Relevant bibliographies by topics / Co-operative School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Co-operative School'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Co-operative School"

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Jenkings, Patricia. "Aborigines’ Co-operative Nature Can Affect School Performance." Aboriginal Child at School 15, no. 3 (July 1987): 45–53. http://dx.doi.org/10.1017/s0310582200014966.

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The co-operative nature of Aborigines can adversely affect their ability to succeed in a competitive schooling system. This can be substantiated by an historical study of various native groups.Essentially, the competitive learning processes involve a participant consciously persisting in attempts to achieve superiority, i.e., a better relative position with regard to the goal than an opponent can achieve (Owens, 1982, p.l), while the co-operative form of learning involves students interacting to achieve a mutually shared goal. It is not the aim of this work, however, to conclude on the merits of each of these educational instruments. Nevertheless the defence of the competitive system of learning in relation to Aborigines cannot be upheld on inherited or genetic grounds. As a result, most of the arguments that follow discuss the inadequacies of our present competitive system and its inability to cope with cultures that are dependent on co-operative means of behaviour.
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Khanthaphum, Udomsin, Kowat Tesaputa, and Visoot Weangsamoot. "An Effect of the Co-Operative Network Model for Students’ Quality in Thai Primary Schools." International Education Studies 9, no. 9 (August 29, 2016): 242. http://dx.doi.org/10.5539/ies.v9n9p242.

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<p class="apa">This research aimed: 1) to study the current and desirable states of the co-operative network in developing the learners’ quality in Thai primary schools, 2) to develop a model of the co-operative network in developing the learners’ quality, and 3) to examine the results of implementation of the co-operative network model in the primary school. Research and development was employed. The research procedure was divided into three stages. The first stage studied the current and desirable state of the co-operative network in development of the learners’ quality in Thai primary schools. The samples in this stage were school administrators, academic teachers and chairpersons of the primary schools totaling 1,113. The second stage was concerned with the development model of the co-operative network in developing the learners’ quality. The third stage studied the results of the implementation of the co-operative network model in developing the learners’ quality. The research instruments were the questionnaire and semi-structured interview form. Statistics used were mean and standard deviation. The research results were: 1) the current states of the co-operative network in developing the learners’ quality were at moderate level, and the desirable states were ranked at highest level; 2) the co-operative network model in developing the learners’ quality was a relation structure of awareness, perception of problems, common analysis and planning, operation as planned, and determination of techniques and evaluation; 3) as per the use of the model, the students under study had increased learning achievement and had the desirable characteristics as stated in the core course of the basic education.</p>
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LANGONE, JOHN, JACK CRISLFR, CHRISTINE LANGONE, and VEDA YOHE. "Co-operative school programmes in the state of Georgia." International Journal of Rehabilitation Research 15, no. 1 (March 1992): 69–74. http://dx.doi.org/10.1097/00004356-199203000-00009.

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Townsend, Michael A. R., and Dennis W. Moore. "Co-Operative Group versus Individual Evaluations of Instruction in Professional In-Service Training." Australian Journal of Education 38, no. 2 (August 1994): 139–46. http://dx.doi.org/10.1177/000494419403800204.

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School principals and senior school administrators evaluated an in-service training course in which they had participated, concerned with the use of co-operative learning programs in schools. Approximately half of the participants made their evaluations as individuals, whereas the remaining participants made their evaluations as members of three-person groups which were asked to reach consensus on each rating item. Course evaluations were more positive in the group-evaluation condition. The results are discussed in terms of group polarisation theory and validity issues concerning the uses of such evaluations in higher education settings.
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MARTIN, RUTH. "Co-operative Problem-Solving at the Royal Docks Community School." FORUM 55, no. 2 (2013): 203. http://dx.doi.org/10.2304/forum.2013.55.2.203.

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RALLS, DEBORAH. "Developing Democratic Engagement in School: can becoming co-operative help?" FORUM 58, no. 3 (2016): 363. http://dx.doi.org/10.15730/forum.2016.58.3.363.

