Thematische Bibliographien / School cooperatives

Auswahl der wissenschaftlichen Literatur zum Thema „School cooperatives“

Autor: Grafiati
Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "School cooperatives"

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Zulaihati, Sri, und Santi Susanti. „Accounting Cooperative System of Business Vocational High School in Jakarta“. Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, Nr. 4 (22.12.2018): 282–88. http://dx.doi.org/10.33258/birci.v1i4.120.

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This research seeks to help the business continuity of the school cooperative, to solve the problem of cooperative sustainability as a learning center for students to improve the quality of education and relevance to the business world, access, efficiency and relevance of education to make higher competence of students in the senior high school level. Researchers see that school cooperatives have not been well managed because management resources do not maximize their potential, and the sustainability and development of school cooperatives tend to be stagnant, whereas the opportunity in order to maximize the cooperative's economic potential to improve the welfare of students is very wide open. School cooperatives also serve as laboratories for students to implement a dual system education is not optimal in its implementation, the involvement of students only to maintain the store, not to the stage of implementation of good management. This paper will explain how school cooperatives management in business vocational high school in Jakarta with qualitative research method
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Susanti, Santi, und Sri Zulaihati. „Cooperative Accounting Computer Application (AKOPSI) for Vocational High Schools in Jakarta [Aplikasi Komputer Akuntansi Koperasi (AKOPSI) untuk Sekolah Menengah Kejuruan di Jakarta]“. Proceeding of Community Development 2 (21.02.2019): 906. http://dx.doi.org/10.30874/comdev.2018.387.

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This training seeks to develop the science of accounting education, to help the business continuity of school cooperatives, with the aim of improving cooperative governance from the financial aspects and accountability of Financial Reports. In particular, it can help contribute to UNJ's work partners in this case the Vocational School, namely solving cooperative sustainability problems as a learning forum for students to improve education quality and linkages with the business world, access, efficiency and relevance of education, namely student competency in Middle School (SMK). Cooperatives in schools have not been managed properly because management resources do not maximize the potential, and the sustainability and development of school cooperatives tend to be stagnant, whereas opportunities to maximize the economic potential of cooperatives to improve the welfare of school people are very wide open. School cooperatives are also a laboratory for students to carry out dual system education which is not optimal in its implementation, student involvement is only to maintain the store, not to the stage of implementing good governance. So we developed training in Cooperative Accounting Computer Applications for Schools.
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Hikmawati, Syahriyah Semaun und Damirah. „PERAN KOPERASI PONDOK PESANTREN DDI LILBANAT PAREPARE DALAM MENINGKATKAN KESEJAHTERAAN GURU DAN SANTRI“. BANCO: Jurnal Manajemen dan Perbankan Syariah 1, Nr. 2 (30.04.2020): 36–58. http://dx.doi.org/10.35905/banco.v1i2.1303.

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School cooperatives are cooperatives whose members are students or students of a school that serves as a forum for educating the growing awareness of cooperatives among students. For this reason, we need a forum that is expected to be able to achieve these objectives, namely school cooperatives. Cooperatives have a direct contribution to the welfare of their members because cooperatives have the principle of kinship and also the function of cooperatives for the welfare of their members. DDI Lilbanat Islamic boarding school as one of the business units, Islamic boarding schools aim to meet the needs of teachers and students in daily life. This research was conducted by raising the issue of: 1. How the efforts of DDI Lilbanat boarding school cooperatives in meeting the needs and improving the welfare of teachers and students, 2. How is the function of the DDI Lilbanat boarding school cooperatives in order to improve the welfare of teachers and students.This type of research used in this thesis is a qualitative descriptive method, the data in this study were obtained from primary data and secondary data. Data collection techniques used were observation, interviews, and documentation. The data analysis technique used is the inductive method and the deductive method.The results showed that: 1. The efforts of DDI Lilbanat Islamic Boarding School Cooperative in meeting the needs and improving the welfare of teachers and students, namely by improving both the activities of cooperatives, the management of their business units and their cooperative management so that the needs of members (teachers and students) are met and the welfare of members can improve the welfare of teachers and students, namely building and developing the potential and economic capabilities of members (teachers and students), helping members' needs, fostering awareness of cooperatives and fostering a sense of responsibility, discipline and cooperative spirit
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Nurmalasari, Dewi, Marsofiyati Marsofiyati, Darma Rika Swaramarinda und Dita Puruwita. „Pengabdian Kepada Masyarakat Guru Pengelola Koperasi di SMKN Jakarta Pusat“. Jurnal Pemberdayaan Masyarakat Madani (JPMM) 2, Nr. 2 (01.12.2018): 326–37. http://dx.doi.org/10.21009/jpmm.002.2.10.

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Through the results of observations and in-depth interviews, it is evident that most teachers (85%) who are school cooperative managers have never had the opportunity to attend training/workshops on the management of school cooperatives that are good and right. Most teachers who become school cooperative managers (90%) do not have an economic / accounting education background. Most school cooperatives in public vocational high schools majoring in technology and engineering are not legal entities. The solutions offered are training and mentoring as well as improving the legal status of school cooperatives to become cooperative legal entities. The method or approach offered to solve partner problems is training, mentoring, and supervision. At the time of the training, we provided material regarding Recognize Self Potency and also provided the SIKOP software and the guidebook.
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Rufaidah, Erlina, und Andi Thahir. „TURNING A NEW APPROACH FOR COOPERATIVE DEVELOPMENT IN JUNIOR HIGH SCHOOL: CONCEPTS, EVIDENCE, AND BEST PRACTICE MODEL“. Humanities & Social Sciences Reviews 7, Nr. 2 (19.08.2019): 487–94. http://dx.doi.org/10.18510/hssr.2019.7257.

