Готові списки джерел за темами / College-school cooperation

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Добірка наукової літератури з теми "College-school cooperation"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "College-school cooperation"

1

Yang, Jing, and Amando Yutuc. "Study on the Influence of Home-school Cooperation on the Mental Health of College Students in China and its Mechanism." International Journal of Education and Humanities 14, no. 2 (May 30, 2024): 279–85. http://dx.doi.org/10.54097/e4246158.

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Анотація:
The purpose of this study is to explore the influence of home-school cooperation on the mental health of college students in China and its mechanism. By collecting a large number of sample data and using descriptive statistics, factor analysis and regression analysis, this paper makes an in-depth analysis of the relationship between home-school cooperation and college students' mental health. The results show that home-school cooperation has a significant positive impact on college students' mental health, among which the frequency of home-school communication, the diversity of home-school cooperation forms and the depth of home-school cooperation have a positive impact on college students' mental health. Further analysis shows that home-school cooperation can not only understand and solve students' psychological problems in time, but also promote students' psychological healthy growth by providing rich growth environment and personalized psychological support. Based on the above findings, this study puts forward some policy suggestions, such as strengthening home-school communication, enriching the forms of home-school cooperation, deepening the content of home-school cooperation and improving the policy support system, in order to provide more powerful protection for the mental health of college students in China. These research results not only help to enrich and develop the theoretical system in the field of home-school cooperation and college students' mental health, but also provide an important reference for educational practice and policy formulation.
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2

Cheng, Jing, Lei Qin, and Rongwei Zheng. "The Construction of College‐enterprise Cooperation Training System for Improving College Students' Innovative and Practice Ability." Journal of Theory and Practice of Management Science 4, no. 04 (April 25, 2024): 33–36. http://dx.doi.org/10.53469/jtpms.2024.04(04).05.

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Анотація:
With the continuous deepening of the country's reform and opening up, the country's science and technology and national economic level have been greatly developed. In terms of education, the government have put forward higher requirements. In addition, the government currently recommend that major universities in my country build a "school‐enterprise cooperation" talent training mechanism to improve the country's modernization and comprehensively improve our national cultural quality. Therefore, in this context, the article analyzes in detail the construction of the university‐enterprise cooperation training system for the improvement of college students' innovation and Practice ability. First, the article briefly outlines the significance of school‐enterprise cooperation in cultivating college students' innovative and Practice ability, secondly summarizes the current problems of China's school‐enterprise cooperation in cultivating college students' innovative and Practice ability, and finally puts forward several targeted strategies for the current problems. Improve the level of "school‐ enterprise cooperation" talent training mechanism in Chinese universities.
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3

Fizel, Natasa. "A szegedi Polgári Iskolai Tanárképző Főiskola és a Ferenc József Tudományegyetem együttműködése a tanárképzés szolgálatában (1928–1947)." Gerundium 9, no. 3 (March 18, 2019): 51–65. http://dx.doi.org/10.29116/gerundium/2018/3/4.

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Анотація:
The Cooperative Framework between the National Civic School Teacher Training College and the Ferenc József University in the Service of Teacher Training (1928–1947). In my study I demonstrate the creative process of the cooperative framework between two institutions of high education in Szeged, the National Civic School Teacher Training College and the Ferenc József University from the very first school year in Szeged in 1928 until the last one in 1947, that is, until a dispute that ended their cooperation. The discussion was aimed at the rate of role of the two institutions in civic school teacher training. My goal is to review the historical background and the method of research and then give answers to the following questions: what stages did the coming about of the cooperation go through? What effect did this collaboration have on the everyday life of the students? How is the dispute about the creation of the framework presented in the most important organ of civic school teachers, Polgári Iskolai Tanáregyesületi Közlöny (Civic School Teachers Association Gazette)?
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4

Li, Jian. "Research on Cultivating Innovation and Entrepreneurship Abilities of College Students under the Guidance of School-Enterprise Cooperation." Journal of Industry and Engineering Management 1, no. 3 (September 2023): 58–61. http://dx.doi.org/10.62517/jiem.202303310.

