Bibliografías temáticas / Cooperative education

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Literatura académica sobre el tema "Cooperative education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Cooperative education"

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Ribosa, Jesús y David Durán. "<p>Cooperación, juego y matemáticas: análisis de la aplicación del Tridio Cooperativo con alumnado de primaria</p>". PNA. Revista de Investigación en Didáctica de la Matemática 11, n.º 3 (1 de marzo de 2017): 205–31. http://dx.doi.org/10.30827/pna.v11i3.6074.

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Esta investigación trata sobre la aplicación en aulas de primaria del juego de mesa llamado Tridio Cooperativo. Los objetivos son: (a) analizar las dinámicas de interacción, (b) valorar el nivel de cooperación, (c) analizar episodios de razonamiento matemático y (d) conocer la percepción del alumnado sobre el aprendizaje cooperativo. A partir de una metodología cualitativa, los resultados muestran que el Tridio Cooperativo fomenta la interacción entre todos los jugadores, ofrece un marco potencial (pero no garantizado) de trabajo cooperativo, promueve numerosos tipos de razonamiento matemático y hace reflexionar al alumnado sobre el trabajo cooperativo. Cooperation, Games and Mathematics: Analysis of the Application of Cooperative Tridio with Students of Primary Education This research is about the application of the board game called Cooperative Tridio in primary education classes. The goals are: (a) to analyse the interaction dynamics, (b) to assess the cooperation level, (c) to analyse the episodes of mathematical reasoning, and (d) to know the students’ perception concerning the cooperative learning. By using a qualitative research methodology, results showed that Cooperative Tridio promotes interaction between all the players, offers a potential (but not guaranteed) cooperative learning framework, fosters many types of mathematical reasoning, and makes students reflect on cooperative learning. Handle: http://hdl.handle.net/10481/45500WOS-ESCI
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Farid, Muhammad Miftah, Wahjoedi ., F. Danardana Murwani y Sunaryanto . "The Economic Prosperity of Modern Cooperatives Members in Economic Education Perspective". Webology 19, n.º 1 (20 de enero de 2022): 3545–60. http://dx.doi.org/10.14704/web/v19i1/web19234.

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This study aims to examine the prosperity of modern cooperative members in the perspective of economic education. Researcher used qualitative approach with multicentus model. This research was conducted in several cooperatives branch, such as Sinau Andadani Ekonomi Pujon (SAE Pujon Cooperative), Bebarangan Anggayuh Tentreme Urip (BATU Village Unit Cooperative), and Saiyeg Usaha Butuhing Urip (Subur Village Unit Cooperative) in Malang, East Java. In this study, the stages of research used interviews, observations, and documentation. The research result, theoretical and empirical studies of this study can be described as following below: the presence cooperatives of multi-site studies in general help to improves the prosperity of members and non-member communities in cooperative environment, the existence of cooperatives in multisite study Malang Raya increase the intelligence of members and non-member communities to produce and create new economic opportunities and the existence of cooperatives of multisite study in Malang to build a wisdom for cooperative members in consuming their needs.
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Mudasiru Olawale Ibrahim. "Application of universal cooperative principles among cooperatives in Ile Oluji". World Journal of Advanced Research and Reviews 19, n.º 1 (30 de julio de 2023): 772–78. http://dx.doi.org/10.30574/wjarr.2023.19.1.1417.

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This paper understudied the development of cooperative principles globally and the context of how they are localized among cooperatives in Ile Oluji, Ondo State, Nigeria. There were no significant variations in the activities of the Cooperatives understudied and the stated ICA 1995 Principles save for “cooperation among cooperatives” and “education, training and information” of the general public about the benefit of cooperatives. Observations from this study were that although, cooperative societies understudied had their laws tailored to many of the ICA Principles 1995, they have minimal association with secondary and tertiary cooperatives in and outside their local area. The need for formal education of Staff and Executives of these cooperative societies was recommended. Likewise, the need for cooperatives to intensify information to the public about the benefit of cooperatives.
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Sobarna, Nanang. "Pendidikan Koperasi dalam Memahami Konsep Dasar Operasional Koperasi Syariah pada Koperasi Simpan Pinjam dan Pembiayaan Syariah Baitul Maal Wattamwil Forsitama Kabupaten Sleman Daerah Istimewa Yogyakarta". E-Coops-Day 5, n.º 1 (16 de febrero de 2024): 93–102. http://dx.doi.org/10.32670/ecoopsday.v5i1.4196.

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Sharia cooperatives in carrying out operations must be in accordance with sharia principles, this is the basic operational concept for Sharia cooperatives so that every business carried out does not conflict with Sharia principles so that it brings blessings to cooperative managers, members, and the community. This is what administrators and managers of Sharia cooperatives need to understand, namely through cooperative education, one of which is organized by the Sharia Savings and Loans and Financing Cooperative (KSPPS) Baitul Maal Wattamwil (BMT) Forsitama, Sleman Regency, Yogyakarta Special Region. The aim of implementing this cooperative education is to provide an understanding of the basic operational concepts of sharia cooperatives for administrators and managers of KSPPS BMT Forsitama, Sleman Regency, Special Region of Yogyakarta so that they are able to increase knowledge for managing sharia cooperatives. The method used in cooperative education is the lecture method which is assisted by showing visual material, followed by questions and answers and discussions to solve problems that arise, accompanied by solutions. Through this cooperative education, the administrators and managers of KSPPS BMT Forsitama, Sleman Regency, Yogyakarta Special Region have been able to understand the basic operational concepts of sharia cooperatives, namely using contracts. musyarak muwafadhah with the principle of ta'awun or mutual cooperation which refers to the sources of Islamic Law (the Al-Qur'an and Hadith), the Fatwa of the National Sharia Council of the Indonesian Ulema Council and the laws and regulations in force in Indonesia.
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Setiawati, Rosti. "Pendidikan Perkoperasian dan Kelembagaan Koperasi bagi Anggota Baru dan Calon Anggota KKBSK (Koperasi Guru Karyawan SMK Koperasi) di Yogyakarta". E-Coops-Day 4, n.º 2 (9 de agosto de 2023): 185–90. http://dx.doi.org/10.32670/ecoopsday.v4i2.3601.

