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

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.

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.

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.

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)

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

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.

Thesis (M.P.E.)--Memorial University of Newfoundland, 1997.
Includes text of: Physical education co-op student handbook, School of Physical Education and Athletics, Memorial University of Newfoundland. Bibliography: leaf 17 (1st coll.).

The telecommunications industry is critically important to Australia’s economic future. For this reason it was chosen as the subject of this thesis. This industry has progressed through a number of stages. From 1975 to 1991 it was a monopolistic public utility. During the nineties it became a duopoly (1991-97) before becoming an oligopolistic industry dominated by few major and powerful competitors. By the early part of the twenty first century the industry had rapidly expanded and developed into a more competitive market. Many transactions and alliances developed between the large dominant market leaders and smaller firms where they co-operated to achieve a common purpose. Some alliances were intended to facilitate co-operations between members of a value chain such as between suppliers of raw materials or components, suppliers and end users. Others were used to share tacit knowledge or expertise. Previous research suggested that, more so than other forms of relationships, alliances depend on social factors for their continuing success. The purpose of this study was to analyse the relationship between cooperative satisfaction factors (effective communication, commitment and trust, workable power and control, compatibility, cultural respect, and perception that alliance is worthwhile) and alliance effectiveness in the Australian telecommunications industries. This research used the triangulation approach. One method of data collection was a survey, the other was interviews. A survey was used to obtain quantitative data from a sample of 120 telecommunication companies. A response rate of 52.5% was achieved. A structured interview schedule was also used to collect qualitative data, which formed the basis of three companies case studies. The objectives of this research were: 1 To clarify the meaning and import of the word ‘alliance’ in the telecommunications industry. 2 To determine the nature of the relationship between cooperative factors and effectiveness of an alliance success in Australian telecommunications industries. 3 To determine the nature of the relationship between cooperative factors and effectiveness of alliance sustainability. 4 To ascertain the effect of organisational size on the relationship between cooperative factors and effectiveness of an alliance. The empirical findings confirmed that the term ‘alliance’ was used to describe a variety of co-operative arrangements that included contractual or non-contractual agreements, vendor arrangements, major tenders, major networks and cell/cluster groups. The quantitative research findings supported the proposition that effective communication is positively related to successful alliance effectiveness. Effective communication followed by commitment and trust were significant predictors of effectiveness. Size has an effect on the power and control factor in a relationship. This finding was supported by qualitative findings in which managers perceived size to matter in an alliance. On the other hand, a powerful partner could exert undue pressure on a relationship on the other; small creative, innovative and fragmented companies need relationships with big, strong and successful telecommunications firms that have established infrastructure foundations in the market. Further, the survey results suggested that respect had a positive influence on the sustainability of relationships. However, the qualitative results showed that other circumstances that influenced respect are often unpredictable.

D.Ed.
The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.

碩士
國立臺灣師範大學
工業教育研究所
90
Abstract The purpose of the study was to improve the Rotary Co-operative Education Programs(RCEP) of beautification department in vocational high schools in Taiwan. The following objectives were identified (1) To determine the RCEP in vocational high schools in Taiwan.(2) To discover the improvement of the RECP by the co-operative schools.(3) To understand the improvement of the RECP by the co-operative companies.(4) To ascertain the perceptions of improving thr RECP between schools and companies.(5) To make suggestions about the improvement of the RECP for the schools and companies. Questionnaires developed by the researcher were evaluated by experts in different professional areas. The data for the study was collected from 21 schools involved in the RECP and their co-operative companies. The fifteen experts of the RECP were interviewed and fifteen opinions were analyized. Results of the analysis indicated that(1) To maintain the approval system for the RECP in order to guarantee pupils’ rights and to modify the appraisal of the RECP.(2) To establish the supervision for the RECP and to set up appropriate regulations for improving the RECP.(3) To set up three months as a period of on and off-the-job training for the RECP. (4) To make the reduction of the placement for the trainees in the off-the-job trainning from three to two each time in order to provide the proper training oppertunities for trainees.(5) To give schools and companies the responsibilities for the trainees in skill training and in career guidance.(6) To modify the school curriculum to meet the needs of the co-operative companies.(7) To give the co-operative companies right of flexible payment to the trainnes and to emphasize the skill training as a goal of the RECP. The recommendations were made for the government, schools and co-operative companies in setting up regulations of the RECP and assurance of trainees’ rights, and in reinforcing the relationship between schools and companies and in helping settle trainees down. Key words：Beautity Depertment in Vocational High Schoo, Rotary Cooperative Education Program

