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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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 MotorA 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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Estrela, Eliana Nunes. „Aprendizagem cooperativa: uma experiência em uma escola pública no municipio de Jardim - Ceará“. Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5611.
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A presente Dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação – PPGP do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora – CAEd/UFJF. O caso de gestão estudado investigou a implementação da Metodologia da Aprendizagem Cooperativa, observando possibilidades e limites no processo ensinoaprendizagem em uma escola pública, pertencente à Secretaria da Educação do Estado do Ceará no município de Jardim. Os objetivos definidos para este estudo foram: descrever o processo de implantação da metodologia da Aprendizagem Cooperativa na escola de campo; analisar como o(a)s gestore(a)s e professore(a)s da escola avaliam os resultados do ensino e aprendizagem em decorrência da implantação da metodologia da Aprendizagem Cooperativa; e propor um plano de ação educacional interventivo, empreendendo estratégias inovadoras na metodologia da aprendizagem Cooperativa. Assumimos como hipótese: A metodologia de Aprendizagem Cooperativa utilizada na escola tem possibilitado inovações pedagógicas e efeitos positivos no processo ensino-aprendizagem. Para tanto, utilizamos como metodologia a pesquisa qualitativa e como instrumentos pesquisas bibliográficas, documental, bem como, a realização de entrevistas com roteiros semiestruturados e questionários.
This assignment was developed within the scope of the Professional Master in Management and Evaluation of Education - PPGP of the Center for Public Policies and Evaluation of the education of the Federal University from Juiz de Fora - CAEd / UFJF. The management case studied investigated the implementation of the Cooperative Learning Methodology, where there was special to the possibilities and limits about the teaching-learning process in a public school, belonging to the Education Department of the State of Ceará in the municipality of Jardim. The goals defined for this study were: to describe the process of implementation of Cooperative Learning methodology in the school of field; Analyze how the school's managers and teachers evaluate the results of teaching and learning as a result of the implementation of Cooperative Learning methodology; And then propose an intervention educational plan of action, creating innovative strategies in Cooperative learning methodology. We accept as hypothesis: The methodology of Cooperative Learning used in the school has made possible pedagogical innovations and positive effects in the teaching-learning process. In this perspective, we used as methodology the qualitative research and as instruments bibliographical researches, documentary, as well as, the accomplishment of interviews with semi-structured scripts and questionnaires.
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Strachan, Kevin Winton. „Cooperative learning in a secondary school physical education program“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29570.pdf.
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Rice, Frances Williams. „Comparison of cooperative and noncooperative purchasing in school foodservice“. [Ames, Iowa : Iowa State University], 2007.
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Strachan, Kevin. „Cooperative learning in a secondary school physical education program“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26760.
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The purpose of this study was to describe and interpret cooperative learning in a secondary school physical education program. A multiple-method case study design was used to investigate the physical education environment. One eighth grade girls handball class in its first year of cooperative learning was compared to an eleventh grade girls handball class in its fourth year of cooperative learning. The qualitative inquiry included interviewing the students and the physical education teacher, taking field notes, and analysing relevant documents. A modified version of the task structure observational system (Siedentop, 1994) was used as a quantitative measure of the instructional ecology of the two physical education classes. Data revealed that both classes had low management, transition, and wait times. The grade eleven class spent less time in instruction and more time in engagement than the grade eight class. Both classes showed a similar amount of opportunities to respond during activity, but the eleventh grade class exhibited higher successful student responses. The cognitive engagement was integral to the functioning of both units. This included time used by the students, instead of direct instruction by the teacher, for learning a skill, reviewing material learned, planning a strategy at the beginning of a game, implementing change in activity during the game, and reflecting on activity after the game. The study revealed that both teacher and students understood and could visibly see the benefits that cooperative learning offered to the physical education program. This example of cooperative learning in physical education incorporated the basic elements of positive interdependence, individual accountability, face-to-face interaction, social and interpersonal skills, and group processing, which are germane to effective cooperative learning.
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Frias, Liliana Filipa Cabral. „Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: o ambiente cooperativo na aprendizagem“. Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15970.
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O presente Relatório de Estágio “Prática de Ensino Supervisionada em Educação Pré-escolar e 1.º Ciclo do Ensino Básico permite partilhar experiências de aprendizagem em ambos os contextos. O ambiente cooperativo na aprendizagem foi o tema que atravessou a prática. Através da observação/intervenção, refletiu-se acerca do ambiente cooperativo em ambas as valências. Ambas as intervenções foram em instituições da rede pública, sendo a de Pré-escolar no Jardim-de-Infância do Bacelo e a de 1.º Ciclo na Escola Básica Integrada com Jardim-de-Infância da Malagueira, em Évora.
Traduz um trabalho realizado para aprender a ser educador/professor cuja dimensão da vivência da prática escolar complementa e articula com o que se fez no percurso académico até esse momento.
Ao longo do relatório faz-se uma reflexão sobre as possibilidades e desafios do ambiente cooperativo, com base na observação/intervenção, nos registos diários e em referências teóricas, tais como, os pressupostos das Comunidades de Aprendizagem e a Aprendizagem Cooperativa; ABSTRACT: This Internship's Report "Supervised Teaching Practice in Preschool and 1st Cycle School Education" allows sharing learning experiences on both fields. The cooperative learning environment is the theme throughout the practice work. With observation/intervention, was made a reflection about cooperative environment on both fields. Both interventions were made in public institutions: Daycare Center of Bacelo and Primary School Integrated with Daycare Center of Malagueira, in Evora.
It reports a work to learn to be a educator/teacher whose experience dimension of academic practice complete and articulate with the academic experience done to that moment.
Along the report is described a reflection about possibilities and challenges of cooperative environment, based on observation/intervention, daily records and theoretical references, such the basic concepts of Learning Communities and Cooperative Learning.
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Moreno, Cosio Macario 1954. „Implementation of cooperative learning in Mexican high schools“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282627.
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The purpose of this study has to describe and analyze the change processes experienced by Mexican social studies high school teachers is their classrooms after having been trained in the use of cooperative learning through small work groups. After the training, two teachers implemented this instructional method. The investigation was conducted in two urban high schools from the Autonomous University of Sinaloa, Mexico. The participants in the training program were made up of 14 teachers from 3 different high schools. Two of these teachers were selected by the researcher to put into practice this educational approach. The selected teachers were then observed for four weeks and analyzed in the difficulties that they faced in implementing this teaching method, the changes experienced in their teaching practices, and the changes produced in their beliefs, attitudes, and behavior with respect to their teaching practices. The data collection was gathered through teachers questionnaires after the training course and through interviews and classroom observations during the implementation of cooperative learning. Therefore, the analysis of this investigation was carried out through qualitative methods.