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One of the cooperative principles is cooperative education, including education for cooperative members, meaning that a member of a cooperative must have knowledge and understanding of cooperatives, what are the rights and obligations of a cooperative member, so that cooperative members can actively participate in cooperatives. Cooperative education is very important for members because it can foster a sense of belonging to cooperatives as business entities owned by members and members want to make transactions at cooperatives with a position as customers of cooperatives in meeting their needs. Members have knowledge about the difference between being a member and not being a member of a Cooperative, as well as what benefits members can get by joining a Cooperative. The progress or success of a Cooperative business depends on theparticipation of members because the Cooperative philosophy is from members, by members, and for members. So that cooperative members really need an understanding of the basis of cooperatives and cooperative institutions. This Cooperative Education Training is a collaboration between the Indonesian Cooperative University and the Yogyakarta-Yapendikopyo Cooperative Vocational School (Yogyakarta Cooperative Education Foundation). The training method is carried out using an education approach for adults, starting with the presentation of material through lectures followed by a question and answer session and discussion. The training participants were very enthusiastic, because in addition to the knowledge gained to be used as provision in the position of being a member of the Cooperative and becoming a provision in the position as a teacher or teaching staff at the Yogyakarta Cooperative Vocational School
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Cusack, Janet M., Linda J. Joos y Gladys L. Simenc. "Cooperative Education". Dimensions of Critical Care Nursing 9, n.º 2 (marzo de 1990): 119–24. http://dx.doi.org/10.1097/00003465-199003000-00014.

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Magiera, Elżbieta. "The cooperation between family and school in cooperative education of children and youth in the Second Polish Republic (1918-1939)". Family Upbringing 2, n.º 2 (30 de junio de 2011): 105–25. http://dx.doi.org/10.61905/wwr/171231.

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Pedagogical journalism and literature of the interwar period emphasised importance of the cooperation between family and school with respect to cooperative education of school-age children and youth. Cooperative education started usually in family through the formation of reason, will and emotions. Family home constituted a basic level of education and could repeatedly stimulate cooperative interests. Common work of the family at family farm or in craft or cottage industry business became the first school of cooperation and joint-action on which cooperative activity was based. Family home played a supporting part in the development of student cooperative. The acceptance of parents and their recognition, and sometimes their involvement in the work of student cooperation, were a form of encouragement for students and teachers for further activity of the cooperative. At the same time, student cooperative – in particular in rural areas – was a medium stimulating the parents of these students and the environment to cooperatistic actions. The social life of school was guided by the principle of convergence, i.e. its interpenetration and complementation by the family home and environment life. The idea of cooperation in the interwar educational system being accomplished in practice by means of student cooperatives had the possibilities of playing a very big part. This was determined by its broad application in educational activity of the Polish school as well as its understanding and acceptance by the family and environment. Important part was played by the tutor of student cooperative. His / her duty was to tighten the cooperation between student cooperative and family home which, on the one hand, ensured the understanding of teacher's actions and, on the other hand, provided material and moral assistance for the cooperative. At the same time, teacher – through student cooperative – could influence socially and educationally the family and environment, showing the benefits yielding from mutual cooperative work based on joint-action.
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Kamalia, Putri Ulfa, Norida Canda Sakti y Wida Wulandari. "Analysis of Cooperative Knowledge, Cooperative Motivation and Cooperative Image on Economic Education Students' Interest in Cooperatives". International Journal of Multicultural and Multireligious Understanding 10, n.º 12 (8 de diciembre de 2023): 84. http://dx.doi.org/10.18415/ijmmu.v10i12.5200.

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Cooperatives are business entities that are in line with the economic system in Indonesia because they are based on the principle of family. So in the curriculum structure of the economic education study program there are courses in cooperative economics and cooperative management. The hope is that, after studying these courses, students can become cooperative catalysts, namely competent and committed to developing cooperatives in Indonesia. However, in reality, after conducting an initial survey of students of the 2019 economics study program, only 3 out of 81 students were members of the cooperative. The existence of cooperative courses should increase students' interest in becoming cooperative members. This research is correlational research with a quantitative approach. In this research, what was studied was the interest in cooperatives of Economic Education Study Program students. To measure each variable, namely cooperative knowledges, motivation to cooperate and cooperative images on interest in cooperatives using test instruments and questionnaires. The population in this study were students of the Economics Education Study Program. The results of this research are: 1) Cooperative Knowledge does not significantly influence interest in cooperatives; 2) Cooperative Motivation has a significant influence on interest in cooperatives; 3) Cooperative Image has a significant influence on the intention to cooperate and 4) Cooperative Knowledge, Cooperative Motivation and Cooperative Image have a simultaneous influence on the intention to cooperate.
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Sambuo, Damian. "Does Tanzania Succeed in Sectoral Cooperation among Cooperatives in the Post- Covid -19 Recovery?" African Journal of Co-operative Development and Technology 7, n.º 1 (31 de diciembre de 2022): 112–21. http://dx.doi.org/10.58547/1.v7i1.84.