碩士
國立臺灣師範大學
工業教育學系
96
The aims of this research were to investigate the learning adjustment’s current situation and problems of the alternating co-operative education program students in vocational high schools. It also attempted to analyze the difference in alternating co-operative education program students in terms of different backgrounds. In order to achieve these goals, a questionnaire was devised on the basis of the theoretical framework from documentary materials and literature review. Then the questionnaire was distributed to three months of the rotation period of the alternating co-operative education program and six months of the rotation period of the alternative cooperative education program of 5 vocational high Schools, and 667 of them were collected, with a valid rate of 92.63%. For data analysis, descriptive statistics, t-test, one-way analysis of variance were applied. The conclusions drawn from statistic findings are listed as follows: 1.The overall learning adjustment of alternating co-operative education program students were good But they were not good at the health of mind in workplace. 2. There was significant difference in the learning adjustment in terms of alternative cooperative education program students different personal backgrounds. A. High school girls were superior to boys on the health of mind and making adjustment to the learning environment. High school boys were good in the aspects of the attitude of study. B. Students in the 2nd grade were superior to Students in the 3rd grade on the health of mind. Students in the 3rd grade were superior to Students in the 1st grade at studying method and learning habit. 3. There was significant difference in the learning adjustment in terms of alternative cooperative education program students different school’s backgrounds. A. The locations of schools in the northern Taiwan were superior to the locations of schools in the central and southern Taiwan at studying method and the aspects of the attitude of study and the health of mind and the adaptation to the instruction. The locations of schools in the northern Taiwan were good on the learning habit. and making adjustment to the learning environment. B. Six months of the rotation period of the alternative cooperative education program of Food and Beverage Management Department Students were good at studying method and learning habit and the aspects of the attitude of study and making adjustment to the learning environment and the adaptation to the instruction. 4. There was significant difference in the learning adjustment in terms of alternating co-operative education program students different family’s backgrounds. A. The family social-economic status .had no effect on student’s learning adjustment B. The students with parents who has different teaching method .had no effect on student’s learning adjustment Based on the findings, the suggestions were provided for the authorities concerned and for schools, business organizations. Finally, for those researchers who would be interested in this field, four recommendations in subjects, methods, instruments and variables were proposed for reference.

碩士
國立雲林科技大學
技術及職業教育研究所碩士班
95
The students studied by the research are all from Rotating Co-operative Ed. Program including three grades. And the period of school year is limited in the second semester of the 95 School Year. 325 papers, 311 males and 14 females out of 417 in total are 77.9% available. The learning satisfaction evaluative instrument is “The Survey Questionnaire for the Rotating Co-operative Ed. Program Students’ Learning Satisfaction”. This paper’s reliability is 0.9371, and contain learning achievements, pratice environment, relationship, teacher’s instruction and administration. This study first explore the information on the basis of literature in order to be aware of the development and the present situation of the Co-operative Ed. Program, and the theoretical basis which may affects the factors of learning satisfaction of the students from the above classes. A form of a questionnaire targeted at the students and the analysis of datas will follow as a second step afterwards. The major findings of the study are: 1. These students tend to be satisfied with what is in terms of the entire circumstances as a Co-operative Ed. Program. 2. Trainees who practice during the day time are more satisfied with their learning. 3. The pre-vocational and basic training provided by the school helps the students learn more. 4. Some supplementary training out of school in the factory is helpful as well. 5. Students who are engaged in the above cooperative-education program behave better. 6. Voluntary trainees who make their own decisions tend to have better learning satisfaction. 7. Students planning for a higher education tend to have a better learning satisfaction. According to the results of the study, several concrete strategies will be strongly recommended in order to make a go of the improvement of the Rotating Co-operative Ed. Program namely the Computer Science and Information Department. The recommendation is available as well for the educational authorities, high schools, the C.E.O in business, and follow-up studies.

Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Co-operatives as a form of business have a long history in South Africa. The successes of agricultural co-operatives are well known. Housing co-operatives, however, are a relatively unfamiliar concept as a form of business to provide tenure, and for those who are involved in it, a frustrating and long process to obtain housing. This study examined the issue of housing co-operatives as part of addressing the housing crisis in South Africa taking into consideration that this specific model (housing development co-operatives) does not fall under the Social Housing sector anymore. It involves a comprehensive literature study of the history of co-operatives internationally and in South Africa as well as analysing different models implemented internationally and in South Africa; a review of legislation; policies affecting housing co-operatives; analysis of data and information and surveys of housing co-operatives. The specific aims of the research were: • To determine the different models of successful housing development cooperatives internationally; • To determine the viability and sustainability of housing development co-operatives in Third World Countries; • To determine the current status of the registered housing co-operatives in South Africa; • To determine the different models implemented in South Africa; • To evaluate the housing development co-operative sector in South Africa; • To determine the viability and sustainability of a registered housing development co-operative in Cape Town, (Ilinge Labahlali Housing Co-operative, Nyanga, Cape Town, South Africa); and • To determine the challenges faced by the co-operative and how they foresee these challenges being overcome. The study followed a survey design, including both qualitative and quantitative aspects. The qualitative approach related to the views and opinions of co-operative members with regards to the socio-economic impact that the co-operative have had and the quantitative approach relates to statistical and measurable data obtained from the Department of Trade and Industry in terms of a number of variables such as: type of co-operatives, categories indicated and Province representation. For the purpose of this study, only housing co-operatives were contacted and research was conducted on the state of housing co-operatives and if each housing co-operative meet the selection criteria of the Housing Development Co-operative Model. In critically assessing housing co-operatives in South Africa, it was determined that the unacceptable level of support from all three tiers of Government, was the prime problem experienced by housing co-operatives. Several reasons can explain this, the most prominent as follow: 1. The Department of Trade and Industry’s lack of proper record keeping and administration; 2. Housing development co-operatives do not benefit from the Social Housing sector in South Africa; 3. Department of Housing’s lack of knowledge with regards to the housing cooperative sector; 4. No synergy between different Government departments with regards to housing cooperatives; 5. Municipalities do not have the know-how regarding co-operatives and/or display an unwillingness to assist housing co-operatives; 6. Housing co-operatives established by outside agencies/Government departments receive no follow-up and support; 7. No proper Government housing co-operative department focusing on housing delivery with the necessary knowledge and support mechanisms in place. It is clear that in the late nineties, the co-operative principle was promoted by the Department of Housing, Social Housing Foundation and community workers alike as the new brain child of international agencies (Rooftops Canada, Norwegian Government, Swedish Government) to secure housing for communities building on the concept of “ubuntu”. Afterwards the emphasis were shifted to Social Housing Institutions and rental tenure and the few housing co-operatives registered, were left in the cold with no support structures available to them. With no support from international agencies, national-, provincial- and local Government the future of these housing co-operatives are bleak. Co-operative members are community driven, but without the necessary capacity-building and institutional support, community members become despondent and the co-operative principles of “working together to achieve more” are seen as just another scheme which failed in the delivery of housing. This study found that the grass root housing co-operative with the support of all levels of Government can be successful providing that community structures such as saving groups and hostel committees are in place.
AFRIKAANSE OPSOMMING: Koöperasies as bedryfsvorm het ’n lang geskiedenis in Suid-Afrika. Die welslae van landboukoöperasies is wel bekend. Behuisingskoöperasies is egter ’n relatief onbekende konsep as bedryfsvorm om eiendomsreg te verskaf en vir diegene wat daarby betrokke is, is dit ’n frustrerende en uitgerekte proses waarvolgens behuising bekom kan word. Dié studie het die behuisingskoöperasie-aangeleentheid as deel van die aanspreek van die behuisingskrisis in Suid-Afrika onder die loep geplaas met inagneming daarvan dat hierdie spesifieke model (ontwikkelingsbehuising-koöperasies) nie meer onder die Maatskaplike Behuisingsektor ressorteer nie. Dit het ’n omvattende literatuurstudie van die geskiedenis van koöperasies internasionaal en in Suid-Afrika behels, asook ’n analise van verskillende modelle wat internasionaal en in Suid-Afrika toegepas word; ’n oorsig van relevante wetgewing; beleidsrigtings wat behuisingskoöperasies raak; analise van data en inligting, en opnames van behuisingskoöperasies. Die spesifieke doelwitte van die navorsing was: • Om die verskillende modelle van geslaagde ontwikkelingsbehuising-koöperasies internasionaal te bepaal; • Om die lewensvatbaarheid en volhoubaarheid van ontwikkelingsbehuisingkoöperasies in lande van die Derde Wêreld te bepaal; • Om die huidige status van die geregistreerde behuisingskoöperasies in Suid-Afrika te bepaal; • Om die verskillende modelle wat in Suid-Afrika toegepas word, te bepaal; • Om die behuisingsontwikkeling-koöperasiesektor in Suid-Afrika te evalueer; • Om die lewensvatbaarheid en volhoubaarheid van ’n geregistreerde behuisingsontwikkeling-koöperasie in Kaapstad (llinge Labahlali Behuisingskoöperasie, Nyanga, Kaapstad, Suid-Afrika) te bepaal, en • Om die uitdaging wat deur die koöperasies in die gesig gestaar word, te bepaal en hoe daar gemeen word dié uitdaging te bowe gekom gaan word. Dié studie is aan die hand van ’n vooropgestelde opnamepatroon uitgevoer wat kwalitatiewe en kwantitatiewe aspekte ingesluit het. Die kwalitatiewe benadering was gerig op die sieninge en menings van koöperasielede met betrekking tot die sosioekonomiese impak van die koöperasie, en die kwantitatiewe benadering het te make gehad met die statistiese en meetbare data rakende ’n aantal veranderlikes, soos soorte koöperasies, aangeduide kategorieë en provinsiale verteenwoordiging, wat van die Departement van Handel en Nywerheid bekom is. Vir die doel van hierdie studie is daar net met behuisingskoöperasies geskakel en navorsing is gedoen op die stand van behuisingskoöperasies en of iedere so ’n koöperasie aan die keuringskriteria van die model van die ontwikkelingsbehuising-koöperasie voldoen. Na kritiese beskouing van behuisingskoöperasies in Suid-Afrika, is daar vasgestel dat die onaanvaarbare mate van ondersteuning wat van die drie vlakke van regering ontvang word, die vernaamste probleem is waarmee behuisingskoöperasies te kampe het. Onder die talle redes wat as verduideliking kan dien, is die volgende die mees prominente: 1. Die Departement van Handel en Nywerheid se gebrek aan deeglike rekordhouding en administrasie; 2. Ontwikkelingsbehuising-koöperasies vind nie baat by die Maatskaplike Behuisingsektor in Suid-Afrika nie; 3. Die Departement van Behuising se gebrek aan kennis met betrekking tot die behuisingskoöperasiesektor; 4. Gebrek aan sinergie tussen verskillende regeringsdepartemente met betrekking tot behuisingskoöprasies; 5. Munisipaliteite beskik nie oor die kundigheid ten opsigte van koöperasies nie en/of toon onwilligheid om behuisingskoöperasies by te staan; 6. Behuisingskoöperasies, wat deur buite-ondernemings/regeringsdepartemente gestig word, ontvang geen onderskraging nie en daar is ook ’n gebrek aan enige voortgesette belangstelling in hulle doen en late. 7. Daar is geen geskikte behuisingskoöperasie aan regeringskant wat fokus op die voorsiening van behuising en wat oor die nodige kennis en ondersteuningsmeganismes beskik nie. Dit is duidelik dat die beginsel van koöperasies in die laat jare negentig deur die Departement van Behuising, die Maatskaplike Behuisingstigting, gemeenskapswerkers, en dies meer, as die nuwe breinkind van internasionale agentskappe soos Rooftops Canada, die Noorweegse regering, die Sweedse regering bevorder is om behuising vir gemeenskappe te verseker wat op die konsep “ubuntu” gebou het. Daarna is die klem na Maatskaplikebehuisingsondernemings en huurbesit verskuif en die enkele geregistreerde behuisingskoöperasies is sonder enige ondersteuningstruktuur aan hulle eie lot oorgelaat. Met geen ondersteuning van die kant van internasionale organisasies, nasionale, provinsiale of plaaslike regering nie, is die toekoms van dié behuisingskoöperasies maar bra droewig. Koöperasielede is gemeenskapsgedrewe, maar sonder die nodige kapasiteitsbou en institusionele onderskraging, het lede van die gemeenskap wanhopig geraak en word die beginsel van “saamwerk om meer te bereik” bloot beskou as net nog ’n plan wat ten opsigte van behuisingvoorsiening gefaal het. Dié studie het bevind dat die voetsoolvlak-behuisingskoöperasie – met die onderskraging van alle vlakke van regering – wel geslaagd kan wees, mits gemeenskapstrukture soos spaargroepe en hostelkomitees in plek is.