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Liang, Xiaoping. „Dilemmas of cooperative learning, Chinese students in a Canadian school“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ38930.pdf.
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Backwell, Benjamin Edward. „Applying cooperative learning lessons in a Japanese junior high school /“. Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
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Doucette, Dean. „Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective“. Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.
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The aim of this study is to examine the effects of school-to-work programs on cognitive engagement from the students’ perspective. The study was guided by the question: “How do students perceive their cognitive engagement in learning when participating in school-to-work transition programs”? Using a case study methodology, data were collected from ten students at a rural high school using semi-structured interviews, and were analyzed using the constant comparative method. The results show an increase in cognitive engagement and the motivation to graduate as a result of participation in the school-to-work program. This increase in cognitive engagement is attributed to the students’ career preparedness, and the hands-on practical experiences gained from the program. By studying the students’ perception of their own engagement we gain a better understanding of the contributing factors that lead to increased cognitive engagement and motivation levels.
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Assini, Kathleen. „High School Teachers' Motivation and Strategies for Effectively Implementing Cooperative Learning“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5822.
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Despite being expected by administrators to use cooperative learning regularly and effectively in their instructional practices, less than one third of high school teachers in the targeted U.S. public school district implemented the practices above a proficient level, according to district data. The purpose of this qualitative case study was to examine the motivation, strategies, and practices of a representative group of teachers at the high school who were rated highly effective on their 2016-2017 annual summative evaluation in cooperative learning. The research questions concerned the motivation of these teachers to include cooperative learning practices in their classrooms. Two additional research questions focused on the teachers' planning, implementation, and assessment of students and the challenges they encounter while employing cooperative learning practices. The participants included 10 teachers rated highly effective who were selected through homogeneous, purposeful sampling. Qualitative data were collected through semistructured interviews and document reviews of lesson plans and resources. Coding and thematic analysis were used to examine and report that data. Participants revealed concerns regarding the time involved in planning and implementing cooperative learning along with the difficulties of group composition and student assessment during the process. Based on the study results, a professional development series was designed to provide additional training and to establish a district wide definition of cooperative learning. This project study may facilitate positive social change by encouraging and supporting teachers as they better prepare students to overcome the challenges of collaboration and teamwork.
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Horbinski, Wendy J. „Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.
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Nuntrakune, Tippawan. „Cooperative learning in Thailand : professional development to enhance primary education“. Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28481/1/Tippawan_Nuntrakune_Thesis.pdf.
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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.
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Nuntrakune, Tippawan. „Cooperative learning in Thailand : professional development to enhance primary education“. Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.
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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.
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Davies, Thomas Robert. „Effects of structured cooperative learning groups in a high school physics classroom“. Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/davies/DaviesT0812.pdf.
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In this investigation, cooperative learning groups were implemented with the purpose of improving students' attitudes and academic competencies. Participants will included high school students enrolled in conceptual physics classes. Treatment involved requiring students to work in purposefully structured groups over the course of several weeks. Test scores between this year's students and last year's students, as well as test scores of this year's students during treatment and non-treatment were compared to determine any change in academic competencies. Additionally, students completed exit tickets, interviews, and attitude surveys. The instructor and a peer made observations, and together with students' information, data was analyzed to establish any change in amount of time students spend on-task during class, as well as in their attitudes about the course content and classroom environment.
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Schuster, Paul David. „Archaeology Goes to School: A Cooperative Approach to Teaching History Through Archaeology“. W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626036.
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Quadrado, Alessandro França. „Gestão do clima escolar: a formação de/em uma comunidade de liderança“. Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7670.
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Esta pesquisa investigou fatores potencializadores da Gestão do Clima Escolar no ano final do Ensino Fundamental II (EFII) do Colégio Nossa Senhora Medianeira (CNSM), Curitiba/PR - Brasil. Identificaram-se condições para formação de/em uma comunidade de liderança que envolvesse diferentes sujeitos da instituição buscando viabilizar uma presença investigativa cíclica, sistêmica e cooperativa capaz de realizar, de modo autoconstitutivo, autoavaliativo e continuamente problematizador, a Gestão do Clima na referida Escola, mitigando sua inerente degenerescência (MORIN, 2011a). Empregou-se desenho metodológico de abordagem qualitativa, com objetivo exploratório-descritivo, adotando estrategicamente a pesquisa-ação, fundamentada em Thiollent (2011) e Coughlan e Coghlan (2002). Os dados foram tratados via análise textual discursiva (MORAES; GALIAZZI, 2006). Participantes do processo compuseram três subgrupos derivados de um grande grupo de sujeitos influentes no Clima Escolar do 9º ano do CNSM: 1) estudantes do 9º ano e do grêmio estudantil; 2) educadores; 3) equipe de coordenação. Para todos os subgrupos utilizou-se como critério a heterogeneidade dos envolvidos, provocando ambiente de cooperação, no qual a interdependência dos sujeitos gerasse comprometimento com o êxito coletivo e pessoal (JOHNSON; JOHNSON, HOLUBEC, 2007). Para os dois primeiros subgrupos, o processo de pesquisa-ação ocorreu por meio de Grupos de Reflexão, enquanto que para o terceiro adotou-se a função de monitoramento transversal e simultâneo à ação dos demais subgrupos. Os Grupos de Reflexão possuíam processo cíclico estruturado, proporcionando problematização do Clima Escolar no campo de pesquisa, elaboração de planejamento de ações, implementação do planejamento, (auto)avaliação do processo e proposição de um novo ciclo. A pesquisa corroborou a visão paradigmática da Gestão Educacional (LÜCK, 2015) em confluência com o pensamento complexo (MORIN, 2011a; 2011b; 2015), com a concepção de escola cooperativa (JOHNSON; JOHNSON, 1994; 1995; 1999; JOHNSON; JOHNSON, HOLUBEC, 2007), além do teorizado acerca da formação de liderança (KOMIVES et al., 2005; CABRAL; SEMINOTTI, 2009). A análise integrada de resultados, oriundos dos distintos movimentos da pesquisa-ação, apontou ausência de cultura de problematização sistemática do Clima Escolar no CNSM com tendência à sua secundarização. Também constatou necessidade de se considerar uma releitura de tempos e espaços de reflexão e de proposição de ação coletiva, como forma de proporcionar, institucionalmente, maior fluidez de ideias e adesão dos sujeitos à transformações que realmente desafiassem o status quo. Limitações da pesquisa incluíram dificuldades em se ampliar a discussão acerca do Clima e a capilaridade de participação para a totalidade da comunidade, em vista da multiplicidade de pautas institucionais para gestores e docentes, além de uma dinâmica curricular que exigiu do pesquisador busca por espaços intersticiais de modo a assegurar a execução da pesquisa-ação. Possibilidades de aprofundamento da pesquisa envolvem: a) investigação acerca da fidelização de estudantes e educadores da instituição via desenvolvimento de competências de liderança desses sujeitos; b) proposta de formação de/na liderança discente, proporcionadora de construção cooperativa de diretrizes de ações nos diferentes níveis escolares em espiralidade, com vistas à resultados de excelência humana e acadêmica no CNSM.