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COVID-19 disrupted the global economy and escalated poverty across countries, Tanzania inclusive. In noting the sixth cooperative principle, cooperation among cooperatives with inclusions of other economic sectors remains inevitable to fight this disruption. The present study examined socio-economic cooperation among cooperatives during the post-Covid-19 era. The actor websites and Mobile phone interviews to collect appropriate data. Data were analysed by using content analysis approach. This study found that there is a direct description of how the sixth principle commensurate with Co-operative Societies Act No. 6 of 2013. Partners were establishing cooperation -born of the Tanzania National Co-operative Bank-NCB. Other cooperation aimed to improve direct export crops and market access between Tanzania cooperative development commission and Tanzania trade development authority. The the expansion of Cooperative education. The promotion of coops insurance education Co-operatives are recommended to advocate the purchase of shares, collective securities, and bonds to widen cooperation with other co-operators. Policymakers, regulatory authorities, and stakeholders should adhere to a Covid-19 "new normal" by revieweing laws and regulations.
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Fernández-Rio, Javier Manuel y Antonio Méndez-Giménez. "El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física (Cooperative learning: Pedagogical Model for Physical Education)". Retos, n.º 29 (20 de diciembre de 2015): 201–6. http://dx.doi.org/10.47197/retos.v0i29.38721.

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La cooperación ha formado parte del ideario de todas las leyes educativas de los últimos 25 años y la respuesta habitual de la mayoría de los docentes ha sido la inclusión de simples juegos cooperativos en jornadas u ocasiones puntuales. La tendencia actual en educación física es la denominada Práctica basada en Modelos, uno de los cuales es el Aprendizaje Cooperativo. Más aún, este ha pasado de ser un modelo de enseñanza a un Modelo Pedagógico en el que se tiene en cuenta la interdependencia del aprendizaje, la enseñanza, el contenido y el contexto. En este planteamiento, docente y discentes actúan como co-aprendices para fortalecer el proceso. Un paso adelante planteado en los últimos años ha sido la hibridación de modelos para maximizar sus efectos en base a las sinergias que se pueden crear entre ellos. En este marco, el Aprendizaje Cooperativo emerge como un representante destacado, ya que sus características le hacen encajar a la perfección con otros modelos. En este artículo repasamos el Aprendizaje Cooperativo como modelo pedagógico y presentamos cómo puede hibridarse con los modelos de Educación Deportiva, Comprensivo de iniciación deportiva (TGfU), Responsabilidad Personal y Social y Educación-Aventura. La hibridación de modelos pedagógicos permite a los docentes adaptar sus clases a las características cambiantes del contexto escolar, acercando la asignatura de educación física a las verdaderas necesidades e intereses de los estudiantes del siglo XXI. Es la hora de pasar de los juegos cooperativos puntuales al Aprendizaje Cooperativo como modelo pedagógico de referencia. Abstract. Cooperation has been one of the key elements of all the educational laws over the last 25 years, and the standard response of the majority of teachers has been the inclusion of cooperative games on special occasions. Models-based Practice is the current tendency in physical education, and Cooperative Learning is one of those models. Furthermore, it has evolved from an instructional model to a Pedagogical Model, which considers the interdependence of learning, teaching, subject matter and context. Within this framework, teachers and students act as co-learners to strengthen the whole process. A step ahead has been the hybridization of models to maximize their effects based on their synergies. In this context, Cooperative Learning emerges as a strong example because its traits fit perfectly with other models. In this article we review the idea of Cooperative Learning as a pedagogical model, and we show how it can be hybridized with other models: Sport Education, Teaching Games for Understanding, Teaching for Personal and Social Responsibility and Adventure Education. The hybridization of models allow teachers to adapt their classes to the shifting school contexts, bringing physical education closer to the real needs and interests of XXI century students. It is the time to move from cooperative games to Cooperative learning as the benchmark pedagogical model.
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Tesis sobre el tema "Cooperative education"

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Rothamer, Frank Russell. "Business faculty knowledge of adult learning styles cooperative education vs. non-cooperative education institutions /". [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001861.

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Lundahl, Kajsa y Cornelia Lindgren. "Cooperative Learning in Physical Education". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33536.

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The purpose of this paper has been to chart and problematize the socio-cultural based method, cooperative learning, as a didactic tool in physical education through a case study. This study was based upon the challenge of inclusive education, and through cooperative learning the aim was to investigate whether the method is useful or not in physical education. The case study was based upon an annotated bibliography, which indicated that cooperative learning points to predominantly positive outcomes among younger students, such as increased inner motivation to learn. Meanwhile, previous research also underlined the importance of knowing how to use cooperative learning as a method in order to be a beneficial way of learning as well as creating a sphere of inclusive education. Consequently, this made us eager to discover how cooperative learning as a didactic tool work among older students. The case study was conducted in an upper secondary school in order to broaden the knowledge of cooperative learning. The result of this case study showed that the students’ experience of cooperative learning was positive, as the structure of learning teams increased cooperation and interaction between the students. However, the students also experienced some difficulties in working through specific roles, which is a core element in cooperative learning. In conclusion, the study gave insight in how structured group work can impact the learning process in Physical Education.
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Zhang, Jingyang. "Cooperative Learning in Outdoor Education". Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104699.

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Interpersonal growth is one part of the definition of outdoor education. Collaboration and common purpose are key phrases in cooperation learning. Both those two teaching methods are including students’ social development. To find out the effects of teachers’ and students’ attitude toward cooperative learning in outdoor education, this study explores the benefits and limitations of group work in outdoor education theoretically. Also, this study explores the attitudes of teachers and students regarding group work in outdoor learning. Questionnaires were used to find the students’ opinion of group work in outdoor education, during the analysis of data, thematic analysis was conducted with interview data to find out teachers’ attitudes. The participates of this study mainly had a very positive attitude towards group work in outdoor education, although some limitations were identified, such as students sometimes lost focus, were absent or were less involved.
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Kirschner, Paul A. "The inevitable duality of education: cooperative higher education". Maastricht : Maastricht : Unigraphic ; University Library, Maastricht University [Host], 2000. http://arno.unimaas.nl/show.cgi?fid=13055.

