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Veröffentlicht am 26. Juli 2024

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1

Cusack, Janet M., Linda J. Joos und Gladys L. Simenc. „Cooperative Education“. Dimensions of Critical Care Nursing 9, Nr. 2 (März 1990): 119–24. http://dx.doi.org/10.1097/00003465-199003000-00014.

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2

Szabo, Manfred E. „Concurrent Cooperative Education“. Industry and Higher Education 9, Nr. 1 (Februar 1995): 18–24. http://dx.doi.org/10.1177/095042229500900104.

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The author discusses the concept of postgraduate cooperative education as a model for creating university–industry partnerships, linking industrial and university research, and increasing industrial productivity and national competitiveness. The model is presented against the background of the current trend in Canada to increase the employability of college and university graduates by blending work and study activities within a formally structured academic curriculum.
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3

>FANO, R. M., und L. D. >SMULLIN. „Lifelong Cooperative Education“. European Journal of Engineering Education 10, Nr. 3-4 (September 1985): 205–15. http://dx.doi.org/10.1080/03043798508939245.

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4

Martin, Andy, und Jenny Fleming. „Cooperative education in outdoor education“. Journal of Outdoor and Environmental Education 14, Nr. 1 (Juni 2010): 41–48. http://dx.doi.org/10.1007/bf03400895.

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5

Liu, Tingxi. „Home-school Cooperative Education“. International Journal of Education and Humanities 4, Nr. 3 (27.09.2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.

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In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.
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6

Woodfield, Scott N., Gordon E. Stokes und Vern J. Crandall. „On-campus cooperative education“. ACM SIGCSE Bulletin 19, Nr. 1 (Februar 1987): 353–56. http://dx.doi.org/10.1145/31726.31785.

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7

Russell, Jeffrey S. „Cooperative Education: One Perspective“. Journal of Professional Issues in Engineering Education and Practice 117, Nr. 4 (Oktober 1991): 319–35. http://dx.doi.org/10.1061/(asce)1052-3928(1991)117:4(319).

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8

Rheams, Patricia A., und Fred Saint. „Renovating cooperative education programs“. New Directions for Community Colleges 1991, Nr. 75 (1991): 47–54. http://dx.doi.org/10.1002/cc.36819917509.

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9

Reason, Peter, Peter Park, Mary Brydon-Miller, Budd Hall und Ted Jackson. „Cooperative Inquiry“. Curriculum Inquiry 26, Nr. 1 (1996): 81. http://dx.doi.org/10.2307/1179902.

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10

Coffin, B. A., L. Yount und S. D. Laursen. „Sustainable Forests Education Cooperative: An Experiment in Collaborative Continuing Education“. Journal of Forestry 99, Nr. 9 (01.09.2001): 26–30. http://dx.doi.org/10.1093/jof/99.9.26.

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Abstract The Minnesota Sustainable Forests Education Cooperative was formed to provide a forum for technology transfer between scientists and practitioners and to enhance interdisciplinary interaction. This cooperative model is an ongoing experiment that recognizes the importance of continuing education that brings resource professionals together from a variety of resource disciplines and employer groups. The inherent strengths and efficiencies of the cooperative structure must be supported by careful attention to ongoing challenges, including funding.
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11

TAM, HENRY. „Cooperative Problem-Solving and Education“. FORUM 55, Nr. 2 (2013): 185. http://dx.doi.org/10.2304/forum.2013.55.2.185.

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12

Coorey, Jillian. „Cooperative Learning in Design Education“. International Journal of Design Education 16, Nr. 1 (2021): 117–26. http://dx.doi.org/10.18848/2325-128x/cgp/v16i01/117-126.

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13

Takano, Satoshi. „The Education in Cooperative Insurance“. Hokengakuzasshi (JOURNAL of INSURANCE SCIENCE) 2013, Nr. 623 (2013): 623_183–623_195. http://dx.doi.org/10.5609/jsis.2013.623_183.