This research investigated potential factors of School Climate Management in the final year of Elementary School (EFII) of Colégio Nossa Senhora Medianeira (CNSM), Curitiba/PR - Brazil. Conditions were identified for the formation of/in a leadership community that involved different subjects of the institution seeking to make feasible a cyclical, systemic and cooperative investigative presence able to perform the School Climate Management in CNSM, in a self-constitutive, self-assessing and continuously problematizing way, mitigating its inherent degeneracy (MORIN, 2011a). A Methodological design was used involving a qualitative approach, with an exploratory-descriptive objective, adopting strategically the action research, based on Michel Thiollent (2011) and Coughlan and Coghlan (2002). The qualitative data generated were treated via discursive textual analysis (MORAES; GALIAZZI, 2006). Participants in the process composed three subgroups derived from a large group of influential subjects in the School Climate of the 9th grade of CNSM: 1) 9th grade students and the members of the student body of the institution; 2) educators; 3) coordination team. For all the subgroups, the heterogeneity of the participants was used as criterion, provoking an environment of cooperation, in which the subjects' interdependence generated a commitment to collective and personal success (JOHNSON, JOHNSON, HOLUBEC, 2007). For the first two subgroups, the action-research process occurred through Reflection Groups, and for the third, the monitoring function was transversal and simultaneous to the action of the other subgroups. The Reflection Groups had a cyclical structured process, which involved problematizing the School Climate in the field of research, planning of actions, implementation of planning, (self)evaluation of the process and proposition of a new cycle. The research corroborated a new paradigmatic vision of Educational Management (LÜCK, 2015) in conjunction with the complex thinking (MORIN, 2011a, 2011b; 2015), with the conception of cooperative school (JOHNSON, JOHNSON, 1994; 1995; 1999; 2007), besides theorizing about leadership formation (KOMIVES et al, 2005; CABRAL; SEMINOTTI, 2009). The integrated analysis of the results, derived from the different movements of the action research, pointed out the absence of a culture of systematic problematization of School Climate in CNSM with a tendency to secondary it. It also found a need to consider a re-reading of times and spaces for reflection and collective action, as a way to provide, institutionally, greater fluidity of ideas and adherence of subjects to transformations that really challenge the status quo. Limitations of the research included difficulties in broadening for the whole community the discussion about Climate and the capillarity of participation, due to the multiplicity of institutional guidelines for managers and teachers, as well as a curricular dynamics that demanded the researcher search for interstitial spaces to ensure the implementation of action research design. Possibilities for deepening the research involve: a) research on the loyalty of students and educators of the institution through the development of leadership skills of these subjects; b) proposal of formation of/in student leadership, making it possible a cooperative construction of directives of actions in the different school levels in a spiral manner, with a view to the results of human and academic excellence in CNSM.
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Silva, Cleusa Mochiuti. „Escola Cooperativa: uma experiência em ensino público com Gestão Privada“. Universidade do Oeste Paulista, 2007. http://bdtd.unoeste.br:8080/tede/handle/tede/103.
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Previous issue date: 2007-04-10This dissertation is a study and reconstitution of Maringá s Cooperative School Project, and its brief implementation and existence. Our aim is to highlight the importance of the democratic management in public schools and the schools autonomy as a form of school administration. One of the assumptions of this initiative is that there is an inherent Government inefficiency, due to workers accommodation in the public sector, who are not committed to results and the productivity; a second assumption is that the engagement of workers will come to happen if they feel responsible and accountable for results; to do so, it is necessary the management, autonomy and power decentralization of the public schools. The results show that the implementation of Maringa s Schools Cooperatives, though in a very period of time (only one year), proved that it was a fantastic experience since the per capita cost was lower than the cost of a regular public school. The cost/ benefit was highly positive. The government profits since it can monitor, closely and actively, the application of its financial resources. The students will also benefit since they, together with their parents, can become more aware of their rights and duties as citizens and also enjoy an environment more conducive to learning, with teachers committed to their success. Finally, the teachers themselves, as partners of the company, will profit, since once they reduce their operational costs, they will increase their real earnings and will produce more. At the end, we have a prospective conceptual model that signals to the inter-relationship between the organizational cooperatives, government and the community. Our work shows that, despite the complexity of the problem involving its management, the Cooperative School is a space for the construction of fruitful, new inter-group and interpersonal relationships, which can be extended to those who have courage and political will
Esta dissertação de mestrado constitui-se num estudo e reconstituição da trajetória da implantação do Projeto da Escola Cooperativa de Maringá, e sua breve implantação e existência. Teve como objetivo destacar a importância da gestão democrática nas escolas públicas e a autonomia nas escolas como forma de direção escolar. Um dos pressupostos dessa iniciativa é que existe uma ineficiência inerente ao Estado, decorrente da acomodação dos trabalhadores do setor público, não comprometidos com resultados e com a produtividade; um segundo pressuposto é de que o engajamento dos trabalhadores se dará se estes se sentirem responsáveis e responsabilizados pelos resultados; para isso a gestão, a autonomia e a descentralização do poder das escolas públicas se fazem necessários. Os resultados apresentados demonstram que a implantação das Escolas Cooperativas de Maringá, mesmo ocorrendo num espaço de tempo muito pequeno, somente um ano, provou que foi uma experiência fantástica, pois o custo per capita era menor di que o custo de uma rede pública normal. Comprovou-se que a relação custo/benefício foi altamente positiva. Beneficia-se o Poder Público, que pode acompanhar de perto, participativamente a aplicação desses recursos. Beneficiam-se os alunos, que, com os pais, podem adquirir melhor consciência de seus direitos e deveres de cidadãos e ainda usufruir de um ambiente mais favorável à aprendizagem, com docentes empenhados em seu sucesso. Beneficiam-se, finalmente, os professores, sócios da empresa, que, ao re¬duzirem custos operacionais, aumentam ganhos reais e trabalham com mais produti¬vidade. Ao final, coloca-se em evidência um modelo conceitual prospectivo que sinaliza para a inter-relação entre as instâncias organizativas cooperativas, o poder público e a comunidade. O desenvolvimento do trabalho demonstra que, apesar da complexidade da problemática que envolve sua gestão, a Escola Cooperativa é um espaço de construção de novas relações intergrupais e interpessoais profícuas, que podem ser estendidas àquelas que tem coragem e vontade política
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Pimentel, Maria Aparecida Macedo. „A Trajetória de uma escola cooperada: do ideal cooperativista à realidade de mercado. As vicissitudes da participação de cooperados e professores“. Universidade Federal de São Carlos, 2006. https://repositorio.ufscar.br/handle/ufscar/2389.