碩士
國立臺南大學
教育學系課程與教學教學碩士班
106
This study was aimed to explore the study of applying heterogeneous grouping cooperative learning pedagogy to improve junior high school students’ learninig achivements. To achieve the above purpose, this study adopts the “quasi-experimental design with one-group pretest-posttest design.” The subjects are made up by forty-one students from the class eight-chung, Happy high school (alias) with junior high school. The students received twelve classes incorporated with heterogeneous grouping cooperative learning pedagogy. The research tools included the achievement examination paper from Lesson 3, Book 4 of Nani, the achievement examination paper from Lesson 4, Book 4 of Nani, and the questionnaire made by the group authorized by the Ministry of Education as the pretest and the posttest. The data from the comparison between the posttest scores and basic scores and the data from the comparison between the pretest and the posttest questionnaires were analyzed by dependent t-test to get the result of the quantitative data. In addition, the qualitative data which were collected through the interviews with students were also used as the tool to complement the results of the study. In consequence, the results from the analyzed data were induced as followed: 1.After applying the experimental curriculum with heterogeneous grouping cooperative learning , there is significant progress in students’ English academic achievements. 2.Through the heterogeneous grouping cooperative learning, there are significant increases in students’ learning attitude and motivation. 3.Through the heterogeneous grouping cooperative learning, there is marked progress in students’ cooperative skills and peer interaction. 4.After applying the heterogeneous grouping cooperative learning pedagogy, there’s a positive growing trend on teacher-student relationship. 5.The teacher can find the solutions to deal with the difficulties during the teaching process and acquire the teaching reflection and development. At last, the results from the analyzed data show that students hold positive attitude towards heterogeneous grouping cooperative learning. The researcher offers specific suggestions and references for future researchers to apply this pedagogy and do future researches. Keywords：cooperative learning, heterogeneous grouping, academic achievements, junior high school students