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Du, Guo Feng, Yan Zhao, Chao Ma, and Si Ping Yu. "Study on the Design of Co-Operative Education Quality Evaluation Indicators." Applied Mechanics and Materials 33 (October 2010): 583–87. http://dx.doi.org/10.4028/www.scientific.net/amm.33.583.

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In order to enrich the basic theory of co-operative education, in this paper, the author puts forward the basic concepts of co-operative education quality evaluation. On the basis of a large number of investigation and experts’ advice, reference to the influencing factors of co-operative education quality, fully considering the influence on the co-operative education quality as the school, the society and the students, three indicators in level one, 11 indicators in level two and 51 indicators in level three are constructed, which form the basic content of co-operative education quality evaluation indicator system. This research will further promote the development of co-operative education theory, and it is benefit to develop co-operation education better between universities and companies.
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Jusoh, Osman. "The Role of Schools Co-Operative in Cultivating Entrepreneurship Culture and Mind among Chinese Students." European Journal of Interdisciplinary Studies 1, no. 2 (August 30, 2015): 96. http://dx.doi.org/10.26417/ejis.v1i2.p96-105.

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Entrepreneurship is very important in the development of human capital and the development of the country. The objective of this study is to explore the role played by the Co-operativeactivities in school in cultivating entrepreneurship culture among Chinese students . Eight dimensions of entrepreneurial tendencies were selected and divided into external and internal factors. The external factors included future orientation , social network and the external environment . The internal factors are motivation, creativity and innovation, self-esteem, locus of controland lastly risk-taking. According to McClelland’sTheory of Motivation Achievement, individuals withhigh potentialenergyandhowthisenergyis releasedand developeddependon the individuals’ strengthor motivationand also the opportunities available. A total of one hundred students from a Chinese national type secondary schools in the District of Manjung , Perak were randomly selected for this study. They were studying in Form 4 and Form 5 who might or might not involve in the school co-operative activities. The questionnaire used was tested with the Cronbach Alpha and the reliability valued was 0.931 . The results showed that the school co-operative activities did not play a significant role in instilling entrepreneurship among Chinese students (r =-0029, p=0.771) p
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Jusoh, Osman. "The Role of Schools Co-Operative in Cultivating Entrepreneurship Culture and Mind among Chinese Students." European Journal of Interdisciplinary Studies 2, no. 1 (August 30, 2015): 96. http://dx.doi.org/10.26417/ejis.v2i1.p96-105.

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Entrepreneurship is very important in the development of human capital and the development of the country. The objective of this study is to explore the role played by the Co-operativeactivities in school in cultivating entrepreneurship culture among Chinese students . Eight dimensions of entrepreneurial tendencies were selected and divided into external and internal factors. The external factors included future orientation , social network and the external environment . The internal factors are motivation, creativity and innovation, self-esteem, locus of controland lastly risk-taking. According to McClelland’sTheory of Motivation Achievement, individuals withhigh potentialenergyandhowthisenergyis releasedand developeddependon the individuals’ strengthor motivationand also the opportunities available. A total of one hundred students from a Chinese national type secondary schools in the District of Manjung , Perak were randomly selected for this study. They were studying in Form 4 and Form 5 who might or might not involve in the school co-operative activities. The questionnaire used was tested with the Cronbach Alpha and the reliability valued was 0.931 . The results showed that the school co-operative activities did not play a significant role in instilling entrepreneurship among Chinese students (r =-0029, p=0.771) p
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Ralls, Deborah. "‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour." International Journal of Inclusive Education 23, no. 11 (June 18, 2019): 1134–48. http://dx.doi.org/10.1080/13603116.2019.1629159.

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Dissertations / Theses on the topic "Co-operative School"

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Enright, Coleen, and n/a. "The Co-op School : The Co-operative School, ACT, 1978-1980, curriculum options compatible with alternative, early childhood education." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060707.142242.