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Ferreira, Palloma Rosa. "A educação cooperativista em Minas Gerais: mapeando as organizações". Universidade Federal de Viçosa, 2009. http://locus.ufv.br/handle/123456789/4120.

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The cooperative education begins with the very idea of cooperative. Aware of the peculiar characteristics of these organizational forms, where cooperation is proposed as an alternative to competition and individualism, the pioneers of the cooperative system themselves set that it will be one of the principles that define and support the cooperatives themselves. It transforms into one of the pillars of sustentation of the cooperative development, being constituent of the principles, as well as the explicit needs of these organizations. This work has as aim to discuss some aspects of the history, definitions and operation of cooperative education in the State of Minas Gerais- agricultural cooperatives and analyze the organizations that offer cooperative education. As methodological work for this analysis, there was first a survey, due to scarce available literature on the situation and to achieve more information about the problem, for it, it was directed questionnaires containing closed and open questions, addressed to all the agricultural cooperatives which it had access in the State. Second, it was performed a descriptive study of organizations that carry out cooperative education in the State of Minas Gerais, which were developed semi-structured interviews and documentary research. It is concluded that cooperative education is poorly developed in the Minas Gerais- agricultural cooperatives, although there is no single definition of what is the thematic or it should include. Therefore, the diversity of studied organizations allows the understanding of existence of multiple concepts of cooperative education, and also the observation of the variety of activities and public to whom theses activities are organized. It is possible to verify the presence of three focus areas - business management, social management and technical assistance to cooperatives members- in the contents that agricultural cooperatives identified as part of cooperative education. Among the organizations there are those that offer many of these contents, but with discrepancies, or sometimes with an emphasis of some contents and little attention given to the others. Yet, it is possible to visualize matches on the activities of cooperative education that are undertaken by these organizations, thereby causing duplicity of developed actions, however, not with the same approach. It´s verified the evidences of existence of a field, in Bourdieu´s way, multiple, diversified and in development, where diverse organizations with different profiles and purposes work.
A educação cooperativista nasce junto à própria ideia de cooperativa. Conscientes das características peculiares destas formas organizacionais, nas quais a cooperação se propõe como alternativa à competição e ao individualismo, os próprios pioneiros estabeleceram que ela será um dos princípios que sustentam e definem as próprias cooperativas. Como um dos pilares de sustentação do desenvolvimento cooperativo, é uma necessidade explícita destas organizações. O objetivo desta pesquisa é trazer para a luz do debate, aspectos relativos à história, definições e funcionamento da educação cooperativista nas cooperativas agrárias no Estado de Minas Gerais e analisar as organizações que atuam oferecendo educação cooperativista. Como trabalho metodológico para essa análise, realizou-se primeiro uma pesquisa exploratória, devido à escassa bibliografia disponível sobre a situação a ser observada e no intuito de alcançar maiores informações sobre o problema em questão. Para isso, foram encaminhados questionários, contendo questões fechadas e abertas, para todas as cooperativas agropecuárias às quais se teve acesso no Estado. Num segundo momento, foi realizada uma pesquisa descritiva das organizações que realizam educação cooperativista no Estado de Minas Gerais; para tanto foram realizadas entrevistas semiestruturadas, assim como pesquisa documental. Conclui-se que a educação cooperativista é escassamente desenvolvida nas cooperativas agrárias mineiras, embora não existindo uma única definição do que seja ou das temáticas que ela deva englobar. Assim, a heterogeneidade das organizações estudadas permite perceber a polissemia do conceito de educação cooperativista e observar também a variedade de atividades e públicos para os quais são organizadas essas atividades. Verifica-se a presença de três áreas privilegiadas nos conteúdos que as cooperativas agrárias identificam como fazendo parte da educação cooperativista: gestão empresarial, gestão social e assistência técnica aos cooperados. Dentre as organizações, existem aquelas que oferecem simultaneamente vários dos conteúdos mencionados, porém com discrepâncias, ou seja, às vezes com ênfase num destes conteúdos e pouca atenção dispensada aos demais. Ainda é possível visualizar coincidências nas atividades de educação cooperativista que são realizadas por essas organizações, ocasionando consequentemente sombreamento das ações desenvolvidas, embora não necessariamente com enfoque similar. Observamse indícios da existência de um campo no sentido de Bourdieu, múltiplo, diversificado e em crescimento, em que diversas organizações de distinto perfil e finalidade atuam.
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Douglas, George. "Cooperative education in the apprenticeable trades". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0015/MQ37517.pdf.

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Stori, Michael C. "Advanced education for the radiologic technologist through cooperative education". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998storim.pdf.

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Mendes, Mônica Martins. "Relação entre educação cooperativista, participação e satisfação dos cooperados: verdades incertas". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-13122010-095928/.