碩士
國立臺北教育大學
自然科學教育學系
104
The study explored the effects of implementing co-operative learning strategy into the energy education on the fourth-grade elementary school students in terms of energy cognition, attitude, and behavior. A quasi-experimental design was adopted in this study. The subjects were fourth graders at an elementary school in New Taipei City and they were divided into the experimental group and the comparison group, in which 58 students of two classes were experimental group; 58 students of the other two classes were comparison group. The experimental group was taught using co-operative learning strategies, whereas the comparison group was taught in conventional way. The instruction was implemented in both groups for six weeks, giving a total of twelve 40-minute classes. In this study, the quantitative method was primarily used. “The Learning Achievement Test” and “The Attitude & Behavior Scale” designed by the researcher were conducted before and after the energy education instruction for collecting quantitative data. Aside from quantitative data, the qualitative data such as teachers’ teaching journals, worksheets, interview notes and surveying list were also analyzed to find out if the co-operative learning strategy influence the students’ energy cognition, attitude and behavior. The research demonstrated as follows: (1) The results of the learning achievement test showed that the high-level students in the experimental group outperformed the high-level students in the comparison group and reached a significant level between the two groups in terms of energy cognition. (2) The results of the learning achievement test showed that the high-level and low-level students in the experimental group performed better than the high-level and low-level students in the comparison group and reached a significant level between the two groups in terms of energy attitudes. (3) The results of the learning achievement test in terms of energy behavior showed that the high-level and low-level students in the experimental group performed better than the high-level and low-level students in the comparison group and there was a statistically significant difference between the two groups. (4)According to the qualitative data, the results showed students hold positive attitudes towards the method of applying co-operative learning strategy into the energy education and they are actively engaged in learning. In conclusion, this study indicated that the implementation of co-operative learning strategy on energy education can effectively improve students’ energy cognition, attitude, and behavior.

碩士
中國文化大學
生活應用科學研究所碩士在職專班
94
This study aims to examine the degree of Learning Satisfaction of the students from The Rotary Co-operative Education Program held at the Department of Cosmetology in Senior Vocational High School. The discrepancies created among the different parameters will be discussed in order to achieve an understanding on the degree of learning satisfaction from the rotary students of different parameters such as personal backgrounds, educational backgrounds, and work experiences or backgrounds. Through Purpose Sampling 7 schools based in northern, central, southern and the eastern regions of Taiwan were selected as the main subjects of our research. In total 601 valid questionnaires were collected, and SPSS for Windows (10.0) was the software used for the statistical calculations. Frequency distribution, Mean Value, t-Test and One-way ANOVA were analyzed in this statistical test. The study results are summarized in the following: 1. The Cosmetology students from the Rotary Co-operative Education Program tend to be satisfied overall with the learning satisfaction targeted at the schools. However among all the feedback it was found that the degree of satisfaction for “School Administrations” was relatively the lowest while “Interpersonal Relationships” scored highest in the degree of satisfaction. 2. The Cosmetology students from the Rotary Co-operative Education Program tend to be satisfied with the learning satisfaction targeted at the salons. However among all the feedback it was found that the degree of satisfaction for “Remuneration & Welfare” was relatively the lowest while “Interpersonal Relationships” scored highest in the degree of satisfaction. 3. “Grades” and “Purpose of learning” are the two factors that significantly affected the degree of satisfaction for the school among the students with different parameters in personal backgrounds. 4. “Grades” was the only factor that significantly affected the degree of satisfaction for the salons among the students with different parameters in personal backgrounds. 5. “Location of the School” and whether the school offers “Career Planning Programs” significantly affected the students’ degree of satisfaction for the school among the students with different parameters in educational backgrounds. 6. The degree of satisfaction for the salons among the students with different parameters in educational backgrounds, was significantly affected by “Location of the School” and whether the school offers “Assistance for Learning” & “Career Planning Programs”. 7. The degree of satisfaction for the school is affected by a few variants from the feedback from students with different salon background & experiences. The variants are “Method of Admission to the Salon”, “Location of the Salon”, “Working Hours”, “Accommodation Environment” and “Salon Type”. 8. The degree of satisfaction for the salon is affected by a few variants from the feedback from students with different salon background & experiences. The variants are “Method of Admission to the Salon”, “Location of the Salon”, “Accommodation Environment” and “Salon Type”. It is in my opinion that the future research subjects can be extended to include the Cosmetics Industry and that the possibility of the implementation of such research can also be included in the discussion. Furthermore apart from using questionnaires as the only research tool, in-depth interviews should be included for research result that is better and more complete.

