most popular majors for transfer students were Psychology, History, Computer Information Systems, English, and Sociology. JMU participated in a Course-Based Model of Transfer Success (CBMTS) that compares transfer student and native student performance in courses requiring prerequisites. The disciplines with the highest transfer student GPAs were Elementary Education (3.75), Nutrition (3.57), and Early Childhood Education (3.40). Average GPA for transfer students was below 2.00 in several subjects: Accounting, Biology, Chemistry, Economics, English, Math, and Psychology. With the exception of Chemistry, transfer students majoring in these disciplines had an average GPA above 2.00. Transfer students had an average GPA of below 2.00 in 17 courses, many in disciplines that require a high degree of analytical skills. (RDG)