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Purpose: Cooperatives nowadays have become an alternative to the large-scale corporate entity as well as to independent unaffiliated small private business model. This article presents a depth modelling narrative on cooperative organizational forms' development in business-school model. This speaks to issues of both developments of cooperatives in educational institutions and how it will have linked to schools' entity as part of human resource development and organizational reforms. Methodology: The case is made based on the findings of Brog and Gall which construct in two stages of activity. The first stage is a model development which is based on observation of the initial model based on related theories. The second stage is enhancing social and economic model of cooperatives at the school to validate the remaining rules and regulations. Regarding cooperatives’ development, the theory says institutional framework and design analysis does matter as the critical points for development and sustainability of cooperative at the school now and the future. Results: Therefore, finding the best formula for cooperative in the educational organization deserve a huge attention for academician, practitioners as well as government. In addition, the implementation and practice of cooperative at the school will fit business-school model and create greater impact for school’s members. Overall, finding a new approach will generate the development of cooperatives to the next level.
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Pahlevi, Triesninda. „FORMATION OF STUDENT ENTREPRENEURIAL CHARACTER THROUGH THE ROLE OF SCHOOL COOPERATIVES“. JOURNAL OF APPLIED BUSINESS ADMINISTRATION 6, Nr. 2 (30.09.2022): 162–69. http://dx.doi.org/10.30871/jaba.v6i2.4092.

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School cooperatives do not have a legal entity but are considered as cooperative associations consisting of students, while teachers and school principals act as coaches. School cooperative activities are buying and selling goods and services. Therefore, school cooperatives are one of the media for learning entrepreneurship practices. The purpose of this study is to conduct a study to identify the role of cooperatives as forming entrepreneurial character. The research methodology used is to use a literature review or systematic literature review (SLR). The article was obtained from the search results on Google Scholar with the keywords school cooperative and entrepreneurial character. The results showed that entrepreneurial characteristics can be formed through the role of school cooperatives.
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Anggoro, Dani. „Prototype Pengembangan Sistem Informasi Koperasi Simpan Pinjam Pada Sekolah XYZ Menggunakan Metode Throwaway Prototyping Development“. Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (30.09.2019): 34. http://dx.doi.org/10.30645/senaris.v1i0.5.

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Cooperatives as one of the economic activity actors in Indonesia must transform operational activities and management to keep abreast of technology in the current digital era. Operational and management activities at the XYZ School cooperative are currently limited to desktop-based systems. These activities certainly need to be developed following the era of digitalization and current technological developments. Operational time of cooperatives is a major obstacle in savings and loan cooperatives at XYZ School. Operational and management activities in the current technological era should not be limited by time and place, making it easier for cooperative staff members and members in operational activities at the XYZ School savings and loan cooperatives. Based on these conditions, the authors make a prototype research on the Development of a Savings and Loan Cooperative Information System at XYZ Schools Using the Throwaway Prototyping Development Method. Research begins with gathering needs, defining the overall objective of the software, identifying all needs, then designing information systems. The results of the development of analysis and design will be illustrated in the form of UML diagrams and the design of a savings and loan information system screen at the Web-Based XYZ School. With the development of cooperative information systems it can help cooperative staff and members to carry out operational activities without being limited by school operational hours, the information produced is more informative and can be accessed anytime and anywhere.
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Abd Majid, Norliana, Fakhrul Anwar Zainol, Wan Norhayate Wan Daud und Asyraf Afthanorhan. „Cooperative Entrepreneurship in Malaysian Secondary Schools: A Review of Current Practices“. Journal of Social Sciences Research, Nr. 53 (28.03.2019): 812–18. http://dx.doi.org/10.32861/jssr.53.812.818.

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Cooperative entrepreneurship plays a significant role in the effort of developing future entrepreneurs. This type of entrepreneurship increases the economic and social interests of its members and brings substantial advantages to the community and society. Due to capital sharing and low risks in starting a business, cooperative entrepreneurship is a prominent way to generate job opportunities and reduce unemployment without depending on wage employment, especially among young people. In cultivating the entrepreneurial spirit, the Malaysian Ministry of Education (MOE) has introduced the school cooperatives since 1968, which aims to nurture entrepreneurial experiences and orientations among students. Hence, the primary purpose of this paper is to highlight the current practices of cooperative entrepreneurship in Malaysian secondary schools by reviewing the impact of the school cooperatives’ activities in instilling entrepreneurial knowledge and motivation among the youth. This conceptual paper also aims to foster awareness into the importance of school cooperatives in the Malaysian entrepreneurship education.
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Abd Majid, Norliana, Fakhrul Anwar Zainol und Asyraf Afthanorhan. „DOES SCHOOL COOPERATIVE PROGRAM INCREASE ENTREPRENEURIAL INTENTION? A STRUCTURAL EQUATION MODELLING APPROACH“. Humanities & Social Sciences Reviews 8, Nr. 2 (27.04.2020): 645–51. http://dx.doi.org/10.18510/hssr.2020.8272.