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This field study was based on experiences as a teacher and parent in an alternative, progressive early childhood school: The Co-Operative School, O'Connor, ACT. The data for the study was recorded during 1978, 1979, 1980; the first three years of the school's existence as a Government school. The development and educational progress of fourteen girls and boys, aged from five to eight years in 1978, was followed. The philosophy, policies , organization, curriculum content, teaching strategies and general milieu of the school were examined. The aim of the study was to analyse the philosophy of the school, as set out in the constitution, and to see how it related to curriculum and teaching strategies. Issues of freedom and choice within a compulsory school environment were examined in relation to the stated aims of the school: the underlying reason for this examination was the problem caused by the gap which existed between philosophy and practice, which caused the experiences of the children in the school, to often be at variance with stated aims. The developmental needs of children in the early childhood age group, and the personal variables they brought to the learning situation, were related to the school environment. Social learning theory was utilised, as a perspective from which to provide a unified conceptual basis, for planned interventions in teaching and learning. The importance of modelling, self-expectation, feelings of self-efficacy and competency, were related to the community, the curriculum content, and teaching strategies of the school. Decision-making strategies were examined for their relevance to consensus-based processes and a co-operative style of community management. Consideration was given to the provision of a cohesive environment, in which adult members of the community could participate freely in autonomous learning experiences with children. The area of conflict resolution and the incidence of aggressive behaviour in the school were explored, and techniques for successful negotiation of differences were suggested. Areas of the curriculum which have traditionally been difficult for alternative schools to implement to the satisfaction of all community members were examined. Areas such as: goal-setting and m o t i v a t i o n of children; basic skills in early childhood; transition to mainstream education; the effect of emergent lifestyle values; the provision of equal opportunity for girls and boys; and the importance of co-operative learning strategies. The study ends with reflections on the place of alternative, progressive schools in the 1980s, and the need for such schools to exist to provide an educational choice for parents and children in the future.
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Haywood, Tanya Gayle. "Graduate internship placement with the school of physical education and athletics co-operative education office." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23143.pdf.

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O'Keefe, Barbara A. "A study in educational motivation, students' motivation related beliefs concerning co-operative education and school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.

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Morris, John Llewellyn. "A Qualitative Investigation of Interdisciplinary Mixed Ability Co-operative Classes in an Inner-ring Suburban High School." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1228311371.

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Nelana, B. "Co-operative governance in integrated development planning : local economic development in the Eastern Cape." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2097.

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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2005.
The study evaluated co-operative governance in integrated development planning (IDP), with a focus on local economic development (LED). Literature review, survey questionnaires and semi-structured interviews were data gathering instruments. Co-operative governance entailed mutual understanding with inclusive decision-making between government spheres and government, business and communities. This was unsuccessful in IDP because of national government dominance, complex tools for co-operation, expert-controlled co-operative governance, finance-dominated planning, a lack of proactive municipal planning and dominance by empowered role-players. Four LED models, namely, a Western, Latin American, African and South African emerged. South Africa’s model is multi-sectoral with land management policy, investor promotion, institutional development, financial and social investment strategies and sufficient policy and legislation. However, co-operative governance in IDP (LED) is dis-functional because of assumed equality of stakeholders. The study recommends a ‘Quilted Co-operative Development Planning Model’, which has a streamlined policy framework, efficient and effective management tools and organisation that promote bottom-up planning.
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Davidge, Gail. "For 'getting it' : an ethnographic study of co-operative schools." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/843/.