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Por ser o cooperativismo um modelo de organização que promove desenvolvimento econômico e social, estudos de soluções que levem ao aumento de seu desempenho e a redução de seus problemas são cada vez mais importantes. Estas passam não só por melhorias na gestão e finanças das cooperativas, mas principalmente pelo incentivo à educação e a participação dos cooperados. Assim, o objetivo deste trabalho foi observar a relação entre educação cooperativista, participação e satisfação dos sócios de uma cooperativa de forma a contribuir para a elaboração de propostas e medidas que promovam o aumento do desempenho da cooperativa. Para tanto, realizou-se um estudo exploratório no qual foi desenvolvido um questionário próprio e lançou-se mão de um estudo de caso, escolhendo uma cooperativa do ramo agropecuário como objeto de análise. Os resultados apontam que apenas a escolaridade não garante a educação cooperativa, a qual, por sua vez, está relacionada com a participação de forma positiva. Também se constatou que a maior participação não está relacionada com a menor satisfação, como se esperava, e sim com o maior poder econômico. Tudo isso reforça a idéia de que se deve investir em ações específicas para a educação cooperativista como forma de aumentar a participação de todos, bem como o desempenho da cooperativa. Apesar de suas limitações, a pesquisa é ponto de partida para outros estudos nesta área além de contribuir para a construção de um modelo de análise.
Because cooperatives are a model of organization that promotes economic and social development, studies of solutions that increase its performance and reduce its problems are very important. Those solutions involve not only improvement in managing and financing areas, but mostly the participation and the cooperative education. Thus, the objective of this work was to observe the relation between cooperative education, participation, and satisfaction of the members of a cooperative, as a way to contribute for the creation of proposals and plans that improve the performance of the cooperatives. To achieve this aim, it was done an exploratory study, using a questionnaire in a case study of an agricultural cooperative. The results show that high level of formal education does not implies high level of cooperative education, which is related with participation in a positive way. It also turned out that the higher participation is not connected with lower satisfaction, as imagined, but with higher economic power. All this reinforce the idea that is necessary investments in cooperative education to improve participation and cooperative performance. Despite its limits, the research is a start to others in the same area and contributes to the development of an analysis model.
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Silva, José Maria Castro. "Cooperação entre professores: Realidade(s) e desafios". Master's thesis, Instituto Superior de Psicologia Aplicada, 2002. http://hdl.handle.net/10400.12/935.