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14

Drozdova, M. I., und L. P. Nagovitsina. „CRITICAL ISSUES OF COOPERATIVE EDUCATION“. Herald of the Belgorod University of Cooperation, Economics and Law 3, Nr. 64 (2017): 84–95. http://dx.doi.org/10.21295/2223-5639-2017-3-84-95.

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15

Batelaan, Pieter, und Carla van Hoof. „Cooperative learning in intercultural education“. European Journal of Intercultural studies 7, Nr. 3 (Januar 1996): 5–16. http://dx.doi.org/10.1080/0952391960070302.

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16

Hannon, James C., und Thomas Ratliffe. „Cooperative Learning in Physical Education“. Strategies 17, Nr. 5 (Mai 2004): 29–32. http://dx.doi.org/10.1080/08924562.2004.11000362.

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17

Ellett, Phyllis. „Cooperative learning and gifted education“. Roeper Review 16, Nr. 2 (Dezember 1993): 114–16. http://dx.doi.org/10.1080/02783199309553553.

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18

Harris, Denise. „Cooperative Work Experience Education Program“. Community College Journal of Research and Practice 29, Nr. 8 (September 2005): 629–30. http://dx.doi.org/10.1080/10668920591005495.

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19

Ellis, Robert W., und George Schneider. „Cooperative engineering education at LIT“. Industry and Higher Education 2, Nr. 1 (März 1988): 50–51. http://dx.doi.org/10.1177/095042228800200109.

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Lawrence Institute of Technology's (LIT's) Cooperative Education Program in Engineering places construction, electrical, and mechanical engineering students with an above average academic performance into work situations that emphasize the application of engineering fundamentals. Engineering students receive academic credit towards their degree for work periods after they submit written reports and have been evaluated by their employer. Employers agree to provide engineering-related work experience acceptable to the School of Engineering, to evaluate students according to standards set by the school, and to provide a mentor for each student.
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20

Duwart, Ellen J., und Richard L. Canale. „Re-Engineering Cooperative Education Learning“. Industry and Higher Education 11, Nr. 4 (August 1997): 229–35. http://dx.doi.org/10.1177/095042229701100407.

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The authors set out the importance of the inter-relationship between engineering education and practice, in the context of the US Accreditation Board for Engineering and Technology's Engineering Criteria 2000. They suggest that cooperative education can play a key role in filling the gap between theory and application in the teaching of engineering students, and point out that their proposals, although made in the specific context of the USA, have international relevance as the trend towards ‘globalization’ reduces national distinctions. The paper examines the learning needs of engineering students, lists the key challenges facing educational institutions, presents a model of the cooperative education process, and illustrates it with a case example of cooperative education in practice in the Electrical and Computer Engineering programme at Northeastern University.
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21

Veenman, Simon, Niek van Benthum, Dolly Bootsma, Jildau van Dieren und Nicole van der Kemp. „Cooperative learning and teacher education“. Teaching and Teacher Education 18, Nr. 1 (Januar 2002): 87–103. http://dx.doi.org/10.1016/s0742-051x(01)00052-x.

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22

McKenna, E. Daniel. „Cooperative education at Concordia College“. Journal of Chemical Education 67, Nr. 4 (April 1990): 323. http://dx.doi.org/10.1021/ed067p323.

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23

Li-ping, Zhang. „Study of Cooperative Education Pattern“. Science Journal of Education 1, Nr. 5 (2013): 60. http://dx.doi.org/10.11648/j.sjedu.20130105.12.

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24

Yoder, Linda J. „Cooperative Learning and Dance Education“. Journal of Physical Education, Recreation & Dance 64, Nr. 5 (Juni 1993): 47–56. http://dx.doi.org/10.1080/07303084.1993.10609977.

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25

Bosselman, Robert H., und Jeffrey A. Fernsten. „Cooperative Hospitality and Tourism Education“. Hospitality & Tourism Educator 1, Nr. 1 (April 1988): 5. http://dx.doi.org/10.1080/23298758.1988.10685359.

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26

Breiter, Deborah. „The Value of Cooperative Education“. Hospitality & Tourism Educator 4, Nr. 1 (November 1991): 31–64. http://dx.doi.org/10.1080/23298758.1991.10685433.