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The marketisation of the educational sector continues to shape educational provision, policy and practice on a worldwide scale (Apple, 2001; Ball, 2008; Giroux, 2004), ostensibly providing ‘freedom’ through the conflation of consumer ‘choice’ and ‘equality of opportunity’ via the invisible hand of the market. The assumption that competitive markets will produce better schools and outcomes for their students veils the extent to which a large proportion of the world’s population are positioned as marginal actors, unable to ‘compete’ or ‘choose’ as equals, as they engage on a significantly uneven playing field (Mills & McGregor, 2014; Reay, 2012). Historical and global (cf. Fielding & Moss, 2011; Neill, 1990; Wrigley et al., 2012) examples of democratic alternatives to the traditional institution of ‘the school’ have provided rich evidence of the radical possibilities for social change in the form of case studies and academic critique. However, the absence of a cohesive platform which allows a multiplicity of voices and diverse contexts to collaborate together and develop a more effective voice, risks positioning these more radical models at the fringe of educational reform. This represents a significant challenge for extending democracy within educational contexts. The co-operative movement represents a possible solution to this, especially in terms of developing its capacity to create a powerful alliance of partners which can reorient the means and ends of public education towards social justice. Indeed, in just six years co-operative schools have come to represent the third largest grouping within the English public education system (Munn, 2013) and in January 2014, there were just over 700 schools in the UK which have committed to adopting co-operative values (self-help, self-responsibility, democracy, equality, equity, solidarity, openness and honesty, social responsibility and caring for others) within the very heart of their school’s ethos (Shaw, forthcoming, 2015). Although the first English co-operative trust school opened in 2008, sustained analysis of this model has not been undertaken to date. Therefore, this research project attempts to offer the beginnings of a critical conversation that considers the possibilities and challenges that such a model of schooling might have to offer by undertaking a systematic examination of the recent emergence of a ‘co-operative’ model of public schooling from within the socio-historical context of decades of neoliberal educational ‘reforms’. This piece of research maps out how this model is variously conceived as a more ethical brand by some, and as a radical project which creates the necessary conditions for democracy and social justice to flourish by others. This research therefore, seeks to understand how tropes of “getting it” both constitute and confuse readings of freedom and equality in education as nascent understandings of co-operative school membership become slippery subjects of cooperative school discourse. By undertaking a critical discursive analysis of claims that co-operative school governance structures allow everyone to ‘have a say’, this thesis develops a theoretical engagement and provocation of ‘voice’ in education as it becomes increasingly troubled with and by attempts to answer the question, ‘what is a co-operative school?’ and ‘what can it do?’ In order to answer these questions, data drawn from critical ethnographic fieldwork undertaken at three co-operative trust and academy schools during 2012-13 was considered alongside discourse analysis of an emerging body of ‘texts’ that sought to inform and promote ‘co-operation’ in school. As a result of exploring the accounts of Others who offered a range of narratives that reflect the ‘making up’ (Hacking, 1990) of the co-operative subject, these different versions of events brought into view both the challenges and the possibilities that ‘cooperative’ schools and their members face; as the values and principles of cooperation are also shaped (but not necessarily determined) by claims made for equality which reflect the messiness of everyday school life. Furthermore, this piece of research highlighted the extent to which students’ experiences of “getting it” (cooperative schooling) troubled corresponding rights to be included in decision-making processes as the conditions of co-operative school membership are intersected by multiple axes of difference and inequality, both within educational discourse and in wider society. This research suggests that despite the promising emergence of a model of schooling that places a collective approach to civil society at its core, historical asymmetries of power and entrenched marketisation of educational provision and practice tended to prevail. This severely limited the extent to which schools were able to create the conditions of possibility for everyone to “get it” and ‘have a say’. I thus argue that, in order for co-operative schools to resist the neo-liberal appropriation of freedom through the lens of the ‘rational’ individual consumer of education, significant restructuring of governance arrangements is required alongside considerable advocacy work that addresses students’ rights to be included and protected as full members of the school community. This thesis closes with a number of observations and recommendations that contribute to reinvigorating the debate about what cooperative schooling can do, in addition to highlighting how this research project offers further insight about the conceptual and methodological dilemmas that work to shape the construction of children’s agency and subjectivities as students are variously positioned as heterogeneous subjects of co-operative education and educational research.
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Looyen, Roger. "Co-operative school governance : from policy to practice." 2000. http://hdl.handle.net/10500/17233.