碩士
大葉大學
人力資源暨公共關係學系碩士在職專班
97
This research was done to probe the relation between learning satisfaction and learning effect after training from school, working performance, and personal charac-teristic for Rotary Co-operative Education Program students. Survey method was ap-plied to this study with a questionnaire. The inquired objects, 448 people, were covered all RCEP students in sample school in 2008. 425 copies are completed and 437 are re-turned from 448 questionnaires totally. The effective percentage was 94.87 %.The data was analyzed by using the method of descriptive and inferential statistics, including mean and standard deviation , One-way ANOVA, LSD’s posterior comparisons, Pear-son’s product-moment correlation, and Enter regression method. These following results were concluded after data was analyzed: 1. As a whole, for RCEP students, the learning satisfaction tends to “Satisfactory” level. Furthermore, the learning effect and working performance of RCEP students were both tending to “Agree”. 2. The learning satisfac-tion, learning effect and working performance all showed a significant correlation in positive. 3. Personal characteristic influences some items of learning satisfaction, learn-ing effect, and working performance. A significant difference was showed. 4. The learning satisfaction: interpersonal relationships with classmates, interpersonal rela-tionship with teachers, progressing ability of interpersonal relationship, and working performance have causal relation to each other. The learning effect: skill, ability of in-terpersonal relationship, reducing work mistakes, utilizing skill from school to practical work, and working performance have causal relation to each other.

碩士
國立屏東科技大學
高階經營管理碩士在職專班
104
This study is to explore the impact factors which affected the students’ staying on the internship company in rotation co-operative education program, food and beverage department, vocational senior high school, Taiwan. The objectives of this study are (1)to investigate the catering department rotation formula to internship students' personal qualities, study and practice satisfaction, and the relationship between internship satisfaction and staying on the same internship company, (2)understand the rotation formula which was interned students in the class factory employment will remain subject to personal traits, learning satisfaction, job satisfaction internship future employment orientation, (3)according to the results, conclusions and recommendations, to provide the participated schools and go through cooperative education class partner institutions as the direction to follow the implementation of the construction business to teach future. In this survey study, data was analyzed by using SPSS 22.0and the methods of analysis were descriptive statistics, correlation analysis, independent samples T test and ANOVA one-way analysis of variance analysis questionnaire. The results indicated that there were significant differences between student personal background factors and school satisfaction. There were also significant differences between personal background factors and internship satisfaction. In addition, there was significant positive relationship between the school satisfaction and internship satisfaction. The significant differences between the future career planning for school planning and internship satisfaction were found.

碩士
正修科技大學
化妝品與時尚彩妝研究所
105
Abstract Hairdressing is a fashion industry; nonetheless, according to the occupational standard classification from Directorate General of Budget, Accounting and Statistics, Executive Yuan, R.O.C, hairdressing is defined as a service industry (1993). Boundary of hairdressing gradually blurred as time goes on. Young people’s willingness to join hairdressing industry is losing as well as students of the beauty educational institutions are reducing dramatically. The purpose of this study was to understand the conception regarding beauty industry and the willingness of being part of beauty industry after graduate, and the relationship between cosmetics course design and the skill needed in the beauty industry. An open-ended questionnaire was used for this study. There were 41 samples from a private vocational high school cosmetics program in Kaohsiung. The results of this study showed students thought that the hairdressing industry is a fashion industry, and felt fantasy about it. The reality after the intern was so exhausted after the long workhours. On the other hand, students would like to stay in the beauty industry if the company would develop an institutional education system, clear the promotion and salary system. The result of this study is helpful as a reference for schools, teachers and hairdressing industry to reorganize the needs of the industry and enhance the educational efforts. Suggestions for the further research are provided in this study. One of the suggestions is to re-analyze the cosmetics curriculum at the high school level in order to meet the needs of beauty industry.