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Dissertação de Mestrado em Psicologia Educacional
A presente investigação, intitulada "Cooperação entre Professores: Realidade(s) e Desafios", tem como enfoque central o estudo dos factores que caracterizam o trabalho em equipa em contexto escolar. A abordagem ao estudo da cooperação entre professores obedeceu a duas temáticas. A primeira temática - "realidade(s) da cooperação" - visou: 1) o estudo do universo conceptual dos professores sobre cooperação; 2) descrever as práticas de cooperação existentes nas escolas, e; 3) identificar os factores que facilitam e inibem a cooperação entre professores. A segunda temática - "desafios da cooperação" - tem por objectivos: 1) analisar as percepções dos professores acerca dos impactos que a cooperação representa, e; 2) identificar as crenças dos professores sobre as exigências feitas pela cooperação. Este estudo envolveu 444 professores que exercem funções docentes em escolas dos 2o e 3o ciclos do continente português. O género feminino é o mais representativo, contribuindo para aproximadamente 75% do total de sujeitos inquiridos. O estudo da composição etária dos participantes mostra que no topo da distribuição figura o grupo etário que compreende o intervalo entre os 35 e 42 anos. A média de idades dos participantes é de cerca 40 anos. A análise da terceira variável usada para caracterizar os participantes - tempo de serviço docente - informa-nos que o intervalo situado entre os 7 e 25 anos de carreira é o mais representativo, contribuindo com mais de metade dos sujeitos (57%). A quarta e última variável ponderada é a área disciplinar, evidenciando-se o grupo disciplinar "humanidades" (41,4%) como o agrupamento de disciplinas com maior representação. As representações dos professores inquiridos sobre o conceito de cooperação ancoram em dois núcleos centrais - trabalho em equipa e partilha - que, por sua vez estão acopladas em 10 subcategorias. De acordo com cerca 60% dos professores inquiridos, cooperação significa trabalho em equipa, tendo-se ainda verificado que 93% desta categoria é explicada pela planificação, entreajuda, interdisciplinaridade e reflexão. Cooperar significa, igualmente, partilhar. Esta è a opinião expressa por 60% dos inquiridos, segundo a qual cooperação pressupõe, essencialmente, partilha de informação, experiências e objectivos. No que concerne às experiências de cooperação que ocorrem nas escolas, as opiniões dos professores foram arrumadas em duas categorias - «actividades científico-pedagógicas» e «actividades lúdico-pedagógicas». As actividades de carácter científico-pedagógico que decorrem nas escolas referem-se a experiências interdisciplinares, apoios educativos a alunos com necessidades educativas especiais, planificação em conjunto, cooperação com colegas na área de projecto, parcerias na área curricular não disciplinar de estudo acompanhado, construção de instrumentos de avaliação, organização curricular e participação na construção do projecto educativo da escola. As actividades de índole lúdicas com uma vertente pedagógica relatadas pelos professores abrangem as exposições, as visitas de estudo, os intercâmbios, as festividades que ocorrem nas escolas e as sessões em que são debatidos assuntos de variada ordem. É de ressaltar que a realização de debates, enquanto prática de cooperação, ocupa uma posição muito periférica no conjunto de exemplos de cooperação mencionados pelos professores. O estudo das variáveis que promovem a cooperação entre professores centrou-se nos seguintes factores: factores pessoais e profissionais, clima social dos grupos de trabalho, cultura organizacional das equipas, partilha e competências de comunicação, capacidade de gestão do stresse e flexibilidade. Os factores pessoais e profissionais que facilitam a cooperação envolvem a motivação, a receptividade ou abertura relativamente a opiniões diferentes, a capacidade organizativa, a flexibilidade, a afinidade profissional pessoal entre os elementos da equipa, o sentido de responsabilidade, a capacidade reflexiva sobre o trabalho, a capacidade para inovar, o sentido de humildade e o voluntariado. A atmosfera social nos grupos de trabalho é um factor que promove a cooperação entre professores e contempla a partilha de objectivos, o respeito mútuo entre os elementos da equipa, a capacidade para escutar as sugestões e opiniões dos outros, a qualidade do relacionamento entre os seus membros, a qualidade dos processos de comunicação que ocorrem dentro do grupo, a confiança depositada nos elementos que compõem a equipa e a existência de uma liderança que garanta a coesão do grupo. Cooperação entre Professores - Reaíidade(s) e Desafios vn Os factores organizacionais que facilitam a cooperação entre professores incluem a organização e gestão dos horários dos professores, a existência de recursos de suporte, a definição e distribuição de tarefas, o apoio dos órgãos directivos da escola e a existência de períodos avaliativos. Os professores consultados neste estudo conferem uma elevada importância à comunicação. As competências comunicacionais em que se regista uma importância mais moderada são a capacidade de partilha de informação no interior do grupo de trabalho e a utilização de estratégias para ajudar os colegas a exporem as suas opiniões, A maioria dos professores inquiridos admite que a posse de boas competências de gestão de stresse é favorável ao desenvolvimento de experiências de cooperação. A flexibilidade é o factor promotor da cooperação em que se registaram os valores médios mais baixos. Os obstáculos à cooperação estão agregados em três categorias - factores pessoais e profissionais, clima grupal e factores organizacionais. Os factores de ordem pessoal e profissional que actuam como obstáculos à cooperação entre professores são a desmotivação, a inflexibilidade, individualismo, intolerância face às opiniões de terceiros, a indisponibilidade para participar em experiências diferentes, incumprimento de tarefas estabelecidas, diferenças nos hábitos de trabalho, incompatibilidades pessoais, falta de segurança pessoal, o comodismo e a resistência à mudança. Os factores inibidores da cooperação relacionados com o clima relacional vivido nas equipas abrangem os conflitos interpessoais, a inexistência de objectivos, o desrespeito pelas ideias e opiniões, as variáveis que afectam a comunicação dentro do grupo de trabalho e o tipo de liderança. Os factores de natureza organizacional que emergem como factores inibidores à cooperação entre professores incluem a organização dos horários, a existência de recursos de apoio à Cooperação entre Professores - Realidade(s) e Desafios vm cooperação, a imposição ou obrigatoriedade da cooperação, a mobilidade dos professores, a eficácia das reuniões e a organização curricular. Os professores antecipam muitos impactos no ensino e na aprendizagem. A maior preocupação percepcionada pelos professores prende-se com o tempo que é exigido por esta modalidade de trabalho. A esmagadora maioria dos professores consultados afirma que a cooperação traz-lhes benefícios e que não representa custos acrescidos, assim como acarreta mais valias profissionais. A maioria dos professores também considera que serão respeitados os hábitos de trabalho, não receiam os desafios postos pela cooperação e admitem sentirem-se à-vontade e confiantes nas suas próprias capacidades para enfrentar os desafios inerentes à cooperação. A maioria dos professores está convicta que não surgirão constrangimentos que impeçam o desempenho e desenvolvimento profissional. Todavia, na perspectiva dos professores, a cooperação representa custos e recursos adicionais. A cooperação também produz efeitos negativos no orçamento das escolas e implica mudanças na gestão e organização dos horários dos docentes. Não obstante afirmarem que a cooperação interfere com a organização da escola, um elevado número de professores considera que as suas escolas dispõem de suficientes recursos para pôr em prática experiências de cooperação. Um número significativo de professores considera que o aumento de práticas de cooperação pode amplificar os problemas de comunicação. Para além de contribuir para o aumento de problemas de comunicação, na opinião dos professores o incremento da cooperação poderá afectar negativamente os relacionamentos entre professores, contribuindo para um clima relacional pouco favorável. Apesar de terem sido antecipados conflitos comunicacionais e dificuldades nos relacionamentos interprofissionais, cerca de dois terços dos professores considera que a cultura organizacional da escola a que pertencem se adapta facilmente aos desafios colocados pela cooperação.
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Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986". Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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Libros sobre el tema "Cooperative education"

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1938-, Nichols Eva, Froese Hank, Knott Ted, Knott Ted, Kurvits Tiiu, Misener Judi, Misener Judi et al., eds. Cooperative education modules. Toronto, ON: Guidance Centre, Faculty of Education, University of Toronto, 1985.

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A, Thibault J. Pierre, ed. Education cooperative: Illustrations. Ottawa, Ont: Conseil scolaire de langue francaise d'Ottawa-Carleton, section publique, 1991.

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U.S. Fish and Wildlife Service. Office for Human Resources., ed. Cooperative education program. [Washington, D.C.] (1849 C St., NW, Washington 20240): Office for Human Resources, U.S. Fish and Wildlife Service, 1991.

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Kraenzle, Charles A. Cooperative education needs. [Washington, D.C.]: U.S. Dept. of Agriculture, Agricultural Cooperative Service, 1986.

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Royalty Management Program (U.S.). Cooperative education program. [Denver, CO] (P.O. Box 25165, MS-3000, Denver 80225-0165): U.S. Dept. of the Interior, Minerals Management Service, Royalty Management Program, 1992.

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National Institutes of Health (U.S.), ed. Cooperative education program. [Bethesda, Md.]: U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, 1987.

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Brenda, Seevers, ed. Education through cooperative extension. Albany, N.Y: Delmar Publishers, 1997.

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United States. Forest Service. Pacific Northwest Region, ed. The Cooperative education program. [Portland, Or.?]: U.S. Dept. of Agriculture, Forest Service, Pacific Northwest Region, 1989.

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United States. Forest Service. Pacific Northwest Region., ed. The Cooperative education program. [Portland, Or.?]: U.S. Dept. of Agriculture, Forest Service, Pacific Northwest Region, 1989.