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The aim of this research is to establish the extent to which principals of schools in Gauteng are implementing co-operative school governance. The shift to co-operative governance is a result of new legislation, and in particular the South African Schools Act 84 of 1996, which aims at redressing the inequalities of past legislation. To determine the extent, to which principals are engaged in co-operative governance, a questionnaire was designed to elicit essential information as to how co-operative governance has been practically implemented. The research attempted to evaluate the commitment and dedication of principals to the process of shared decision-making; decentralisation and accountability; to engendering healthy relations with governors; to ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training.
Educational Studies
M.Ed. (Education Management)
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Mulibana, Ndivhudzannyi Lancelort. "Co-operative governance in schools in Gauteng district 11." Thesis, 2008. http://hdl.handle.net/10210/1185.

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M.Ed.
The need for co-operative governance in schools is reflected in the Constitution of the Republic of South Africa and also in the South African Schools Act 84 of 1996. Although the need for co-operative governance is highlighted in the legislation, it does not mean it is taking place in our schools as advocated. This research provides an analysis and critique of the roles of the stakeholders represented in the SGB in co-operative school governance as elucidated in the literature and also advocated by the legislation. The aim of this research is to probe the perceptions of various members of the SGB’s regarding co-operative school governance as mandated by the legislation, that is the Constitution of the Republic of South Africa and the South African Schools Act 84 of 1996. This research starts with the introduction and contextualisation of the problem. The literature study undertaken in chapter two revealed the importance of working together. It was discovered that co-operative governance is important to establish and maintain partnerships and teamwork between the school governors and other stakeholders. Subsequent to the literature review was the method and design of the study. These were undertaken using the qualitative research through the focus group interviews. The study drew responses from respondents who were organised according to categories of parents, principals, educators, learners and non-educator staff members. The interviews were tape-recorded. Transcriptions of tape-recorded interviews are included in this research as appendices. The qualitative data was analysed. The results of the data obtained clearly reflect that there are still many problems that need to be addressed. The important findings were discussed at length and thereafter conclusions and recommendations were made based on the findings. Recommendations and topics of further research were finally given.
Prof. T.C. Bischoff
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Begum, Mushtari J. "Co-operative dairy development and pre-school child nutrition." Thesis, 1986. http://hdl.handle.net/2009/2770.

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Pillay, Anita Antoinette. "Intermediate phase educators' perceptions and knowledge of co-operative learning." Thesis, 2008. http://hdl.handle.net/10413/491.

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This study is intended as a contribution and upliftment to pedagogy in South- African Intermediate Phase Classrooms. The thrust of this dissertation revolves around attempts to unravel, intermediate phase educators’ perceptions and knowledge of co-operative learning, and to ascertain, to what extent co-operative learning enhances learning, in intermediate phase classrooms. Through a process of simple random sampling, three intermediate phase educators were selected as a sample for this research. An observation schedule was used to ascertain whether co-operative learning was being practised in the intermediate phase classrooms. Through my observation and discussion thereafter with the educators, it was clear that co-operative learning was not being used as a teaching strategy in the intermediate phase classrooms. Furthermore, these three educators, indicated to me that they were not knowledgeable on co-operative learning and were not exposed to this pedagogy at all. I presented a workshop on co-operative learning, to these educators. Thereafter, they practised this type of pedagogy in their classrooms for three weeks, after which they were interviewed. This sought to provide an insight into intermediate phase educators’ perceptions and knowledge of cooperative learning, as well as to see the extent to which co-operative learning enhances learning. This dissertation encapsulates the findings of the study conducted with educators, with regards to co-operative learning. Findings of the study, indicated that intermediate phase educators, perceived co-operative learning as a significant pedagogy that will enhance the culture of learning and teaching in the intermediate phase class. Furthermore, they indicated that cooperative learning assists intermediate phase learners to achieve a range of academic, as well as social outcomes. Conclusions and recommendations, emanating from the study, list the significance of the use of co-operative learning in intermediate phase classrooms. According to Johnson and Johnson (1994) “ The ability of all students to learn to work co-operatively with others is the keystone to building and maintaining stable marriages, families, careers and friendships ”. Education is the forefront of any nation. It is therefore incumbent on educationists to ensure that schools promote the culture of teaching and learning, in pedagogical styles, that develops the learner holistically and prepares him for society at large.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Books on the topic "Co-operative School"

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Waite, R. K. School leaver declineand effective local solution: A project under the IMS Co-operative Research Programme. Brighton: Institute of Manpower Studies, 1989.