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Purpose of the study: The primary purpose of this empirical research is to investigate the impact of school cooperative involvement on entrepreneurial intention among Malaysian secondary school students. The school cooperative program was introduced in Malaysia in 1968, and presently, 2421 school cooperatives are operating nationwide. Despite so, the impact of school cooperative towards students’ entrepreneurial intention remains unclear. Methodology: This research employed the quantitative method, using a cross-sectional survey. The data collected from secondary school students in the East Coast Peninsular of Malaysia involve three states, namely Kelantan, Terengganu, and Pahang. The study employed the Covariance Based Structural Equation Modelling (CB SEM) to analyze the data using the Analysis of Moment Structure (AMOS) graphic. Principal finding: The result shows that the students’ involvement in the school cooperative increases their entrepreneurial intention. Applications of this study: The Malaysian government should focus on nurturing entrepreneurship in schools. The Ministry of Education (MOE) and Angkatan Koperasi Kebangsaan Malaysia (ANGKASA) need to enforce assessments on participating students to ensure the effectiveness of this entrepreneurship education program. Moreover, school administrators should support the school cooperative owing to its positive impact on students. Novelty/Originality of this study: This research delivers the best way to increase entrepreneurial intention by measuring the impact of students’ involvement in school cooperatives. Also, the paper proposes a framework for enhancing entrepreneurial intention by clarifying the Theory of Students’ Involvement. Consequently, this research fills the previous research gap on entrepreneurial intention and lack of information on Malaysian school cooperatives.
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Suryanto, Asep. „The Strategy of Realizing Sharia Based School Cooperative in Tasikmalaya City, Indonesia“. International Journal of Nusantara Islam 5, Nr. 1 (12.03.2017): 47–58. http://dx.doi.org/10.15575/ijni.v5i1.1545.

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The objectives of this research: 1) what factors become a problem so that school cooperative still not become sharia based school cooperative? 2) How is the strategy to realize sharia cooperative in school? This research used a qualitative approach, i.e., Analytic Network Process (ANP). In applying the ANP method, the researcher does the following: 1) structuring the hierarchical complexity into the homogeneous clusters of the factors, 2) performing the measurements into the ratio scale at all the lowest levels of the hierarchy/ network, 3) synthesizing. Data used in this research is primary data collected from questionnaires and in depth interview with experts, the policy holder, students, and teacher coach. The results of the research show that 1) The factors that become the problem of difficulties in realizing sharia-based school cooperatives are less student participation, limited capital and infrastructure, knowledge of sharia co-operatives that are less good than students and teachers, and lack of coaching from the local cooperative office. 2) There are two strategies as a solution, i.e., an internal strategy which is the policy of school leadership to support the establishment of sharia-based school cooperatives; And external strategies that should be carried out by the government to support and develop sharia cooperatives including sharia-based school cooperatives.
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Dissertationen zum Thema "School cooperatives"

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Partridge, Margaret. „Factors Related to Mississippi School Library Media Centers in Multitype Cooperation“. Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330699/.

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The main purpose of this study was to identify the major obstacles to cooperation as perceived by school library media specialists in the state of Mississippi and to determine if members of the Coastal Mississippi Library Cooperative (CMLC) believe that there are fewer obstacles to cooperation than do non-members. The secondary purpose was to evaluate the CMLC to some extent to determine if success was achieved through organization when defined by the variables, planning, governance, funding, communication, administration, and evaluation. The population of the study was all of the librarians (academic, public, school, and special) in the six-county area which comprises the CMLC, and a random sample of public school librarians throughout the remainder of the state. All of the school librarians were sent a questionnaire that requested their responses to statements of barriers to cooperation. All of the librarians in the CMLC region were sent a questionnaire to obtain their perceptions of participation in the CMLC. Pour librarians, members of the CMLC, were Interviewed to obtain information on the organizational factors of the CMLC. Data received from school library media specialists were submitted to various statistical tests. The Chi-Square statistic was used on the demographic portion of the questionnaire, which revealed that four of the variables and the dependent variable, membership in the CMLC, were significantly different. A t-test performed on the barriers to cooperation section produced no significant differences between the member and non-member responses. The perceptions of participation in the CMLC data revealed that there were differences among the four library systems (academic, public, school, and special) involved, but most of the respondents considered the CMLC to be successful. Data from the interview also revealed that the CMLC was successful in its organization. Due to the overall low response to the survey, the stated hypotheses could not be accepted; however, many of the findings and implications should be useful in helping to eliminate several obstacles to cooperation in Mississippi.
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Goes, Val?ria Maria Soares Silva de. „Reflex?o sobre agressividade, viol?ncia e bullying na escola: perspectivas de contribui??o das pr?ticas corporais cooperativas“. Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14541.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6? year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular
A presente disserta??o relata uma proposta de interven??o pedag?gica embasada na utiliza??o de pr?ticas corporais cooperativas durante aulas de educa??o f?sica, no intuito de criar situa??es que permitam ao educando refletir sobre a viol?ncia e suas consequ?ncias nas rela??es sociais na escola. Para tanto, partimos da seguinte quest?o de estudo: quais as perspectivas de a educa??o f?sica contribuir para minimizar as atitudes agressivas e violentas dos alunos na escola? Centrado no objetivo de refletir sobre a agressividade, a viol?ncia e o bullying na escola, ? luz de uma fundamenta??o te?rica e nas perspectivas de contribui??o das pr?ticas corporais cooperativas para a diminui??o dos seus efeitos no ambiente escolar, em particular nas aulas de educa??o f?sica, buscamos envolver os alunos em atividades que estimulavam a express?o de valores humanos, como solidariedade, respeito e coopera??o, entre outros. Nesse intuito, optamos por um estudo etnogr?fico, devido ? possibilidade de intera??o pr?xima entre investigador e investigado. Nossa pesquisa est? diretamente ligada aos aspectos sociais que envolvem os problemas da sociedade de uma maneira geral, na tentativa de diminuir os problemas decorrentes de situa??es de agress?o que acontecem numa determinada escola municipal da cidade de Natal/RN, sendo a amostra constitu?da por alunos do 6? ano do Ensino Fundamental. A an?lise das situa??es pr?ticas vivenciadas pelos alunos mostrou-se eficaz para minimizar as atitudes agressivas no espa?o escolar, bem como abrem perspectivas para que os educadores lidem melhor com tais atitudes, aproveitando-as para educar os alunos no sentido de estimular as boas rela??es. Acreditamos, com esta pesquisa, podermos compartilhar com outras escolas nossas experi?ncias, na tentativa de resolu??o de problemas semelhantes a respeito da tem?tica da agressividade, respeitando naturalmente a especificidade de cada escola em particular
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Santos, Raimundo Bonfim dos. „Modelo de avaliação de cooperativa - escola: instrumental testado nas unidades escolares da Bahia“. Programa de Pós-Graduação em Educação da UFBA, 2002. http://www.repositorio.ufba.br/ri/handle/ri/10241.