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Previous issue date: 2006-03-30This work is case study researches about the trajectory of a cooperative school of basic education, located in São José do Rio Preto, inside of São Paulo state. The study has raised possible reasons in order to explain why in a school of cooperativist proposal and organization and in which parents and teachers who are supposed to take part in this process don t act as expected. Theoretical references have been studied in the national and international literature about cooperativism, political- pedagogical proposal, school administration and market politics. The dissertation begins with a chapter about cooperativist ideology. It goes over the cooperative and the educacional center, political-pedagogic process. The third chapter analyses the statutary alterations, the exhaustion of the assemblies in the last chapter we measure the capitalism and middle class market interferencies and implications in cooperatives in general, especially in COOPEC school. It is concluded that the cooperative democratic administration is seen as threatened by the lack of cooperativist ideology in parents and teachers, the directory staff authoritarism, the market lack of confidence and the reorganization of public school network.
A dissertação apresenta uma pesquisa que estuda o caso de uma cooperativa de ensino, de Educação Básica, localizada na cidade de São José do Rio Preto, interior paulista, analisando sua trajetória. O estudo levantou possíveis explicações para dois fatos: a) numa escola que se anuncia com uma proposta de organização (administrativa e pedagógica) cooperativista e que se supõe a participação de pais e de professores, não ocorre a participação nem de uns e nem de outros; b) a diminuição continuada de alunos. Buscaram-se referências teóricas na literatura nacional e estrangeira sobre cooperativismo, gestão democrática, participação, retração salarial no estado de São Paulo e a evolução das redes de ensino da cidade. A pesquisa inicia-se com um capítulo sobre o movimento cooperativista. Segue com a trajetória da cooperativa de 1992 a 2004. O terceiro capítulo analisa as interferências externas de mercado, de classe social em geral e, especialmente, na trajetória da COOPEC. Conclui-se que a gestão democrática da cooperativa foi descaracterizada pela falta de compromisso com os princípios cooperativistas, pelo autoritarismo de seus membros dirigentes, pela perda constante de alunos devido às interferências da concorrência de mercado e à reorganização das redes escolares públicas.
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Sherman, Ryan C. „Succession planning : a study of superintendent succession within the school districts of the Warren-Saratoga-Washington-Hamilton-Essex County Board of Cooperative Educational Services /“. Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009sherman_r.PDF.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor Dr. Ann Myers, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: succession planning; superintendent; board of education. Includes bibliographical references: (p. 72-76).
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Nazeer, Abdulla. „Teaching economics at secondary school level in the Maldives : a cooperative learning model /“. The University of Waikato, 2006. http://hdl.handle.net/10289/2540.
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The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.
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Alhodithy, Ahmed Ibrahim Rashid. „Exploring cooperative and psychological approaches to learning in the Saudi Arabia school system“. Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501225.
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This study began as an exploration of the potential within the Saudi Arabia secondary school system for a cooperative approach to teaching and learning based on psychological principles to be adopted. It developed into an exploration of the culture of the education system and the wider culture within which this approach would operate. The study was divided into three Phases: the first one explored the current system; the second investigated participants' evaluation of Cooperative Learning; and the third explored the practice of three teachers interested in this approach. In all three Phases, the development of the focus of the thesis is explained. An overview or me cultural, economic, political and religious context within which the education system in Saudi Arabia operates contextualizes the research. An extensive review of the literature on Cooperative Learning was carried out in order to clarify the principles and theoretical underpinnings which would impact on the feasibility of it being adopted. A variety of research tools were used. Interviews and observations were carried out in Phases One and Three. In the second Phase, questionnaires and focus group discussions surveyed responses to a recorded introduction to the approach. In Phase One, participants were chosen from a range of groups, based on their function in the system (from teacher trainers to students) whereas in Phase Two only teachers and teacher trainees participated. Three teachers, their Head Teachers and students were the participants in the case studies in Phase Three.
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Bruggeman, Shana M. „An Analysis of Cooperative Learning Strategies In a Middle School Exploratory Spanish Course“. University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1114706238.
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33
Jago, Leo Kenneth. „The performance of accommodation cooperatives in Australia“. Thesis, 1991. https://vuir.vu.edu.au/15612/.
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The aim of this study was to determine whether the Australian accommodation cooperatives have been successful in meeting the objectives of their constituent members.
A questionnaire was sent out to a sample of accommodation
cooperative members, and the results obtained were
supplemented by information received via interviews with a
number of experienced individuals closely associated with the accommodation industry. The results of the study indicated that the Australian accommodation cooperatives had not been highly successful in meeting the objectives of their members. The study also showed wide support for accommodation cooperatives in principle, but substantial disenchantment with the manner in which most of the groups had performed in practice.
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Gnagne, Jacqueline A. „Education for rural development in Côte d'Ivoire: School -based cooperatives as a vehicle for a successful transition of primary school leavers/dropouts from school to real life“. 2002. https://scholarworks.umass.edu/dissertations/AAI3056229.
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Students dropping out of school at an early stage represent a problem in developed and poor countries. It becomes even more critical when the disappointment and frustration cause parents and their children to question the goal of education, which for them is to find meaningful employment. Unemployment among young people in Côte d'Ivoire is reaching staggering proportions, and poverty among rural dwellers is at its worst. Meanwhile, rural areas are drained of any young substance. Clearly, the battle for development is being lost. This study explores the attitudes of students, parents, teachers and school officials toward rural development and explores school-based cooperatives as a way to help primary school dropouts make a successful transition from school to real life. A qualitative method was used in combination with quantitative method to give a voice to ordinary Ivorians through 300 surveys, 12 in-depth interviews, one focus group with teachers, school officials, students and parents. Subjects took a close look at the education available, reevaluated their attitudes and speculated on how they can take advantage of the education that is available to them prepare for a meaningful life in the rural areas. The findings and implications are: (1) The attitude toward rural development is negative. (2) The occupational aspirations of youth are predominantly prestigious white-collar jobs. (3) To be successful, teachers need better training and better salaries. (4) The introduction of national languages will facilitate parents' interaction with schools. (5) Rural areas are not attractive enough for young people to want to make a living. (6) Education by itself cannot solve all the problems of underdevelopment. (7) A school to work transition program is necessary. (8) Private organizations need to finance new programs in education. (9) Development of the rural areas needs to occur alongside the development of urban areas. (10) Land reform is needed to facilitate land ownership. (11) A change in mentality and attitude needs to occur.