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27

Smith, Karl A. „Grading Cooperative Projects“. New Directions for Teaching and Learning 1998, Nr. 74 (1998): 59–67. http://dx.doi.org/10.1002/tl.7406.

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28

Jaroensombut, Lertlak, Wanchai Chuaboon, Thongphon Promsaka Na Sakolnakorn, Pongsatean Luengalongkot, Kanokwan Auiwong, Surakarn Boonkawin, Sakda Yekpiewpong et al. „The management of cooperative and work-integrated education for academic institutions of higher education in Thailand“. Asian Journal of Education and Training 9, Nr. 4 (06.12.2023): 136–41. http://dx.doi.org/10.20448/edu.v9i4.5220.

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The purpose of this article is to explain the process and benefits of, as well as the obstacles and keys to, the success of education management in the Cooperative and Work-Integrated Education Program (CWIE) in Thailand’s higher education system. This study employs secondary data, which we analyze using content and descriptive analysis. Data analysis showed that cooperative education courses are taught in a coproduced manner between higher education institutions and business establishments (public, private, and community) so that graduates are ready to enter the real world of work immediately, develop competencies that match the needs of the labor market, and prepare for future job positions. In addition, cooperative education encourages students to gain professional, self-development, and academic skills from the knowledge they receive. Cooperative education is an activity or operational process that includes an effective planning process and cooperation from all parties, including the business establishment, as well as quality cooperative education, including educational standards, curriculum teaching, supervision standards, student’s standards, and measurement and evaluation standards. However, problems arise in cooperative education; for example, students should receive job training, and advisors do not receive much support. For the development of cooperative education, academic institutions should create a digital platform specifically for the management of cooperative education.
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29

Loh, Raymond Chee-Yen, und Chin-Siang Ang. „Unravelling Cooperative Learning in Higher Education“. Research in Social Sciences and Technology 5, Nr. 2 (17.05.2020): 22–39. http://dx.doi.org/10.46303/ressat.05.02.2.

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Teaching and learning have evolved over the years. While the use of lecture is still the dominant mode of teaching in educational institutions, there has been consensus that students need to be active in learning, for which traditional styles of teaching may not be well suited. This calls for an alternative instructional mode: cooperative learning to promote active learning among students. In higher education, interest in cooperative learning has gained momentum since the early 1980s, and this kind of teaching and learning can be conducted in many ways. The purpose of this study is to provide an overview of existing evidence pertinent to cooperative learning. In this review, cooperative learning is defined and elements inherent in this pedagogy are discussed. Theoretical perspectives relating to cooperative learning are also outlined. The outcomes pertaining to cooperative learning are then presented, followed by the influence of context on cooperative learning. This review is organized and structured as such to serve as a basis of reference for further research in the field.
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30

Shachar, Hanna, Shlomo Sharan und George Jacobs. „Cooperative Learning: Editorial Introduction“. Asia Pacific Journal of Education 22, Nr. 1 (Januar 2002): 1–2. http://dx.doi.org/10.1080/0218879020220101.

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31

Guskey, Thomas R. „Cooperative Mastery Learning Strategies“. Elementary School Journal 91, Nr. 1 (September 1990): 33–42. http://dx.doi.org/10.1086/461636.

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32

Westby, Carol. „Cooperative Games in Therapy“. Word of Mouth 31, Nr. 2 (16.10.2019): 10–12. http://dx.doi.org/10.1177/1048395019879966c.

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33

Dyson, Ben. „Cooperative Learning in an Elementary Physical Education Program“. Journal of Teaching in Physical Education 20, Nr. 3 (April 2001): 264–81. http://dx.doi.org/10.1123/jtpe.20.3.264.