The introduction of school governing bodies provided the communities with an opportunity to play a significant role in the organisation and governance of the schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires skills, knowledge and expertise to ensure that SGB members will be able to fulfil the concomitant legal duties. The aim of the study was to investigate the impact of SGBs' capacity on school governance in three rural schools in the Moretele District. The findings revealed that SGBs' knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimize the chances of failure.
Educational Studies
Thesis (M. Ed.)

碩士
國立臺灣師範大學
創造力發展碩士在職專班
107
Campus co-operatives (co-ops) run by faculty are parts of school days memories. However, campus co-ops have been winded up due to the inconsistency of policy. No more energy supply for students, outsourcing convenience stores take place of the smile of co-op faculty, and the cooperative spirit cultivated by educators is faded. My alma mater, National Tainan Girls’ Senior High School (TNGS), has the everlasting co-op connecting alumni. The faculty devotes to innovate TNGS Co-op and help its members, while the members participate to keep the co-op flourishing. With observation and narratives by participants, I found TNGS Co-op excelled in seven innovative features: administration and management, student activities, member professional development, courses and teaching methods, public relations, school cultures, and services and products. Furthermore, it also owned the DNA of INNOVATE: identity, need, novelty, observation, vital & vigor, assistance, technology, and experiment & execution. By keeping the faith, TNGS Co-op benefited its members, and the members got the sense of belonging from the co-op as well. Education is everywhere. With educators’ love and creativity, a campus co-op can be more than a shop and assist both school activities and lives of members. Students practice the merit of cooperation, so cooperative spirit gets to enter a virtuous cycle. Together is stronger. Hope campus co-ops sustain under the support of appropriate policy and help build a healthy and sustainable society with greater strength.

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made.
Educational Studies
M. Ed. (Philosophy of education)

The aim of the study was to investigate the training of school governing bodies in the Free State Province from an education management point of view. Since 1994 the South African government has adopted a number of policy documents aimed at democratizing education in the country. The transformation of education in the new South African context encompasses the idea of partnership in which participants - such as parents, educators, learners (in secondary schools) play an active role in taking decisions on behalf of the school. The State alone cannot control schools, but has to share its power with other stakeholders. However, this can only happen if participants in school governance are trained to have power and the capacity to decide on matters affecting their schools. Hence, training is the cornerstone of affirming governors in the execution of their roles and responsibilities. Since school governing bodies are composed of a cross section of people with different ideologies, expectations and levels of education - training is necessary to prepare then for co-operative governance. Without adequate and on-going in-service training, it is unlikely that school governing body members can make informed decisions. The empirical method, namely qualitative research, was successful in obtaining information from participants about the training offered to them. It also established how participants felt and thought about their experiences and perceptions about the training they received, whether it built capacity or not. A number of recommendations were made with regard to the research findings for stakeholders to note.
Educational Studies
D. Ed. (Comparative Education)

碩士
國立嘉義大學
國民教育研究所
90
A study on the multi-media application in English co-operative learning of 5th graders at elementary schools By Sam Huang Graduate School of Citizen Education , NCYU Abstract This essay is about the application of the multi-media technique on cooperative learning in 5th graders’ English teaching, mainly focused on how students’ listening & speaking comprehension and their attitude could be effected. My approach is based on the so-called “quasi-experimental “ method which has been built upon the empirical evidence and information practical for testing. The other qualitative documents are “Classroom Diary”, “Investigative Interviews”, “Observative Records” which are applied for assistative and further exploration. Then it comes to my findings and some proposals aimed to improve English teaching at elementary levels. My targets are those 5th grade students at two elementary schools at Yun-Lin County. These students are divided and branded into two groups: One is the Experimental Group and the other is the Controlled Group. Members in the Controlled Group learn English with the help of multi-media equipment and in cooperative pattern. Others learn English in the older, traditional way. The teaching material used in 5th grade English classroom was developed by the School of Educational Technology of NCYU. Here are some conclusions that I have reached in my research: 1. Achievement in communicative comprehension of listening and speaking competence: the outcome of my experiment comes as this: Students in the Experimental Group performed better than those in the Controlled Group. 2. Manners and Consequence of Acquisition: Based on questionnaires issued to the participants: It seems that (1) About the “interests” and/or “motives” towards English learning: There’s no significant variance ( gap, difference) between these two groups. (2) In the way of “Confidence”, students in the Experimental Group got higher scores than those of the Controlled Group did. A study largely applied with the multi-media technique in English teaching at elementary school shows the result that there existed no significance of differention between these two groups in the field of “ the experiencing conceptuation of learning English.” 3. The level of acceptance by both the instructors and the students towards the application of multi-media cooperative learning is, positive. 4. The researcher analyzed, combined all the essential information available and got convinced that the so-called “ A Multi-media Co-operative Instruction” method worked effectively in both curricula design and teaching implementation at elementary schools. However, it takes both sufficient/adequate skills and elaborately set-up environment to undergo the effective English teaching in elementary schools under the contemporary circumstance. Teachers have to possess more competent qualification in order to meet multi-dimensional challenge. At last, according to my research outcome, here are some proposals for the design of teaching material, methodologies and further study in the field of applied educational technology in teaching/learning a foreign language. Key words: Remote elementary school Multi-media application in English teaching Cooperative learning