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Huang, Jian-Hong, und 黃建宏. „A study on student’s internship satisfaction and employment intention for cooperatives education program of industrial category in senior high school“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56563637789389623977.
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碩士國立臺灣師範大學
工業教育學系
103
The main of the study is to investigate the relationship between internship satisfaction and employment intentions of category of industry-related students of cooperatives education students at senior high school. By understood the satisfaction of in internship, to found out that if it affects the student’s willingness of employment. According to the analysis to compile a set of questionnaire, of the returned 516 questionnaire from students in cooperatives education program of industrial category in senior high school, 87.4% was valid. Subjects are evaluated by internship satisfaction and employment intentions, the data obtained from the inventories are analyzed by descriptive statistics, correlation analysis, t-test and one-way ANOVA and Pearson product-moment correlation. The findings are shown as follows: 1. Students of cooperatives education students at senior high school are satisfied in internship. 2. Students of co-operatives education students at senior high school have high employment intentions. 3. There is a significant difference in internship satisfaction and employment intentions due to students’ different backgrounds 4. There are significant correlation between in and internship satisfaction and employment intentions.
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Huang, Hung-Lung, und 黃宏隆. „The Study of Management of School Cooperative Store at Elementary Schools – A Case Study of Ａ Elementary School“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03563207669094668126.
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碩士元智大學
經營管理碩士在職專班
99
In 1955, the cooperation business management department of Taiwan’s provincial government has announced related regulations to help schools in Taiwan to promote school employee’s and studen’ts consumer cooperative store so as to improve the welfare store that was difficult to be managed at that time. Cooperation business was developed at that time, and cooperation education was implemented from the elementary school. After several decades, the cooperative store in the elementary school becomes more and more difficult to be operated, most of them are dismissed in many schools. In this study, the cooperative store of A elementary school in Taoyuan county is used as case study target. The study includes the collection of things related to the cooperative store of A elementary school, for example, historical literature, books, related document, forum related data, government’s law and regulation, the meeting record and financial statement of the cooperative store , and it also includes interview and news; it is hoped that the business management and coping strategy for the cooperative store of the A elementary school when it faces environmental change can be discussed, meanwhile, whether the cooperative store of A elementary school should exist or not will be discussed too. From the research, it was found that among the business operation difficulties of the cooperative store of A elementary school, the largest challenge is government’s policy and regulation and the change of time. The government not only limits items sold in the school cooperative store, but also regulates that any of the commissioned items by the school should not have profit, hence, the school cooperative store which has its main profit relied on the commissioned business has to face with business operation difficulty. In addition, under the pressure of lowering of profit, the business allowance of the related business personnel in the school cooperative store has to be reduced continuously, hence, the working morale is affected too. In the aspect of the principal’s attitude toward school cooperative store, although the principal can not interfere with the operation of the school cooperative store if it is operated legally, yet if the school cooperative store does not have profit and the public benefit fund does not contribute to the school, it will be very difficult to ask the principal to take the related responsibilities brought about by the operation of the cooperative store in the school. This in turn has reduced the support of the principal on the school cooperative store, and the, school cooperative store without the support from the principal and the administrative departments of the school, will operate in very difficult way.
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HUAN, LI-FING, und 黃麗鳳. „A Study of Management of School Cooperative Store at Elementary Schools in Taipei County“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73385013011629282328.
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碩士國立花蓮教育大學
學校行政碩士學位班
95
Samples selected for this research are educational staffs from public elementary schools in Taipei County. A total of 372 samples are selected, with valid responses posting 302.The data was analyzed to find the current state and ideal situation of the management of school cooperative store at elementary schools in Taipei County; the good and fault of different management; the possibility of abolishing and stop running; the difficult position and important thing for improving operation of the management. The following are the main findings of this study. 1. The current state of the management of school cooperative store at elementary schools in Taipei County is continuing the business. The ideal situation of the management is contracting out. 2. There is significant difference among the school location, school-scale and district for the current state and ideal situation of the management of school cooperative store at elementary schools in Taipei County. 3. There is different good and fault for different management. 4. The possibility of abolishing and stop running is that teachers lose inducement because burdens of management effect his/her classroom management. 5. There is significant difference among the school location, school-scale and district for difficult position of the management of school cooperative store at elementary schools. 6. Educational staffs of public elementary schools in Taipei County think the most important thing for improving business is that choosing good and high quality supplier; Coming out with recommendation for the authorities concerned to amend out of time laws; Allocating profit according to law.
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Huang, Wan-chang, und 黃萬章. „A Study of the Management of School Cooperative Stores at Elementary Schools and Junior High Schools in Taiwan Province“. Thesis, 1994. http://ndltd.ncl.edu.tw/handle/61219875165541265320.
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碩士國立台南師範學院
初等教育學系
82
A Study of the Management of School Cooperative Stores at Elementary Schools and Junior High Schools in Taiwan Province A Master Thesis Huang, Wan-chang (Abstract) The purposes of this study were to (1) investigate the theory of the cooperative economics, (2) understand the developmental history of the system of cooperation, (3) analyze the problems of the management of school cooperative stores at elementary schools and junior high schools in Taiwan province, (4) provide recommendations for the improvement of the management of school cooperative stores. The samples of this study were 444 chairmen from the school cooperative stores at elementary schools and junior high schools in Taiwan province, who were stratified random sampling on the basis of every county or city. For the collection of the data, the questionaire, Management of School Cooperative Stores Description Questionaire, made by the researcher was used. The effectual samples were 273, 61.49% for all samples. The obtained data were statistically treated by using spss/pc+ and Chi-square test. The major findings and conclusions of this study were summaried as the followings: 1. The school cooperative store has three dimensions of funtion: (1)economical, (2)social, (3)educational. We should regard it as an important location with much value of “hidden not just a selling place. 2. There were at least thirteen problems on the management of school cooperative stores at elementary schools and junior high schools in Taiwan province, which should be solved emergently and actively. 3. For school cooperative stores, there are two authorities concerned in the government of Taiwan province－－Department of Education and Office of Cooperative Enterprises Administration. These two organizations sometimes have different ideas about school cooperative stores, but they should make concerted efforts to resolve the problems of school cooperative stores.
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Lawson, Jennifer Elizabeth. „An examination of cooperative inquiry as a professional learning strategy for inner-city principals“. 2008. http://hdl.handle.net/1993/3074.