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Cooperative learning is an instructional format in which students work together in small, structured, heterogeneous groups to master content. The purpose of this study was to describe and interpret a teacher’s and the students’ experiences of cooperative learning in an elementary physical education program. A multiple-method design included interviews of a physical education teacher and 5th and 6th grade students, nonparticipant observation, field notes, and document analysis. Inductive analysis and constant comparison were used to analyze and organize the data throughout the research process. The findings suggest that the teacher and students held similar perceptions of the cooperative learning program. Themes emerged under four main categories: goals of the lessons; cooperative learning roles; benefits of cooperative learning; and implementation of cooperative learning. The teacher believed that the cooperative learning program allowed students of all ability levels to improve motor skills, develop social skills, work together as a team, help others improve their skills, and take responsibility for their own learning.
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34

Bramble, Karna. „Cooperative Pedagogy in Graduate Nursing Education“. Journal of Nursing Education 29, Nr. 8 (Oktober 1990): 373–74. http://dx.doi.org/10.3928/0148-4834-19901001-11.

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35

Carland, James W., Jonn C. Carland und Janet C. Dye. „Accounting education: a cooperative learning strategy“. Accounting Education 3, Nr. 3 (September 1994): 223–36. http://dx.doi.org/10.1080/09639289400000021.

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36

Hawthorne, Elizabeth M. „Cooperative Education in a New Era“. Journal of Higher Education 60, Nr. 4 (Juli 1989): 488–90. http://dx.doi.org/10.1080/00221546.1989.11775057.

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37

Bakemeier, Richard. „Communication, Cincinnati, and Cooperative Education Trials“. Journal of Cancer Education 20, Nr. 3 (01.09.2005): 127. http://dx.doi.org/10.1207/s15430154jce2003_1.

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38

Thibadoux, Gregory M., und Ira S. Greenberg. „Cooperative Education Programs in CPA Firms“. Journal of Education for Business 61, Nr. 6 (März 1986): 252–55. http://dx.doi.org/10.1080/08832323.1986.10772720.

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39

Phillips, Diana A. „A Cooperative Approach to Chemical Education“. Journal of Chemical Education 75, Nr. 6 (Juni 1998): 688. http://dx.doi.org/10.1021/ed075p688.

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40

Rothenberg, Dianne. „Cooperative Learning in Middle Level Education“. Middle School Journal 24, Nr. 3 (Januar 1993): 73–74. http://dx.doi.org/10.1080/00940771.1993.11495899.

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41

Davies, Geoffrey. „Experiential, Cooperative, and Study Abroad Education“. Journal of Chemical Education 73, Nr. 5 (Mai 1996): 438. http://dx.doi.org/10.1021/ed073p438.

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42

Artzt, Alice F. „Cooperative Learning in Mathematics Teacher Education“. Mathematics Teacher 92, Nr. 1 (Januar 1999): 11–17. http://dx.doi.org/10.5951/mt.92.1.0011.

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How a cooperative–learning activity was used in a college mathematics–teacher–education course to enable preservice and in–service middle and high school mathematics teachers to experience, learn about, and reflect on the intricacies, complexities, and values of effective cooperative–learning strategies.
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43

Hawthorne, Elizabeth M., Kenneth G. Ryder und James W. Wilson. „Cooperative Education in a New Era.“ Journal of Higher Education 60, Nr. 4 (Juli 1989): 488. http://dx.doi.org/10.2307/1982071.

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44

Jani, Jani, Agus Eko Sujianto, Lukman Lukman, Dwi Orbaningsih und Khusnul Mufidati. „Digital-based Indonesian Cooperative Civilization Education“. Journal of Advances in Education and Philosophy 7, Nr. 09 (15.09.2023): 336–41. http://dx.doi.org/10.36348/jaep.2023.v07i09.002.

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As a business entity whose existence is strengthened by law, cooperatives in Indonesia cannot be run traditionally. Cooperatives are the cornerstone of the economy which must be managed in a modern way in the current modern era. The purpose of this research is to explain thateducationis one of the important aspects in changing digital-based cooperative civilization, especially in the aspects of membership, capital and member profits (SHU). The research design uses a qualitative approach with a case study type on a single case. The research results found that members become owners, users and potential customers of cooperatives, therefore cooperatives must respond to the needs of these members quickly through digital services. Cultivating cooperative capital is carried out through savings and loans, where by digitizing financial reporting can be monitored directly. Through participation, members' welfare can be improved in a sustainable manner.
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45

Price, David W. „Cooperative extension as community education developer“. New Directions for Adult and Continuing Education 1990, Nr. 47 (1990): 79–87. http://dx.doi.org/10.1002/ace.36719904712.