碩士
國立臺灣體育學院
休閒運動管理研究所
91
Abstract 　　A survey of leisure activities of industrial vocational high school students was used in this study. The sample of this survey included 342 students in six vocational high schools. The data were analyzed by descriptive statistics, independent t test, one-way ANOVA and Scheffe’s Post-Hoc. This study found that as for the leisure activities, 65.8% of the response dents participate for pleasure. 47.7% can't attend leisure activities due to lack of time. When depressed, 73.7﹪chose to listen to music. Of all who consider partaking clubs as advantageous, 61.4﹪agree making new friends as the main reason. 54.4﹪of schools consider open facilities as the main way of supplying leisure activities. Besides, there were no significant differences among the needs of leisure counseling upon gender groups and grades. There were no significant differences on the aspect of resources, cognitions, and skills. However there were significant differences only on the aspect of facilities. In the leisure participating time, there were no significant differences on the aspect of resources, facilities and skills parts on, but there were significant differences among cognitions and human relations.

碩士
國立彰化師範大學
工業教育與技術學系
95
The purpose of this study was to investigate correlative the situation of learning attitudes and learning disturbances on rotary co-operative students in senior high schools with industrial programs. And compare the differences by the variables of students’ background. Literature review was conducted to explore theories as the basis of the study and the construct of the questionnaire. Build the validity and reliability of the measure list by analyzing and choosing the items of the questionnaire. The search data of this study was collected by questionnaire survey. The subjects were 1036 rotary co-operative students in senior high schools with industrial program in Taiwan. The returned-rate of valid questionnaire was 71.9%. The data was analyzed by using frequency distribution, percentage, means, standard deviation, t-test, one-way ANOVA, Scheffé’s method, and Pearson’s product moment correlation. The results of this study were as follows： 1. The students’ learning attitudes were “good” and “active”. Their learning disturbances were “middle degree” 2. There were significant differences on learning attitudes toward the variables of school location, departments, grade, school scores and practice scores. But there were no significant differences on learning attitudes toward the variables of gender, schools’ attribute and family’s socioeconomic status. 3. There were significant differences on learning disturbances toward the variables of gender, departments, school scores and practice scores. But there were no significant differences on learning disturbances toward the variables of schools’ attribute, school location, grade and family’s socioeconomic status. 4. Students’ learning attitudes and learning disturbances were significant negatively correlated. Key words: 1. senior industrial high school 2. rotary co-operative program 3. learning attitude 4. learning disturbance

碩士
國立彰化師範大學
工業教育與技術學系
98
The purpose of this study was to explore the relationship between the learning satisfactions and work values. The data was collected with a questionnaire. The target population of research was limited to students of Rotary Co-operative Education Program of mechanical engineering department in vocational high school. There were 571 questionnaires sent out. The valid questionnaires remained 403 with the return rate 70.6%. According to statistical analysis results, conclusions of this study were as follows: 1.The Rotary Co-operative Education Program students of Mechanical Engineering Department in Vocational High School come from the low social family. 2.The working condition of student in co-operative organization was normal, but most work were operational on the scene. 3.The student intensely wants to enter a higher school. 4.The situation is serious that students were unable normally to practice in the original co-operative organization, because economy was depressive. 5.The student’s work values and learning satisfactions of the school and the co-operative organization were high-intermediately level. 6.The differences in the learning satisfactions of school resulted from the grade and plan of future. 7.The differences in the learning satisfactions of co-operative organization resulted from the rotary method, in-service training and plan of future. 8.The differences in the work values resulted from the parent’s education level and plan of future. 9.There were significant correllations between learning satisfactions of school and learning satisfactions of co-operative organization. 10.There were significant correllations between learning satisfactions of school and work values. 11.There were significant correllations between learning satisfactions of co-operative organization and work values.