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O tema central desta tese é a Cooperativa ? Escola, a qual é aqui identificada como instituição de natureza social que, de um lado, propicia a formação ampla do indivíduo e, do outro, funciona como instrumento de geração de posto de trabalho (emprego) e renda. Contudo, a questão que desponta é qual a categoria de Cooperativa-Escola que potencializa o trabalho educativo e, simultaneamente, a geração de emprego e renda? Esta questão desloca a investigação para outro ângulo na busca de encontrar mecanismo que responda às indagações que emergiram do problema. Nesse sentido, elaborou-se um Modelo de Avaliação, partindo da concepção de que o processo de construção do conhecimento assenta-se na informação pré-existente e é nutrido pela relação teoria-empiria. Daí, foram definidos os constructos, figurados nos eixos básicos: Cooperativa e scola. No constructo Cooperativa foram identificados quatro vetores básicos: o administrativo, o econômico, o social e a participação. No constructo Escola foram istinguidos três fatores como determinantes do seu desempenho: ambiência fsica escolar, corpo docente e operacionalidade. Para efeito de validação, o modelo foi testado nas unidades escolares do Estado da Bahia. Os principais resultados foram: a maioria das unidades nasceu no modelo cooperativa de pais, posteriormente avançou para o misto; atualmente, a categoria cooperativa de docente surge com tendência de hegemonia; as melhores condições para funcionamento de Cooperativa-Escola são as cidades com população entre 41.000 e 135.000 habitantes e, inversamente do esperado, os municípios com maior contingente de população e renda não se constituem no principal mercado para operação. No constructo Cooperativa, a categoria docente foi a que apresentou maior eficiência na gestão, sobressaindo a unidade de Nazaré, na primeira colocação; no constructo Escola, a categoria cooperativa de pais foi a mais destacada, ficando a unidade de Barreiras com a melhor posição. Enfim, o Modelo de Avaliação proposto apresentou pertinência e mostrou condições de identificar as conexões dos fenômenos que integram o problema, revelando e decodificando a realidade em estudo.
Salvador
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Bello, Márcia Miranda Silveira. „A aprendizagem cooperativa como uma proposta didático-metodológica nos anos iniciais do Ensino Fundamental“. Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150141.