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46

Xiu-Li, Sun. „Research on Parental Cooperative Education in Chinese Family Education“. Chinese Studies 79 (30.06.2022): 257–70. http://dx.doi.org/10.14378/kacs.2022.79.79.13.

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47

Etchberger, Richard C. „Assessment of Cooperative Learning in Natural Resources Education“. Journal of Forestry 109, Nr. 7 (01.10.2011): 397–401. http://dx.doi.org/10.1093/jof/109.7.397.

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Abstract I compared the academic achievement of students in a biodiversity class before and after I used cooperative learning techniques. Student achievement by nonscience majors before using cooperative learning averaged 66.1% or a class grade of D+. For nonscience students in the classes after I began using cooperative learning techniques, the class average was 77.2% or a class grade of C+. Students who took the class after I began using cooperative learning expressed satisfaction with working in a group but found it challenging to schedule time to work in a group outside of class. Cooperative learning is a well-researched technique that helped improve student achievement in the class.
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48

Kamalia, Putri Ulfa, Norida Canda Sakti und Wida Wulandari. „Analysis of Cooperative Knowledge, Cooperative Motivation and Cooperative Image on Economic Education Students' Interest in Cooperatives“. International Journal of Multicultural and Multireligious Understanding 10, Nr. 12 (08.12.2023): 84. http://dx.doi.org/10.18415/ijmmu.v10i12.5200.

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Cooperatives are business entities that are in line with the economic system in Indonesia because they are based on the principle of family. So in the curriculum structure of the economic education study program there are courses in cooperative economics and cooperative management. The hope is that, after studying these courses, students can become cooperative catalysts, namely competent and committed to developing cooperatives in Indonesia. However, in reality, after conducting an initial survey of students of the 2019 economics study program, only 3 out of 81 students were members of the cooperative. The existence of cooperative courses should increase students' interest in becoming cooperative members. This research is correlational research with a quantitative approach. In this research, what was studied was the interest in cooperatives of Economic Education Study Program students. To measure each variable, namely cooperative knowledges, motivation to cooperate and cooperative images on interest in cooperatives using test instruments and questionnaires. The population in this study were students of the Economics Education Study Program. The results of this research are: 1) Cooperative Knowledge does not significantly influence interest in cooperatives; 2) Cooperative Motivation has a significant influence on interest in cooperatives; 3) Cooperative Image has a significant influence on the intention to cooperate and 4) Cooperative Knowledge, Cooperative Motivation and Cooperative Image have a simultaneous influence on the intention to cooperate.
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Shah, Zahir, Jamal Shah und Khadija Ayaz. „A Theoretical Understanding of Cooperative Learning Techniques in Education“. Global Educational Studies Review VI, Nr. I (30.03.2021): 261–74. http://dx.doi.org/10.31703/gesr.2021(vi-i).27.

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Education is one of the main pillars on which the development of a nation depends. This fact necessitates research in the education sector of a state to make it capable of copping with the challenges of the modern age. Traditional methods of learning have been incapable in this regard. Cooperative Learning Techniques is an innovative teaching methodology for promoting the academic achievements of the students. Cooperative Promoting students' participation in class through a Cooperative Learning environment needs a variety of research studies in the effectiveness of Cooperative Learning Techniques. Educational institutions in the developed states make effective use of Cooperative Learning Techniques to enhance students' participation and their academic achievements. The major objective of this research study is to give a theoretical understanding of the various aspects of Cooperative Learning Techniques. The paper shows that effective Cooperative Learning can be realized only if its basic elements are carefully implemented. The paper also gives some policy recommendations.
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50

Cooper, Melanie M. „Cooperative Chemistry Laboratories“. Journal of Chemical Education 71, Nr. 4 (April 1994): 307. http://dx.doi.org/10.1021/ed071p307.

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