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U.S. Customs Service. Pacific Region., ed. Cooperative education program handbook. [Long Beach, CA (U.S. Customs Service, EEO, One World Trade Center, Long Beach 90831-0700)]: Dept. of the Treasury, U.S. Customs Service, Pacific Region, 1992.

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Capítulos de libros sobre el tema "Cooperative education"

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Coones, Wendy Jo, Thies Johannsen y Thorsten Philipp. "Cooperative Education". En Handbook Transdisciplinary Learning, 53–62. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-007.

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Steele, Alan L. "Cooperative Education". En Experiential Learning in Engineering Education, 135–52. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003007159-7.

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Kondrashkina, Irina I., Roman R. Khairov, Svetlana M. Soldatkina y Olga V. Knyazeva. "Cooperative Education Strategies". En Frontier Information Technology and Systems Research in Cooperative Economics, 915–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57831-2_98.

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Murphy, Colette. "Cooperative Learning". En Encyclopedia of Science Education, 1. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_103-2.

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Murphy, Colette. "Cooperative Learning". En Encyclopedia of Science Education, 236. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_103.

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Gosset, Michael E. "Cooperative Activities". En Teaching Middle School Physical Education, 81–87. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003423201-5.

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Halder, Santoshi y Sanju Saha. "Cooperative Learning". En The Routledge Handbook of Education Technology, 152–63. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-13.

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Sensevy, Gérard y Tracy Bloor. "Cooperative Didactic Engineering". En Encyclopedia of Mathematics Education, 141–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100037.

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Sensevy, Gérard y Tracy Bloor. "Cooperative Didactic Engineering". En Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_100037-1.

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Mandel, Scott. "Cool Cooperative Learning". En What Really Works in Secondary Education, 154–69. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n11.

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Actas de conferencias sobre el tema "Cooperative education"

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Wang, Zulin y Yiwu Huang. "The educational value of cooperative education". En 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543611.

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Wang, Zulin y Yiwu Huang. "The Educational Value of Cooperative Education". En 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.160.

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

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One of the priority goals of future education is inclusive education. When creating inclusive educational environments, it is important to ensure that every child would have the opportunity to receive quality education together with his peers in the local community closest to him, in the educational institution closest to his home. This obliges schools to constantly monitor the quality factors of education and improve their readiness to accept all learners regardless of any individual characteristics, obstacles or arising difficulties, and to strive to ensure the effective education of pupils. Research shows that in many countries, including Lithuania, general education schools experience a number of difficulties in educating children with autism spectrum disorder (hereinafter referred to as ASD). It is appropriate to conduct research on good practices in inclusive education based on the subjective perceptions and attitudes of different participants. The purpose of the study is to reveal the importance of cooperation between parents and primary school in order to achieve the success of inclusive education in children with autism spectrum disorder based on the experiences of parents. Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. Six parents, whose child had been diagnosed with ASD and attended primary school of general education, participated in the study. The study revealed that in order to achieve the successful education of a child with ASD in primary school, it is important to establish a cooperative relationship between parents and the school before a child with ASD begins to attend school, to maintain the continuity of cooperation between parents and the school after the child begins to attend school, and to have the cooperation of parents when creating a favourable educational environment in the classroom. The establishment of a cooperative relationship between parents and the school before a child with ASD begins attending his school is associated with the parents' openness and the disclosure of their child's disability, the emphasis on the child's abilities, not his disability and the difficulties arising for the child when presenting a child to the school administration and his future teacher, the willingness of the school to engage in equal cooperation with parents while considering them experts of their child, the creation of conditions for a child with ASD and his parents to get acquainted in advance with the school and his class environment and the class teacher, the discussion of the peculiarities of the child's education and his needs with his parents, the drawing up of a plan for individual assistance to the child, as well as the positive attitude of a child with a autism spectrum disorder to start attending school. The continuity of cooperation between parents and the school, after a child with ASD began attending school, is associated with the activeness of parents in cooperation with the school, their involvement in the educational process, cooperation of parents with educational assistance specialists and the involvement of parents in assessing the quality of their child's inclusive education. The cooperation of the parents of a child with ASD in creating a favourable educational environment in the classroom is associated with their close cooperation with the teachers working in the classroom, their cooperation with the class children and their parents in building and maintaining positive relationships. Keywords: autism spectrum disorder, child, parents, primary school, cooperation
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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership". En Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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Hochrinner, Hagen. "COOPERATIVE / DUAL EDUCATION IN HIGHER EDUCATION". En SGEM2017 17th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2017/54/s22.004.

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Woodfield, Scott N., Gordon E. Stokes y Vern J. Crandall. "On-campus cooperative education". En the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31785.

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"Cooperative member". En 2008 38th Annual Frontiers in Education Conference. IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720697.

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Yücel, Mustafa, Yaşar Aktaş y Neslişah Taner. "What are the New Functions of Agriculture Cooperatives in the Progress of Globalization? The Case of Agriculture Cooperatives of Kastamonu". En International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01231.