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A escola no Brasil sempre foi um espaço restrito no qual só tinha acesso pessoas que se encaixavam em um padrão social pré-estabelecido. Atualmente, algumas políticas públicas têm buscado alterar esse cenário direcionando a escola no sentido de torná-la inclusiva a partir da reconstrução seu papel no sentido de oferecer formas de ensino que garantam a participação efetiva de todos os alunos no processo de ensino e aprendizagem. Essas políticas, ainda que tenham um longo caminho a percorrer para garantir o acesso à educação à totalidade da população, já produziram grandes modificações na realidade escolar gerando turmas muito mais heterogêneas. Nessa perspectiva, emerge a questão da pesquisa: como o professor pode atender à diversidade presente em sua sala de aula e possibilitar a aprendizagem de seus alunos considerando suas diferenças? A hipótese apresentada é a de que uma mudança na perspectiva metodológica, que substitua práticas excludentes por uma que permita a participação de todos os alunos, é um caminho possível para responder à diversidade presente no contexto escolar. Dessa forma, o objetivo geral foi analisar o impacto do uso de uma metodologia de ensino e aprendizagem denominada Aprendizagem Cooperativa (AC) na aprendizagem dos alunos. Enquanto que os objetivos específicos foram: colocar em prática a referida metodologia em uma turma do 4º ano do Ensino Fundamental I de uma escola municipal do estado de São Paulo; apontar os entraves e potencialidades do uso dessa metodologia no contexto da escola pública brasileira a partir da experiência realizada e elaborar um material didático pedagógico para o professor de Educação Básica contendo orientações e direcionamentos sobre o uso da AC em sala de aula. A AC é um conjunto de técnicas para organizar o trabalho em grupo que tem se mostrado eficaz na construção da Escola Inclusiva, pois respeita a diversidade humana, propondo-se a ensinar todos os alunos juntos de acordo com suas singularidades. Assim, após intervenção, foi possível observar por meio da coleta dos dados, melhoras no desempenho acadêmico dos alunos, na participação deles nas atividades de ensino-aprendizagem, na autopercepção com relação a seus comportamentos e ações, bem como uma maior autonomia na resolução de conflitos dentro do grupo. Foram constatados ainda alguns entraves com relação ao uso dessa metodologia na realidade da escola onde ocorreu a intervenção e que podem ser “extrapolados” para as demais escolas públicas: pouco tempo para superação de uma postura de passividade por parte dos alunos, falta de continuidade no trabalho com uma metodologia diferenciada e falta de interesse e investimento do poder público na formação de professores para a implementação de práticas inovadoras e inclusivas.
In Brazil, schools have always been a restricted place in which the access is possible since people fit in a pre-established social pattern. Recently, some public politics have been seeking to improve this scenario in order for the school to become inclusive, reconstructing its role in offering ways of teaching that assure the participation of all students in the process of teaching and learning. These politics, besides having a long way to assure access to education for everyone, have already produced major modifications in schools realm, resulting in classrooms that are more heterogeneous. In this perspective, the question of research is: how can the teacher manage the diversity in classrooms and enable the learning of students considering their differences? The hypotheses is: a change in the perspective of methodology, that replaces excluding practices to others that enable the participation of all students, is a possible way to answer to the diversity presented in the context of schools. Thus, the general objective was to analyze the impact of the use of a teaching and learning methodology denominated Cooperative Learning in students learning process. The specific objectives were: put into practice the methodology in a 4th grade classroom (Elementary School) of a municipal school in São Paulo state; point the obstacles and the potentialities of using the methodology in the context of a public Brazilian school and elaborate a pedagogical textbook to the Elementary School teacher with guidelines and orientations about Collaborative Learning in classrooms. The Collaborative Learning is a set of techniques to organize the group work that has been successful in the construction of an Inclusive School, because it respects the human diversity, proposing to teach all the students together according to each singularities. After the intervention, it was possible to observe, through the collection of data, an academic improvement of students in their participation in activities of teaching and learning, in their self-perception related to their behavior and actions, as well as a greater autonomy in solution of conflicts inside the group. In this intervention, some obstacles were verified concerning the use of this methodology in the real school context, which may be extrapolated to other public schools. The obstacles were the following: short time for students to overcome a posture of passivity, lack of continuum in a methodology that is differentiated and lack of interest and public investment in professional training for teachers in order to promote practices that are inclusive and innovative.
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Bettencourt, Natércia de Fátima da Silva. „O Sucesso escolar dos alunos com Necessidades Educativas Especiais (NEE) e a aprendizagem cooperativa e pedagogia diferenciada utilizadas pelo professor: um estudo na Escola Básica e Secundária da Graciosa, Açores“. Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4998.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
A inclusão de crianças com necessidades educativas especiais (NEE), tem vindo a ganhar particular importância nas escolas. Deste modo, o principal objetivo deste estudo é compreender se a aprendizagem cooperativa através de práticas pedagógicas diferenciadas influenciam o sucesso escolar dos alunos com necessidades educativas especiais (NEE). Através da aplicação de um questionário aos docentes do 1º, 2º e 3ºciclos do ensino básico e ensino secundário da Escola Básica e Secundária de Santa Cruz da Graciosa- Açores, propusemo-nos identificar as dificuldades sentidas pelos professores de forma a perceber os problemas existentes e de algum modo contribuir para melhores soluções pedagógicas. Neste trabalho de cariz descritivo foi utilizada uma metodologia mista na qual teve como instrumento de recolha de dados o inquérito por questionário com questões fechadas e abertas. As conclusões indicam que os professores utilizam a aprendizagem cooperativa e a pedagogia diferenciada como estratégias pedagógicas em sala de aula e que estas ajudam a responder às necessidades individuais, contribuindo para o sucesso dos alunos. Contudo, mostraram-se descontentes com a formação inicial sendo esta insuficiente para responder às necessidades individuais dos alunos. The inclusion of children with special educational needs (SEN) has gained particular importance in schools. Therefore, the aim of this study is to understand if the cooperative learning through differentiated pedagogical practices influence school success of students with special educational needs (SEN). Through the application of a survey to Elementary and High School teachers of a School in Santa Cruz of Graciosa - Açores, I intend to identify the difficulties felt in order to describe the real problems and, in a certain way, searching the best pedagogical solutions. In this descriptive work it was used a combined methodology, which had as data collection instrument a survey by questionnaire with closed and open questions. The results indicate that teachers use cooperative learning and differentiated pedagogy as teaching strategies in the classroom and that helps to respond to individual needs, thus contributing to the success of the students. However, they were not satisfied with the initial training, being insufficient to respond to individual needs.
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Schmidt, Andrea. „Die Pädagogik der cooperative nursery schools die Winchester Cooperative Nursery School - Vorbild für eine erfolgreiche Erziehungs- und Bildungspartnerschaft zwischen Elternhaus und Schule“. Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/991169719/04.