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This dissertation describes a research study that investigated cooperative inquiry as a strategy for professional learning of inner-city school principals in a large urban centre in Western Canada. The study attempted to identify the central issues of concern and means of redress for school leaders in high-poverty communities, many of which focused on educational leadership, school management, the context of their schools within impoverished communities, and the challenges of personal well-being. The findings suggest that cooperative inquiry was an effective strategy in that the approach was participatory, democratic, empowering, life-enhancing, and fostered community-building among participants. The findings also suggest that the approach was effective in that it was grounded in the action research cycle of planning, action, observation, and reflection. The study further examined the use of dialogue as a means of constructing knowledge regarding these issues, and identified the ways in which such knowledge impacts upon the professional practice of these principals. Findings suggest that participants gained knowledge from each other, offered knowledge from others, constructed knowledge together as a group, and developed deeper understandings of their own perspectives. Findings also suggest that meaning is lost when dialogic interactions are transcribed into print. Thus, dialogue is a form of communication in and of itself, one that cannot simply be transformed into the written word without losing part of that dialogic essence. Further, this study posits that dialogue has unique power to be both a process for meaning making, as well as an ontological means of clarifying one’s own sense of reality.October 2008
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LAIO, HSUES-HUA, und 廖雪華. „Applying cooperative learning in junior high school“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/50956298188144987266.
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碩士國立彰化師範大學
科學教育研究所在職進修專班
91
This research investigated the influence of cooperative learning on students’ reactions in the aspects of the mathematics learning, the motivation, and the learning atmosphere. Two mathematics classes, one 8th graders and one 7th grader were participated in the study. Data collection included both qualitative and quantitative data, which included the analysis of the videotape recorded during the teaching and learning progress, the interview of students, the logbook for teaching, the student’s weekly report, and the questionnaire. The author used action research to implement the cooperative learning. Research period consisted of one semester term for each grade. The author used the steps defined in the action research--the problem definition and data collection, planning, action, observation and data acquisition, reflection, and problem redefinition, to improve the teaching process. Three successive stages, the leading period, the development period, and the refinement period were distinguished in the study for the teaching using cooperative learning method. In each stage we perform the teaching observation and collect the response from students. The collected data were analyzed and the corresponding conclusion is used for improving the teaching progress for the next stage. In the leading stage the researcher avoided to leave the students with dissension in the same group. The method for grading students’ performance was adjusted to reflect on students’ learning progress. In the development stage, the researcher helped students to be active in in-group discussion by proving self-designed material to students to discuss. In the refinement period, researcher improved her material design by acquiring mathematics professor’s idea. Researcher also increased her teaching hours to solve the curriculum progress concern. In general, the common problem across three stages was helping students be active in discussion. Thus researcher needed to assist students and lead them to conduct group discussion. Findings of the study showed that students’ increased their motivation in math learning, they had better perception toward the learning atmosphere. Students’ achievement did not decrease based on new teaching strategies, in fact their thinking skills has been improved. Finally, researcher herself changed her attitude toward math teaching in three aspects: a guide instead of a knowledge transporter, emphasizing more on the student’s attitude for learning, and encouragement instead of punishment. In summary, this research showed the feasibility to implement the cooperative learning on junior high school mathematics classes.
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Chang, Tsu-Ming, und 張祖銘. „The Survey of Management Difficulties of School Cooperative Stores at Senior High Schools in Taichung County“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/60394248021131379299.
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碩士亞洲大學
國際企業學系碩士班
96
The purpose of this study is to find out the management difficulties of school cooperative stores at senior high schools in Taiwan and approach its fundamental faults and the important thing for improving operation of the management. In order to complete the study, I take eight senior high schools in Taichung County as an example, using material research methods, such as interview and document analysis, to get on my study from three dimensions including administration, sales affairs, and finance. The following are the main findings of this study. A. The difficulties of the administration dimension are the lack of cooperation concept and, the teachers lose their enthusiasm on the school cooperative stores. The main solutions: (a) Enhance the promotion of cooperative education, (b) Amend the relevant laws of the management of school cooperative stores, (c) Attach importance to operating performance and develop incentives to increase the staff who will. B. The difficulties of the sales affairs dimension are the environment of school cooperative stores, the competition of external firms, the involvement of powerful people, the restrictions of commodity law and the bargaining power of commodity prices. The main solutions: (a) Increase the divisions of school cooperative stores at school, (b) Limit the external firms enter school, (c) Loosen the restrictions of commodity law, (d) Enhance the inner supervisory system of school cooperative stores, (e) Construct the national organizations, and expand the operation scale. C. The difficulties of the finance dimension are that school cooperative stores whether allocate profit according to law and improper use of the statutory public welfare fund. The main solutions: (a) The construction of electronic trading system, (b) The financial statements of school cooperative stores must be public and transparent.
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TA, YANG MING, und 楊明達. „The Study of Cooperative Learning Effects in Elementary School Science by Cooperative Skills Teaching“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/04473215572633829718.
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碩士國立台北師範學院
數理教育研究所
91
The research exploited cooperative-skills teaching and cooperative learning model to improve cooperative skills, interpersonal relationships and learning achievements in a small-grouped science teaching. This study aimed at: (1) investigating the effects of the cooperative skills, the interpersonal relation and learning achievement, (2) investigating correlations of the three, (3) describing the patterns of classroom groups’ power and hierarchical model. This was a qualitative and quantitative research .The experiment group consisted of 32 students chosen from one of the sixth grade classes in an elementary school. One other class was assigned to be a control group. It was a half-semester research. The research tools were the cooperative skills scale, interpersonal relation scale and learning achievement scale. The data were analyzed by t-test and Pearson product-moment correlation. Tape recordings, film recordings, interviews, questionnaires and related documents had been used in analysis. Major findings were listed as following: （Ⅰ）Cooperative skills teaching: The study used 8 teaching strategies to improve the students’ cooperation--exercising and arranging the three cooperative skills, calculating groups’ improvement scores, giving prize to the top3 improving groups, peer instruction & practice in group, group activity after class, members supplying data to the presenter, group’s supporting applause to the presenter, teacher’s constant reminding of group cooperation . （Ⅱ）Cooperative skills effects: The experimental group showed significant advancement on cooperative skills; the control group did not. （Ⅲ）Interpersonal relation effects: The experimental group showed significant advancement on interpersonal relation; the control group were not. （Ⅳ） Learning achievement effects: The experimental group was better than the control group on learning achievement, and procured 15 competence indicators. （Ⅵ）Relationship among the three: The two groups had significant positive relationship on the cooperative skills, interpersonal relation and learning achievement. （Ⅵ）Hierarchical type of group: Showy demonstration mode was the most helpful to cooperative skills and interpersonal relation. Bi-leaders mode was the most helpful to promote cooperative skills and learning achievement. Finally, the implications of the above findings in science teaching were discussed, and further research recommendations were suggested.