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Анотація:
School-enterprise cooperation can provide guidance and assistance for the cultivation of innovation and entrepreneurship abilities of college students. To leverage the role of school enterprise cooperation effectively, it is necessary to analyze the influencing factors such as practical opportunities, resource sharing, and teacher guidance. Then, based on the actual situation, it is necessary to adopt strategies such as incorporating the school enterprise cooperation module into innovation and entrepreneurship related courses, collaborating with enterprises to carry out actual innovation and entrepreneurship projects, establishing a school-enterprise communication platform, and providing support platforms such as school-enterprise cooperation and entrepreneurship parks and incubators. By promoting school-enterprise cooperation, more practical results can be generated, and more efforts can be made to cultivate the innovation and entrepreneurship abilities of college students.
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5

Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 571–74. http://dx.doi.org/10.4028/www.scientific.net/amm.33.571.

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Анотація:
This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following conclusion: Co-op in China will develop from “three cooperation” to “four cooperation”, which is the cooperation in education, school-running, employment and mutual development.
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6

Liu, C. M., Zu Lin Wang, and Ji Li Chen. "Research on Characteristics and Models of China’s Cooperative Education." Applied Mechanics and Materials 33 (October 2010): 598–601. http://dx.doi.org/10.4028/www.scientific.net/amm.33.598.

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Анотація:
This paper utilizes the method of synthetic analysis to summarize the characteristics and models of China’s cooperative education, which shows the distinctive research and practice of China’s Co-op according to 113 thesis and 27 reports presented on Summit of China’s Cooperative Education in 2009. Co-op (short for "cooperative education") in graduate education is particular, diversified in undergraduate education and perfect in vocational college. The reform and development of CIAR (short for cooperation of industry-academy-research) becomes much more prosperous. Finally we make the following conclusion: Co-op in China will develop from "three cooperation" to "four cooperation", which is the cooperation in education, school-running, employment and mutual development.
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7

Ren, Yuxin. "The Use of Cooperative Learning in High School English Writing Teaching." Frontiers in Sustainable Development 3, no. 11 (November 21, 2023): 58–61. http://dx.doi.org/10.54691/fsd.v3i11.5726.

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Анотація:
Against the backdrop of the new curriculum and college entrance examination reforms, the weightage of high school English writing scores in college entrance examination papers has increased significantly. Consequently, the expectations for high school English writing have also risen, making it an indispensable aspect of language learning. In this regard, teachers must prioritize students' autonomy, cooperation, and inquiry-based learning experiences, particularly in English classrooms, where they should create an enabling environment for effective English education. High school English teachers must emphasize cooperative learning in writing classes to enhance students' language expression and writing skills. Meanwhile, teachers must continually explore efficient methods of improving students' English writing ability. This paper addresses the challenges facing the current cooperative learning mode in high school English writing teaching and proposes measures to overcome them, hoping to inspire and assist the development of cooperative learning in high school English classes.
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8

Zhang, Chao. "Theoretical and Empirical Research on Improving the Quality of Higher Vocational College Enterprise Cooperation Based on PDCA Cycle." SHS Web of Conferences 190 (2024): 03007. http://dx.doi.org/10.1051/shsconf/202419003007.

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Анотація:
The quality of school enterprise cooperation in vocational colleges is one of the important indicators for the quality of teaching practice in vocational colleges. Applying project management methods, technologies, and tools to school enterprise cooperation construction projects has significant advantages, which helps to ensure the quality of school enterprise cooperation construction projects under the “Double High Plan”. In this context, this article takes the construction project of the School of Finance and Economics Cooperation of Chengdu Vocational and Technical College as the research object, applies the PDCA cycle improvement theory of project quality management to the school enterprise cooperation of the School of Finance and Economics, analyzes the problems in the construction of the school enterprise cooperation project of the School of Finance and Economics, and proposes improvement suggestions, in order to explore an effective path for higher vocational colleges in finance and economics to promote the quality improvement of school enterprise cooperation projects.
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9

Shao, Liqun. "Exploration and Practice of Sustainable Development in Enterprise College." International Journal of Education and Humanities 10, no. 2 (August 29, 2023): 100–102. http://dx.doi.org/10.54097/ijeh.v10i2.11495.