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Dwyer, B. A. Investigating the value of co-operative group work in primary school maths: A small scale study. Birmingham: University of Birmingham, 1996.

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John, Thacker. Using co-operative inquiry to raise awareness of the leadership and organizational culture in an English primary school. Lewiston, N.Y: Edwin Mellen Press, 1998.

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Staton, Pat. Identifying models of successful community school partnerships: Co-operative education for young women in non-traditional careers. [Toronto: Ontario Institute for Studies in Education, 1994.

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Scane, Joyce. Identifying models of successful community school partnerships: Co-operative education for young women in non-traditional careers. [Toronto: Centre for Women's Studies in Education, Ontario Institute for Studies in Education, 1994.

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Bhattacharya, Asoke. Empowering the neoliterates: Relevance of Danish folk high school and co-operative movements for adult education in India. Calcutta: Raktakarabee, 1994.

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Gilmore, Jane. Inside the co-operative classroom: Developing positive classroom behaviour. Pontesbury: Links Educational Publications, 1996.

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Gilmore, Jane. Inside the co-operative classroom: Developing positive classroom behaviour. Pontesbury: Links Educational Publications, 1996.

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Redmonds, Jo. A study of co-operative teaching in primary schools. (Ipswich) ((St. Andrew's House, Grimwade St., Ipswich IP4 1CJ)): Suffolk County Council, Education Department, 1985.

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Education, Ontario Ministry of. Co-operative education: Policies and procedures for Ontario secondary schools 1989. Toronto: The Ministry, 1989.

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Book chapters on the topic "Co-operative School"

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Clennon, Ornette D. "The Great Debate? Free, Studio and Co-operative Schools." In Alternative Education and Community Engagement, 92–121. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137415417_5.

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"Understanding the schools: Co-operative or coercive ethos?" In Excluded From School, 107–38. Routledge, 2012. http://dx.doi.org/10.4324/9780203718476-8.

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Pring, Richard. "No school can go it alone: the necessity of partnership and co-operation." In Co-Operation, Learning and Co-Operative Values, 31–41. Routledge, 2014. http://dx.doi.org/10.4324/9781315778013-3.

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Bishop, Jonathan, Ray Kingdon, and Mike Reddy. "Co-Operative E-Learning for Multilingual and Multicultural Education." In Cases on Technologies in Education From Classroom 2.0 to Society 5.0, 184–204. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-6878-1.ch009.

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The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the ‘Digital Classroom of Tomorrow' (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project's success across Europe and how this has led to Technologies 4.0, which has taken the form of ‘Supporting Information and Education with Multimedia and E-Learning for Networked Societies' (SIEMENS) in Wales.
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Smit, Marius. "Religious diversity in South African schools – The co-operative model and tolerance of school autonomy." In NWU Education and Human Rights in Diversity Series, 133–71. AOSIS, 2019. http://dx.doi.org/10.4102/aosis.2019.bk158.05.

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Rogoff, Barbara. "Becoming a Cooperative Parent in a Parent Co-operative." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0025.

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Over the years that I spent as a co-oper for my three children in this parent co-operative school, I gradually came to understand the philosophy and become part of the structure of this learning community. It took a long time for me to grasp the underlying principles—the “common thread” that weaves through the practices of this community. An understanding of the principles gives participants a basis for knowing what to do, but at the same time, it seems that participating is essential for finding the principles. When I was a new co-oper, my career as a developmental psychologist was largely unrelated to my activities in the classroom. My choice to send my first child to the OC, over a decade ago, was based on the suggestion of a colleague in the psychology department at the University of Utah, who said, “Just think of all the research you can do in the OC!” and talked me into coming to visit his daughter’s classroom. At the time, although I liked what I saw for my daughter, I could see no way that I could make use of the OC as a research site—it didn’t connect with the way I was studying children’s learning. Over time, though, what I learned from the challenges of seeking this program’s principles of learning, in order to participate in it, has transformed my research and scholarly work. It opened my eyes to this way of thinking about learning, which I believe can contribute to advances in developmental and educational research and theory. The program philosophy is apparent in my 1990 book, Apprenticeship in Thinking, though at the time I wrote it I did not recognize the depth of its influence in my work. A key question that perplexed me as I struggled to understand how to participate in a community of learners, as a parent new to the OC, was how adults and children can collaborate in learning. This is a puzzle to many parents as they enter the program; it is also a classic issue in the fields of developmental psychology and education.
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Tandon, Soma Kamal. "Management Andragogies." In Advances in Logistics, Operations, and Management Science, 219–37. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9691-4.ch013.