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CHIEN, PEI-CHUAN, und 簡佩娟. „Junior high school students' perception towards cooperative learning“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/33836983836581536459.
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碩士銘傳大學
教育研究所
104
The purpose of the thesis was to examine junior high school students’ levels of satisfaction and interest towards Cooperative Learning. This study adopted a quasi-experimental approach. Samples were selected from a public junior high school students in Taoyuan City, Taiwan. Cooperative learning as the instruction method was classified into the experimental group, and traditional instruction was the control group. Data collected were analyzed by PASW Statistics 18 with a specific focus on two-way ANOVA. Research conclusions were summarized as follows: 1.Majority of the students hold positive views towards cooperative learning. 2.There is no significant difference between cooperative learning and traditional teaching in different grades based on students’ perception. 3.Female students displayed significantly better perception than males towards cooperative learning, as compared with traditional teaching. 4.There is no significant difference between cooperative learning and traditional teaching in different subjects based on students’ perception. 5.The study inferred that cooperative learning has no positive impact on learning effectiveness due to different learning styles of students.
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Yaxley, Corowa. „Cooperative learning : an introduction to a secondary school“. Thesis, 1996. https://eprints.utas.edu.au/21972/1/whole_YaxleyCorowa1997_thesis.pdf.
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This dissertation is a record of a secondary school teacher's journey in professional study
and practice. It explores the case for moving towards cooperative learning as the
dominant pedagogy. While providing support for the change from the technical,
competitive paradigm to this social model of classroom interaction, the study takes
account of critical commentary.
The journey began as a quest for an inclusive model of classroom interaction, one which
would facilitate the teaching and learning of students in heterogeneous class groups. As
cooperative learning appeared to offer the most promise, it was investigated, using a list
of questions among which were:
What is 'cooperative learning'?
What are its outcomes?
Why are they 'superior'?
What do its critics say?
Conducted in the light of practice, this study explains what is meant by the term
'cooperative learning'. As well as the presentation of the outcomes claimed for the
model, there is detailed supporting evidence. This takes the form of explanations of the
cognitive and social theories underpinning its principles. The views of critics of the
approach, together with responses to the concerns they express, are included.
Study revealed that cooperative learning requires a different culture from that created by
either the competitive or the individualistic patterns of interaction. Hence, an important
part of the experience was the gathering of and the reflection on information for leading
teachers and students in the construction of a collaborative environment supportive of
the model. This comprises a vital and extensive section of the record. Following
introduction to various schools of cooperative learning, specially designed delivery
structures are presented. These are patterns of interaction, principally created for small
groups, developed to use cognitive and social theories to advantage in student learning.
A range of structures which may be used to facilitate learning across the disciplines is described. Through their detailed examination, it becomes clear that cooperative
learning is a highly sophisticated model of teaching and learning, one demanding much
knowledge, skill, practice, reflection and collegial support. All of these, it is said, may
take experienced teachers several years to develop. Cooperative learning is shown to be
quite different from traditional 'group work'.
This record concludes with the story of the application of the learning on the cooperative
approach in an actual classroom. This is expanded to tell of the beginning of its transfer
to the whole school. The work in and through cooperative learning was such that
colleagues, not initially interested in the philosophy, attended workshops where they
were introduced to its ethos and experienced examples of its delivery structures. The
final paragraph tells of strategies leading to the decision by all teachers at Reece High
School to participate in a spaced, year-long professional development program designed
to promote cooperative learning as the leading methodology.
Very much work in progress, the journey continues.
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Pi-hui, Wang, und 王碧惠. „The Effects of Cooperative Learning on Cooperative Skills For an Elementary School Student with Autism“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/80269062722975447430.
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碩士國立臺北教育大學
特殊教育學系碩士班
95
The Effects of Cooperative Learning on Cooperative Skills for an Elementary School Student with Autism Abstract This study investigated the use of cooperative learning as an instructional strategy to enhance the cooperative skills for a fourth-grade student with autism. Cooperative learning groups were conducted for 80 minutes two times per week. The intervention sessions consisted of 20- min class presentation, followed by 40- minutes cooperative group activities. Teamwork focused on appropriate cooperative skills was encouraged during the group activities. Individual quizzes and team recognition were given for the rest 20-min. Peer filled a group checklist noting their performance during the session and gave a score to the student with autism as sessions were completed. The findings revealed that cooperative learning actively promote the students cooperation and interactions. I. The student with autism improved the four target cooperative skills: concerning others, offering praise, sharing ideas and finishing one’s work. II. Positive feelings of peers for the target student. Finally, some suggestions were proposed to the teachers. Keyword: cooperative learning, autism
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PING, YI MAN, und 尹曼萍. „The Study of cooperative skills and learning motives in Elementary School Science by Cooperative Skills Teaching“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/65348443562204786511.
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碩士國立台北師範學院
數理教育研究所
92
This thesis aimed at exploring how students do in the cooperative skills and the learning motives. On one hand, I elaborated the relationship between both of the cooperative skills and the learning motives; on the other, I researched on how students of the experiment class change in the cooperative mode. This research took class A (Homogeneous grouping) and class B(Heterogeneous grouping) of one elementary school in Taipei as the experiment group, and class C(also in the same elementary school) as the control group. It took half a semester. Tools for doing this research were adopted from “Test of the Cooperative Skills” by Juan-zhu Tsai (2003) and “Test of the Learning Motives in Science” by Guo-ye Wu (2002). All of the data resulted from the test was analyzed in order to understand the changes of the students before and after the teaching. I also adapted ”Survey of the Group Structure” by Rong-hua Ye (2000) to do the qualitative analysis. The following are the conclusions: 1.Designing the lesson plans of the cooperative skills, including seven teaching methods: choosing targets, instruction, demonstration, role-play, reinforcing by reword, feedback and homework. All of those can be the teaching reference for practicing the cooperative skills. 2.Students of the heterogeneous grouping got better in the cooperative skills through the teaching of the cooperative skills and the cooperative learning: (1) praising the companions, (2) encouraging the companions, (3) taking turns, (4) expressing the ideas, (5) caring for others. 3.The learning motives of the students in the homogeneous grouping promoted through the teaching of the cooperative skills and the cooperative learning: (1) Students interact more with each other. (2) It gets easier for students to discuss in science class. (3) Students will not quarrel in science class. (4) Students will like science class better. 4.The teaching research shows that there is a strong relationship between the cooperative skills and the learning motives. The better cooperative skills students get, the higher learning motives they have. 5.In homogeneous grouping, students who made the most progress in the learning skills and the learning motives were those in a team (about five people) with two excellent members, and those in the team with a weakest. In heterogeneous grouping, however, students benefit most in a team which each member is willing to share his or her ideas, and so do the students in the team with a weakest.