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Jacobs, Juan. „What contributions can housing co-operatives make to managing the South African housing crisis?“ Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6778.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This thesis sets out to explore housing co-operatives as an alternative housing delivery mechanism in South Africa. This is done by critically examining the housing policy post 1994, as well as the various mechanisms government implemented in an attempt to manage the service delivery within the housing sector. The thesis also explores the role that co-operatives played in South Africa’s history and draws some historical comparisons in relation to the establishment of housing co-operatives internationally and locally. In exploring the various types of housing co-operatives, insights emerge about their structure, potential and limitations. The thesis examines the themes of public service delivery and explores possible alternatives to the failing traditional model of public service delivery. The thesis focuses on the experiences and perceptions that South Africans have with regards to local government process in housing service delivery. The thesis concludes that local government should play an active role in creating more collaborative partnerships; one that focuses on training and facilitating the efforts of civil society to establish entities such as housing cooperatives. This requires a fundamental shift in the manner in which local government approaches service delivery in the housing sector.
AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel behuisings kooperatiewe te verken as ’n alternatiewe behuisingsmeganisme in Suid-Afrika. Dit is gedoen deur n kritiese ondersoek van die behuisingsbeleid na 1994, sowel as die verskeie meganismes wat die regering probeer implementeer het in ’n poging om die dienslewering binne die behuisingsektor te beheer. Die tesis ondersoek die rol wat koöperatiewe gespeel het in Suid-Afrika se geskiedenis en het ’n historiese vergelyking gemaak met betrekking tot die stigting van behuisingskoöperatiewe op internasionale sowel as op plaaslike vlak. In die tesis van die verskillende tiepe behuising koöperasies het sekere ideas na vore gekom ten opsigte van hul struktuur, potensiaal en beperkinge. Die tesis ondersoek die temas van publieke dienslewering en het ook na die alternatiewe gekyk ten opsigte van publieke dienslewering. Die tesis fokus op die ervarings en persepsies van Suid- Afrikaners met betrekking tot die plaaslike regering se proses van behuisings dienslewering. Die tesis word afgesluit met voorstelle waarin plaaslike regering 'n aktiewe rol speel in die skepping van meer samewerkende vennootskappe, een wat fokus op die opleiding en die fasilitering waarin pogings van die burgerlike samelewing entiteite tot stand bring soos byvoorbeeld behuising koöperasies. Dit vereis ’n fundamentele verandering in die wyse waarop plaaslike regering dienslewering benader in die behuisingsektor.
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Bruno, H. Raven. „Farm to school an exploration of purchasing local foods for school cafeterias in southeastern North Carolina /“. View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/brunoh/hbruno.pdf.

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Bagby, Janet Marie. „Persistence to graduation : a study of an alternative high school /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144399.

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Donley, John Mauck. „COOPERATIVE CONSTRUCTION IN SCHOOLS IN CALIFORNIA“. DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1332.

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Cooperative Construction in Schools in California John M. Donley The construction industry has lost efficiency since 1964, while becoming increasingly more litigious. Schools in California can ill afford the time to allow the construction industry time to fully evolve. It may take years or decades to fully improve the efficiency of, and reduce the conflict within the construction industry. At the same time, the construction industry has developed new processes to improve efficiency and reduce conflict. These processes are beginning to be broadly embraced by the industry. They all contain cooperative elements. Taken together they represent a new organizing principle for the construction industry, cooperative construction. Also concurrently, a previously little-used provision of the California Education Code allows schools freedom to contract for school construction in nearly any reasonable contractual arrangement they see fit for their project and district needs. As a result, school districts in California have developed a new system of project delivery. They are borrowing from here and there and inventing new tools to make projects work for them. Again, cooperative elements at the hearts of the processes.
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Bücher zum Thema "School cooperatives"

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Sommer, Andy. Rural school district cooperatives. Portland, Or: Northwest Regional Educational Laboratory, 1990.

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ABA Special Committee on Youth Education for Citizenship., Hrsg. Business-school cooperatives: Meeting educational needs. Chicago, Ill: American Bar Association, Special Committee on Youth Education for Citizenship, 1994.

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1938-, Johnson Roger T., Hrsg. Leading the cooperative school. 2. Aufl. Edina, Minn: Interaction Book Co., 1994.

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W, Johnson David. Leading the cooperative school. Edina, Minn: Interaction Book Co., 1989.

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Pete, DeSisto, und Albert Linda, Hrsg. Cooperative discipline. Circle Pines, Minn: American Guidance Service, 1996.

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Illinois State Board of Education (1973- ). Cooperative high school at a glance. Springfield, Ill: Illinois State Board of Education, 2005.

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United States. Office of Vocational and Adult Education., Hrsg. Combining school and work: Options in high schools and two-year colleges. [Washington, D.C.]: U.S. Dept. of Education, Office of Vocational and Adult Education, 1991.

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Cooperative apprenticeships: A school-to-work handbook. Lancaster, Pa., U.S.A: Technomic Pub., 1997.

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Cooperative learning in action. Columbus, Ohio: National Middle School Association, 1993.

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J, Ogan Beverly, Hrsg. Cooperative learning in middle-level schools. Washington, D.C: NEA Professional Library, National Education Association, 1991.

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Buchteile zum Thema "School cooperatives"

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Serres, Coline, und Tine De Moor. „Social Enterprises in the Netherlands: Towards More Institutional Diversity?“ In The International Handbook of Social Enterprise Law, 861–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14216-1_41.