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While production and markets have been becoming more integrated since barriers to the international trade reduced, capital movements and the speed of spreading of technology increased with the progress of globalization, issues regarding to agriculture, environment, women, employment, and education became more critical. In this research, “by which functions and missions can agricultural cooperatives sustain their assets under globalized conditions” is the major research question. In the research, 19 cooperatives were chosen among 308 cooperatives, depending on their distance to Kastamonu, foundation year, and the amount of member. Subjects were determined by their traits and occupations. 164 subjects were interviewed via survey questions in 2014-2015. In research, “The situation-specific approach” model, developed by Hartmut Albrecht was applied. Because of the progress of change in organizational values, agriculture cooperatives have to undertake new functions in addition to maintaining agricultural production. The functions can be classified into 4 categories as socio-economic (taking local goods to international markets, recording incomes in the agriculture sector, and creating new employment positions to reduce migration to urban), international relations (developing new projects toward internationalizing to collaborate with other cooperatives), planning (making long-term strategic plans), and education (training women in rural areas, and obtaining their collaboration in cooperative campaigns, and educating future's cooperative managers).
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Zinn, William O. "Cooperative Education by the University of Cincinnati and GE". En ASME 1985 International Gas Turbine Conference and Exhibit. American Society of Mechanical Engineers, 1985. http://dx.doi.org/10.1115/85-gt-157.

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The Advanced Course in Engineering (ACE) was started in 1923 at the Alternating Current Engineering Department of the General Electric Company by Dr. Robert E. Doherty. The purpose of this program was, and still is, to teach advanced technology, to solve real engineering problems and to learn how to write good engineering reports. The 61-year-old Advanced Course is less than half as old as the University of Cincinnati. The University of Cincinnati was founded in 1819 as Cincinnati College. In addition to its excellent research programs, the University of Cincinnati is also recognized for its leadership in cooperative education. “The academic climate was set early in this century by Dean Herman Schneider, the originator of the cooperative plan of education. The objective of that plan was to join theory and practice by linking education and industry through knowledge and experience.” The educational objectives of the University of Cincinnati (UC) and the General Electric Company (GE) have been joined through the Advanced Course in Engineering in the university’s College of Engineering.
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Wolfe, Henry. "Encountering Encrypted Evidence (potential)". En 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2590.

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Investigative activities involving computer related cases occasionally encounter files that have been encrypted. Encryption is a valid and legal process that enables anyone to protect the privacy of his or her data and/or communications. If the suspect is cooperative and provides not only the key but also the specific encryption software, investigation is simple. However, without that cooperation, analysis of potential evidence may not be practical or possible. This paper discusses alternatives where the suspect is not cooperative and keys are not provided. The outcome of the investigation may as well depend on what resources are available to the investigator.
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Informes sobre el tema "Cooperative education"

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Solis, Michael y Jaki Martinez. Cooperative Education. Office of Scientific and Technical Information (OSTI), junio de 2021. http://dx.doi.org/10.2172/1805712.

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Fernandez-Rio, Javier, Sergio Rivera-Pérez y Damián Iglesias. Cooperative learning in teacher education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, agosto de 2021. http://dx.doi.org/10.37766/inplasy2021.8.0099.

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Iglesias, Damián y Javier Fernandez-Rio. Cooperative learning in physical education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, julio de 2022. http://dx.doi.org/10.37766/inplasy2022.7.0093.

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Akhmetov, V. Y., Z. Z. Sabirova y A. R. Aminova. Cooperative education and its role in the development of agricultural consumer cooperation in the Republic of Bashkortostan. Ljournal, 2019. http://dx.doi.org/10.18411/a-s-a-1.

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Akhmetov, V. Y., B. R. Yuldybaev y L. Z. Buranbaeva. Clusterization of the cooperative education system as an innovative mechanism for activating the cooperative movement in the Republic of Bashkortostan. Ljournal, 2019. http://dx.doi.org/10.18411/a-y-b-1.

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Ryan, Taylor y Rachel Romero. Solar Decathlon Education Partner: Cooperative Research and Development Final Report, CRADA Number CRD-21-18203. Office of Scientific and Technical Information (OSTI), septiembre de 2023. http://dx.doi.org/10.2172/2007007.

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Bodnenko, Dmytro M., Halyna A. Kuchakovska, Volodymyr V. Proshkin y Oksana S. Lytvyn. Using a virtual digital board to organize student’s cooperative learning. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4419.

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The article substantiates the importance of using a virtual digital board to organize student’s cooperative learning in the conditions of distance education, incl. social distance (for the quarantine period 2020). The main advantages of using a virtual digital board are outlined and their functions for the organization of cooperative education are compared. An analysis of the benefits of using virtual digital boards and a survey of experts made it possible to identify the most popular virtual digital boards: Wiki-Wall, Glogster, PadLet, Linoit, Twidla, Trello, Realtimeboard (Miro), Rizzoma. The comparison of the functions of virtual digital boards outlines their ability to organize students’ cooperative learning. The structure of the module E-Learning “Creating education content with tools of virtual digital board Padlet” is presented in the system LMS Moodle. The results of the experiment are presented, which show the effectiveness of the use of instruments of the virtual digital board to organize student’s cooperative learning. Perspectives of researches in developing methods of using a virtual digital board by students of natural-mathematical specialties are determined.
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Rothgeb, Stacey. 2020 Solar Decathlon Education Partner: Cooperative Research and Development Final Report, CRADA Number CRD-19-00802. Office of Scientific and Technical Information (OSTI), marzo de 2022. http://dx.doi.org/10.2172/1855172.

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Sprague, Michael A. University of Colorado - Center for Research and Education in Wind (CREW): Cooperative Research and Development Final Report, CRADA Number CRD-11-446. Office of Scientific and Technical Information (OSTI), octubre de 2016. http://dx.doi.org/10.2172/1330948.

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Rodman, John A. FEDIX On-Line Information Service: Implementation of a Government-wide on-line research and educational opportunity information initiative for the education community. Final report for DOE Cooperative Agreement DE-FC02-89ER75527. Office of Scientific and Technical Information (OSTI), diciembre de 1999. http://dx.doi.org/10.2172/809365.

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También puede estar interesado en las bibliografías ampliadas sobre el tema "Cooperative education" para tipos de fuentes particulares:
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