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In an attempt to find out the teaching methods currently in use in Indian B-schools and to assess the response to the concept of using literature as a Management teaching too, a survey was conducted among Indian B-school faculty. The aim of the survey was to find out the teaching methods used by B-school faculty members, the types of constructive, co-operative and Art & Literature methods used; the response to using literature as a Management teaching tool and the issues envisaged in using literature as a Management teaching tool. Based on the inputs from interactions with B-school faculty from Mumbai (India) and review of related literature such as research articles and case studies, a suitable research tool (questionnaire) was constructed in Google docs. Qualitative analysis was done on the data collected on the basis of teaching experience and subject taught. The chapter will demonstrate the analysis done and the findings thereof.
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8

Woodin, Tom. "Co-operative schools: putting values into practice." In Co-Operation, Learning and Co-Operative Values, 112–27. Routledge, 2014. http://dx.doi.org/10.4324/9781315778013-9.

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Johnston, Marilyn. "Constructing Ourselves: The Beginning of an Evolving Philosophy." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0005.

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From the beginning of my experience as a teacher in the OC and its private school precursor, the Thoreau School, I was intrigued with the role that an evolving philosophy played in the development and sustenance of the program. The debating and refining of the philosophy stands in sharp contrast to my experience in educational settings before and after my involvement in this school. In other teaching contexts in which I have participated, both in elementary schools and at the university level, philosophies are seldom discussed or made explicit. Philosophical positions are sometimes imposed, other times taken for granted; seldom are they debated. Even less often are philosophical discussions used as the central activity for constructing the program. In the beginning of the program, especially during the Thoreau School years (the private school endeavor that began in 1971 and led into the OC public school in 1977), our very survival depended on articulating a philosophy that would bind us together as a group and entice others to join us. Without a clear philosophy to guide us, we had no mission or purpose. As I worked with the program over 15 years, as both a teacher and parent, I was convinced that a continuing discussion of our philosophical roots and putting this philosophy into practice was our lifeline. I worry about the program over the long term if it loses this sense of debate and introspection. The process of clarifying the philosophy not only developed shared norms and practices and articulated these to others, it was also how we educated ourselves. I was hired by the instigating group of parents to be the first teacher at Thoreau School. The first year I had 21 children from 14 families in a kindergarten-to-sixth-grade classroom, from age 5 to 12 years. The basic characteristics of this first school have survived past the Thoreau School years, over the more than 20 years of the OC program's existence as a public school. This was to be a parent co-operative program that encouraged children, parents, and teachers to collaboratively design the program and the curriculum.
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"The construction of mathematical knowledge Schema construction: the three modes of building and testing. Mode 1: the importance of structured practical activities. Mode 2: the value of co- operative learning. Mode 3: creativity in the learning of mathematics. Schemas and long-term learning. Implications for teaching. Schemas and the enjoyment of learning. Summary. Suggested activities for readers." In Mathematics in the Primary School, 78–95. Routledge, 2002. http://dx.doi.org/10.4324/9780203403891-11.

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Conference papers on the topic "Co-operative School"

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Schoeman, Heidi. "FROM HIGH SCHOOL TO UNIVERSITY: A REFLECTION ON PEER MENTORSHIP AND CO-OPERATIVE LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1287.

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