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AbstractThe Netherlands has a strong third sector and a long tradition of organizations pursuing social and/or environmental goals, often considered social enterprises. However, the country lacks a common definition and framework for social enterprises, and rather considers social entrepreneurship as a particular branch of entrepreneurship, leaving aside social enterprises incorporating as non-profits and cooperatives. Because of this narrow approach, many social enterprises not incorporated as social businesses are overlooked by the Dutch government but also by scholars. In this chapter, we adopt the approach of the EMES school of thought and review the legal forms that the Netherlands offers for social enterprises to incorporate. In early 2022, Dutch social enterprises have five options to incorporate: (1) private limited company, (2) public limited company, (3) cooperative, (4) foundation, and (5) association. Besides reviewing each of these forms and their implications when applied to social enterprises, we reflect on the place of social economy in the Netherlands. We also present ongoing legal developments for a better institutionalization of social enterprises in the Netherlands. We end our reflections by suggesting that Dutch social enterprises could receive the appropriate mechanisms, controls, and recognition they deserve by combining several existing labels and certifications.
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Royle, Karl, und Gavin Hawkins. „Primary School Reading Diaries, Digital Enclosure and the Common Good: Exploring an Alternative Postdigital Commons Based on Data Cooperatives“. In Human Data Interaction, Disadvantage and Skills in the Community, 243–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31875-7_13.

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Larson, Bruce E. „Cooperative Learning“. In Instructional Strategies for Middle and High School, 148–74. 3. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003015505-9.

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Yore, Larry D., James A. Shymansky, Leonard A. Annetta und Susan Everett. „Science Cooperatives in Missouri and Iowa (Science Co-op): Addressing the Needs of Small Rural School Districts of Science Literacy for All“. In Secondary STEM Educational Reform, 47–73. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_3.

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Chinn, Clark. „Collaborative and Cooperative Learning“. In Encyclopedia of Cross-Cultural School Psychology, 229–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_76.

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Slavin, Robert E. „Cooperative learning in elementary schools“. In Contemporary Issues in Primary Education, 102–11. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316862-11.

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Ashman, Adrian F. „School and Inclusive Practices“. In The Teacher’s Role in Implementing Cooperative Learning in the Classroom, 163–83. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-70892-8_8.

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Schmalenbach, Christine. „Survey of Cooperation in Schools“. In Learning Cooperatively under Challenging Circumstances, 113–48. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21333-6_5.

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Carlini, Alessandra. „Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies“. In Makers at School, Educational Robotics and Innovative Learning Environments, 155–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.

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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
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Liu, Jiahao, und Zhisheng Li. „Selected Practices Briefs on Cooperative Education“. In Smart Education Best Practices in Chinese Schools, 233–36. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6097-2_35.

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Konferenzberichte zum Thema "School cooperatives"

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Sri Zulaihati, Sri, und Santi Santi Susanti. „School Cooperatives Management of Business Vocational High School“. In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

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Fauziah, Eva, Muhammad Yunus und Muhammad Yandi. „Santri Persis Cipada 16’s Literacy Level on School-Based Islamic Cooperatives“. In 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.124.

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Girelli, Claudio, Alessia Bevilacqua, Marzia Micheletti, Federico Covolan und Giorgio Mion. „THE ROLE OF SCHOOL COOPERATIVES IN INCREASING STUDENTS' ENTREPRENEURIAL SKILLS TO PREVENT EARLY SCHOOL LEAVING. A MAPPING OF THE EDUCATORS’ MENTAL REPRESENTATIONS“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0898.

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Raudeliūnaitė, Rita, und Vida Gudžinskienė. „THE IMPORTANCE OF THE COOPERATION BETWEEN PARENTS AND A PRIMARY SCHOOL TO ACHIEVE SUCCESS IN THE INCLUSIVE EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDER“. In INTCESS 2023- 10th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.51508/intcess.202353.

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One of the priority goals of future education is inclusive education. When creating inclusive educational environments, it is important to ensure that every child would have the opportunity to receive quality education together with his peers in the local community closest to him, in the educational institution closest to his home. This obliges schools to constantly monitor the quality factors of education and improve their readiness to accept all learners regardless of any individual characteristics, obstacles or arising difficulties, and to strive to ensure the effective education of pupils. Research shows that in many countries, including Lithuania, general education schools experience a number of difficulties in educating children with autism spectrum disorder (hereinafter referred to as ASD). It is appropriate to conduct research on good practices in inclusive education based on the subjective perceptions and attitudes of different participants. The purpose of the study is to reveal the importance of cooperation between parents and primary school in order to achieve the success of inclusive education in children with autism spectrum disorder based on the experiences of parents. Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. Six parents, whose child had been diagnosed with ASD and attended primary school of general education, participated in the study. The study revealed that in order to achieve the successful education of a child with ASD in primary school, it is important to establish a cooperative relationship between parents and the school before a child with ASD begins to attend school, to maintain the continuity of cooperation between parents and the school after the child begins to attend school, and to have the cooperation of parents when creating a favourable educational environment in the classroom. The establishment of a cooperative relationship between parents and the school before a child with ASD begins attending his school is associated with the parents' openness and the disclosure of their child's disability, the emphasis on the child's abilities, not his disability and the difficulties arising for the child when presenting a child to the school administration and his future teacher, the willingness of the school to engage in equal cooperation with parents while considering them experts of their child, the creation of conditions for a child with ASD and his parents to get acquainted in advance with the school and his class environment and the class teacher, the discussion of the peculiarities of the child's education and his needs with his parents, the drawing up of a plan for individual assistance to the child, as well as the positive attitude of a child with a autism spectrum disorder to start attending school. The continuity of cooperation between parents and the school, after a child with ASD began attending school, is associated with the activeness of parents in cooperation with the school, their involvement in the educational process, cooperation of parents with educational assistance specialists and the involvement of parents in assessing the quality of their child's inclusive education. The cooperation of the parents of a child with ASD in creating a favourable educational environment in the classroom is associated with their close cooperation with the teachers working in the classroom, their cooperation with the class children and their parents in building and maintaining positive relationships. Keywords: autism spectrum disorder, child, parents, primary school, cooperation
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Venolia, Gina. „Session details: Social networking at work and school“. In CSCW08: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2008. http://dx.doi.org/10.1145/3260858.