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Анотація:
Enterprise colleges are conducive to promoting the reform of higher vocational education mode, comprehensively cultivating the comprehensive professional abilities of students in higher vocational colleges, and effectively improving the compatibility between talent cultivation and social needs. The construction of enterprise colleges should establish a three-level enterprise college system, establish an operating and evaluation mechanism for enterprise colleges, fully mobilize the enthusiasm of professional teachers to participate in school enterprise cooperation work, and solve the internal driving force mechanism of school enterprise cooperation.
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10

Kequan, Lin. "An Empirical Analysis of Local Governments’ Support for College Students’ Innovation and Entrepreneurship." Lex localis - Journal of Local Self-Government 22, no. 01 (February 1, 2024): 71–88. http://dx.doi.org/10.52152/22.1.71-88(2024).

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Анотація:
In order to improve the results of college students' innovation and entrepreneurship, local governments need to analyze from the perspectives of support policies, financial support, innovation model guidance and government-enterprise cooperation. Therefore, this paper proposes several assumptions. There is a positive correlation between government financial support and entrepreneurship rate, and whether government-enterprise cooperation, model guidance and financial support are the main influencing factors of college students' innovation and entrepreneurship support. The results showed that the innovation model was the indirect factor of college students' innovation and entrepreneurship, with an impact of 0.63, the government-enterprise cooperation was a secondary factor, and the influence was 0.89, the impact of policy and financial support on college innovation and entrepreneurship was a short-term impact, the government support policy was a long-term impact, and the school-enterprise cooperation was an intermediary factor. Therefore, local governments should strengthen early financial support and introduce support policies to promote the development of college students' innovation and entrepreneurship and ensure the effect of innovation and entrepreneurship.
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Дисертації з теми "College-school cooperation"

1

Kisker, Carrie Bourdon. "Integrating high school and community college a historical policy analysis /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264609461&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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2

Nelson, Alison J. Klass Patricia Harrington. "Characteristics of a school-university partnership a grounded theory approach /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202155860&clientId=43838.

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Анотація:
Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Patricia H. Klass (chair), Wendy Troxel, Amee Adkins, Paula Ressler. Includes bibliographical references (leaves 175-181) and abstract. Also available in print.
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3

Jordan, Mary Ann Huffman Jane Bumpers. "Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development Program." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3956.

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4

King, Sharon Hortense. "High school/college collaborative : the impact of a co-enrollment program on student success /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008369.

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5

Furedi, Andrew Leo. "Determining Leverage Points: A Program Design for a University/K12 Partnership." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/551.

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Анотація:
After a review of K12-University partnership models, research into the current local and national education reform context, and an in-depth analysis of contextual factors in the launching of an initiative, the author proposed a program design for K12-University partnerships that included five essential components necessary for successful implementation. These components, also termed leverage points, were: clarity of the problem, outcome planning, a theory of change, clear stakeholder enrollment and commitment, and flexibility. Actively acknowledging and factoring in the fluid nature of public education initiatives, the author framed this program design within that of the emergence principle of complexity theory, which drove the rationale for flexibility in the model. The study then turned to a deep review of the successes and lessons learned from a K12/University partnership that was launched without the benefit of this program design. Finally, the study analyzed this specific K12/University partnership through the lens of the five essential components and made recommendations about the efficacy of this specific model. In the current national climate of declining resources and the need for more effective and innovative partnerships in the K12 and University settings, this program design offered a roadmap for local partnerships throughout the country to positively impact the student success.
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6

Tatsui, Timothy Takashi. "Transforming aspirations to actions in early readiness programs action research in early college outreach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

He, Peichang, and 何佩嫦. "Learning to teach in school-university partnership: tension, agency and identity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858774.