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HUANG, YU-HSIANG, und 黃友祥. „An Action Research on Applying Cooperative Learning to Promote English Learners’ cooperative skills in an Elementary School“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/81640709636456481779.
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碩士國立屏東大學
教育學系碩士班
105
In this study an action research method is introduced, as a proposal for implementing cooperative learning to 24 students from a 5th grade class in the school where the author teaches. The purpose of this study was to investigate the effects of cooperative learning on students’ cooperative skills and their perception of cooperative learning; moreover, this study is going to explore possible obstacles and difficulties during the in-class implementation. The method of Team Games Tournament (TGT) in cooperative learning is adopted in this study. The researcher is going to apply qualitative methods to collect data, including teaching observation, teacher’s reflective journal, interview with students and questionnaires of students’ opinions on cooperative learning. The major findings of this study are as follows: 1. This Cooperative learning instruction program could help learners promote their cooperative skills. 2. This Cooperative learning instruction program was significantly effective in improving the students’ cooperative learning performance with the intervention of various teaching approaches and adequate practice, which contributes to enhance learners’ cooperative competence. 3. According to the classroom observation, interviews and responses of students, the learners were affirmative and positive toward the effect of Cooperative learning program. Based on the results, the suggestion for further research in this domain was given.
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Ren, Huang Yung, und 黃詠仁. „Action Research on Cooperative Learning of Science at Elementary School“. Thesis, 2001. http://ndltd.ncl.edu.tw/handle/02085877330501517050.
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碩士臺北市立師範學院
自然科學教育研究所
89
Abstract The purpose of this study is to investigate that the researcher’s teaching strategies of cooperative learning in elementary science classroom. During the process of the study, the researcher has probed into the effectiveness and outcomes of application of cooperative learning strategy as well as the researcher’s professional growth on science teaching. The action research has been employed into 8 science units of a textbook to a 6-grade class. The methods used for collecting data include videotaping, interviewing, questionnaire, teaching diary, and students’ documents such as notes, work sheets, and reports. The researcher recycles the procedures of setting objectives, identifying problems, raising action strategies, action, reflection and evaluating. Through these procedures, results are concluded as follows: (1) The evidences have confirmed that cooperative teaching/learning makes better learning motivation and climate in the classroom. (2) The students have improved their verbal communication skills and willingness of sharing. (3) The students gain better confidence in their science learning and enjoy science class more. (4) From the performances of the students, the researcher himself has made a great professional growth. (5) The quantitative results have shown that the students’ attitudes toward science learning are significantly increased, and their achievements as well.
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CHIEN, HSIN-HUI, und 簡新輝. „The leaving factor discussion for cooperative education high school students“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/q5mbpv.
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碩士南臺科技大學
企業管理系
104
The cooperative education project carried out for a long time, the main purpose was to provide the students who has financial problem would coutinue the studying during the semester. According to the economic development and the free tuition subsidy for the study in senior high school, less students chose the project to continue their study. In addition " The Act of the Cooperative Education Implementation in Senior High Schools and the Protection of Student Participants’ Right " which carried out on January 1, 2013 protected the rights of cooperative education students more. On the contrary, the companies reduced the chances to cooperate in order to aviod facing the law problems. In recent years, more and more students left the cooperative education programs because it's hard for them to manage their work and daily life well at the same time. As a result, the cooperation organizations turned to cooperate with the unerversity school to look for more stable human resource. In order to decrease the influence for the cooperative education students who quit the project and found out the real situation of the working place, the study used a questionnaire to the people who handled the project at the high schools. By the study of literature review, it analysised the influences for cooperative education students who left the factory. By Analytic Network Process (ANP), it got the relative weight and clarified the reason of resigning the factory tendency. Moreover, it could also subsequently provide the school, the cooperative mechanism and the family as the reference's basis. And it would understand the factors why students may not adapt to the woking places in order to minify the students’ leaving probability from the factory. The result of the research indicated that the relative weight of personal factor weighs the proportion was the highest. And it evaluated the index sign as the consideration standard. The most important index signs were the peers influence, work pressure, work allotment, workload and work content. According to the reaction of students after work practicing, the practice satisfaction was the most important one. In the process of working practice, if students could feel satisfied with a working environment and working factors, they would not feel disgusted about the work arrangements, and they would not quit the job because of external factors . So as to reduce the leaving ratio from the factory, it was necessary to build the internship satisfaction from students when they were working in the cooperation organizations. And it was important to know how to get the high satisfaction of cooperative education students.
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Fu, Ming-Li, und 傅明俐. „The Research of Cooperative Learning of Mathematics at Elementary School“. Thesis, 2001. http://ndltd.ncl.edu.tw/handle/25926071610559685502.
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碩士國立彰化師範大學
教育研究所
89
The purpose of this research is to explore the effects on how cooperative learning-group investigation promotes social interaction and learning interaction for the 4th grade. We take 40 4th-grade students of Ping-An Elementary School in Taichung as an example. The way we adopted is classroom ethnography, i.e., collecting and verifying materials by participating teaching activities, the observation of the scene, in-depth interview, questionnaire, and teachers’ self-examination notes. This way belongs to qualitative analysis.the results of the study can be induced to several conclusions said as follows： 一、Social interaction （一）participation During the period of traditional learning groups, that the aggressive student dominates the answer in discussion leads to fewer opportunities of participation for those who are silent. It tells us that most of the students in that group are not eager to partake in the discussion. However, during the period of group investigation, students are assigned to express themselves and gradually take the initiative to say something with teachers’ or classmates’ encouragement. （二）interpersonal communication During the period of traditional learning groups, students sometimes have oral confliction, don’t esteem others, or are shy of show themselves while discussing. It means they lack for the capability of interpersonal communication. However, during the period of group investigation, students are able to express themselves properly by social skill and applaud others’ talking. Also, they can harmonically exchange opinions with one another to have common consensus. That’s a positive communication. 二、Learning interaction （一）peer assistance During the period of traditional learning groups, students usually concerned about their own leaning only but not understanding the questions thoroughly. That shows the lack of peer assistance. Whereas, during the period of group investigation, students can offer suggestions with one another and are pleased to teach others. Additionally, in teaching skill, from telling them the answer directly to guided answer, that’s a complete exertion of cooperation. （二）problem-solving During the period of traditional learning groups, most of the questions are answered by those who are volunteer or are able to do it. That means they lack for the capability to thinking and solving problems. Nevertheless, during the period of group investigation, most of the solutions are solved by asking peers or teachers. Also, explore the questions by “Ask － Answer” not only can clarify the doubt but can also enhance learning interaction.