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Unknown, Unknown. „THE IMPACT STUDY OF ETWINNING PROJECTS ON SCHOOLS IN ROMANIA“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-024.

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The article presents the impact study of eTwinning projects in Romania, particularly assessing effects in terms of pedagogy, teacher professional development and pupil learning, and analysing the factors that contribute to, or constrain, successful participation in eTwinning projects. The study provide a good understanding of the eTwinning action using a wide range of methods in qualitative research: interviews with eTwinning teachers in the school, interviews with non-eTwinning teachers and Head teachers/heads of department within the school, focus groups with eTwinning project participants among school pupils, focus groups with representatives of parents of pupils involved in eTwinning project(s), interviews with representatives of local education authorities, local communities impacted by the school and/or eTwinning activities. The research explores the views of participants in eTwinning in 3 schools at different stages and levels of involvement, from newcomers to experienced eTwinners. The study shows an interesting teachers’ opinion with regard to the need of technology integration in the learning process. In order to visualize project impact, teachers expect: to increase their knowledge on other cultures and to analyze different formal educational system in a practice oriented situation. Teachers can design and use ICT based tools for transforming and improving the teaching of disciplinary content. They improve the ability to deal with some new themes and subjects. They are very interested to use a new methodology for school subjects, based on ICT usage. Teachers can use teaching strategies that focus on student achieve (The learner centered approach). Students learn in an appropriate learning environment, by reflecting about learning to learn, different learning styles and how to use them in professional life. They organize their work cooperatively in partnership; They communicate effectively across cultures and build successful cross cultural relationships; They express their ideas-opinions by creating multimedia products. The benefits of eTwinning for the school are: increasing openness to European cooperation; adding a new element in the supply of school curriculum; better parental involvement in school activities.
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Englund, Richard B., Timothy E. Cooney und Frank L. Buczek. „Wrist Fracture Cooperative Biomechanics Research Project“. In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/met-25513.

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Abstract While injuries are common from skating sports, few biomechanics studies have compared fracture rates with and without protective wrist guards. All published testing results have been obtained from cadaveric specimens, generally with substantially axial loading. Loads to failure have been reported for slow loading by universal testing machines, and fracture patterns have been reported from more rapid loading with a pendulum system. An orthopaedic resident at Hamot Medical Center had an interest in in-line skating injuries and proposed to investigate whether wrist guards provided a reduction in the incidence of fractures from skating falls. The project started with the goal of demonstrating the value, or lack thereof, of wrist guards, and ended with simply trying to determine methodology which closely simulates wrist injury arising from a skating fall. The hospital does not have engineering staff in the research department, nor extensive fabrication capabilities, and approached the School of Engineering and Engineering Technology of Penn State at Erie for assistance in design, construction, and data collection for a research project to investigate the efficacy of wrist guards. Assistance in kinematic aspects of falls was sought from the Motion Analysis Laboratory of Shriners Hospitals for Children - Erie. The logistics of a cooperative project between three institutions is the subject of this paper. Initial planning for the project, revisions to the scope of the project, the financial arrangements, equipment design and construction, and data collection practices are described in this paper. Concluding remarks about the resources necessary for cooperative projects between medical schools and Engineering Technology departments are presented.
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Mohammadi, M. S., und Caro Lucas. „Cooperative co-evolution for school timetabling problem“. In 2008 7th IEEE International Conference on Cybernetic Intelligent Systems (CIS). IEEE, 2008. http://dx.doi.org/10.1109/ukricis.2008.4798942.

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Singh, Vivek K., Marie L. Radford, Qianjia Huang und Susan Furrer. „"They basically like destroyed the school one day"“. In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998279.

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10

LI, YUANTING. „THE CULTIVATION OF INTERCULTURAL COMMUNICATION TALENTS IN SINO-FOREIGN COOPERATIVE EDUCATION“. In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/36007.

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Abstract. The study mainly explores the main characteristics, existing problems and corresponding solutions of Sino-foreign cooperative education in cultivating intercultural communication talents. It adopts exploratory analysis and case studies through data collected principally from QMUL Engineering School, NPU and Glasgow College, UESTC. It is found that students in Sino-foreign cooperative education have strong intercultural communication competence since they have: 1) a good master of foreign language; 2) more opportunities to communicate and exchange with foreigners; 3) strong acceptance towards multi-cultures; 4) strong initiative and practical-ness to work or study abroad. However, problems and challenges exist, such as poor language output, superficial intercultural communication and unstable intercultural communicative approach. It is suggested to adopt diversified assessment modes, create an intercultural communicative environment and build an intercultural assistant mechanism to comprehensively promote the cultivation of intercultural communication talents in Sino-foreign cooperative education.
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Berichte der Organisationen zum Thema "School cooperatives"

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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems und Lisa Howley, Hrsg. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, März 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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Rothgeb, Stacey. Advanced Energy Design Guide for K-12 School Buildings (AEDG) Training: Cooperative Research and Development Final Report, CRADA Number CRD-18-00761. Office of Scientific and Technical Information (OSTI), Juli 2021. http://dx.doi.org/10.2172/1809037.

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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Herausgegeben von Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
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