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Анотація:
This thesis explores the identity formation of three EFL pre-service teachers during their teaching practicum in a school-university partnership school in Mainland China. Drawing on the sociocultural perspective, learning-to-teach is conceptualized as student teachers participating in and becoming a member of the communities of practice (Wenger, 1998) which consist of boundary-crossing members from both activity systems of the university and the school (Engestrom, 1987, 1999, 2001). Following a poststructural perspective, the student teachers’ learning-to-teach is also conceptualized as a process of “arguing for” (MacLure, 1993) their professional identities under dominant social discourses. Foucault’s (1983, 1985) concept of ethical identity formation elaborated into a framework of four ethico-political dimensions for doing teacher identity (Clarke, 2009) is adopted to further analysethe interactions between social structure and individual identity transformation. An ethnographic qualitative case study approach was adopted. Data collection methods included ethnographic observations of classroom interactions, focus group discussions and routine school activities, semi-structured interviews of student teachers and mentors, and collectioin of documents such as university teaching practicum documents, lesson plans, reflective diaries and newsletters. Both “content analysis” and “modified analytic induction” (Bogdan & Biklen, 2007; Merriam, 1998; Patton, 2002) were adopted to conduct within-case and cross-case data analysis. The multi-method approach allowed the researcher to collect and interpret data from both holistic and in-depth research perspectives which also enabled triangulations during data analysis. The analysis indicated that historical, cultural, political and economic forces intertwined and formed general social discourses. Their influences permeated into the discourses of both the university and the school activity systems. Due to the contradictory discourses of ELT education between the two institutions, the boundary-crossing learning-to-teach activities were replete with tensions, asymmetrical power relationships, and interpersonal conflicts, which combined to become driving forces for the different transformations of the three student teachers’ identities within the school-university partnership activity system as a global community of practice (COP). Due to different individual backgrounds, inner tensions and interpersonal conflicts within the COP, the student teachers led dissimilar legitimate peripheral participation (Lave & Wenger, 1991)trajectories through identifying themselves with different local sub-cops (T-cop and S-cop) in various modes of belonging. Under the domination of contradictory institutional discourses, the student teachers exercised their creative agencies and managed to find the “spaces” for their own freedom of self-formation via four ethico-political dimensions. Through critical reflection on the relation between the care of self and the care of others, the student teachers clarified, readjusted and reinforced their telos which is part and parcel of the ongoing interactions among the four ethico-political aspects of teacher identity. Based on the contradictions identified in this research, a critical and ethical pedagogy framework for EFL teacher education was conceptualized for ELT and teacher education programmes. This thesis also serves as an attempt to address teacher identity issues from the integrated perspectives of both sociocultural and poststructural approaches (Morgan, 2007) and to introduce the concept of ethico-politics of teacher identity to EFL teacher education.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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8

O'Keefe, Lynette Marie Hayes DeMarquis. "The effect of participation in advanced placement and/or dual credit on four-year graduation rates." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12172.

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9

Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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O'Keefe, Lynette Marie. "The Effect of Participation in Advanced Placement And/or Dual Credit on Four-year Graduation Rates." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12172/.

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Анотація:
Advanced Placement and dual credit programs are designed for high school students and are used to earn college credit and possibly gain college admissions advantages. The present research examined the impact of participation in one or both programs on four-year college graduation rates. Findings indicated significant differences between the programs as well as with students who did not participate in either program. Students in AP achieved the highest four-year graduation rate, followed by students in dual credit, both programs, and neither program. These findings indicate the need for further study to determine whether the programs substantially contribute to four-year graduation rates and what the implications are.
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Книги з теми "College-school cooperation"

1

Nancy, Carriuolo, and New England Association of Schools and Colleges., eds. Beginning and sustaining school/college partnerships. Winchester, Mass. (Sanborn House, 15 High St., Winchester 01890): New England Association of Schools and Colleges, 1991.

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2

Trubowitz, Sidney. How it works: Inside a school-college collaboration. New York: Teachers College Press, 1997.

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3

1939-, LaValle Kenneth P., New York (State). Legislature. Senate. Higher Education Committee., and Conference on College-School Partnership Programs (1984 : Albany, N.Y.), eds. College-school partnerships in education: A resource. [Albany, N.Y: The Committee], 1985.

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4

Carriuolo, Nancy. School-college collaboration: A way of redesigning the education pipeline. Columbia, S.C: National Resource Center for the Freshman Year Experience ; University of South Carolina, 1996.

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5

Educational Resources Information Center (U.S.), ed. School-university partnership: Restructing an urban school. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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6

Zasobina, G. A. Vzaimodeĭstvie shkol i vuzov v realizat︠s︡ii lichnostno-orientirovannykh tekhnologiĭ obrazovanii︠a︡: Tezisy dokladov mezhvuzovskoĭ nauchno-metodicheskoĭ konferent︠s︡ii : Ivanovo, 15 mai︠a︡ 1996 g. Ivanovo: Ivanovskiĭ gos. universitet, 1996.

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7

Russia) Gorodskai︠a︡ nauchno-prakticheskai︠a︡ konferent︠s︡ii︠a︡ "Obrazovatelʹnoe prostranstvo 'Shkola-Vuz'--modeli adaptat︠s︡ii i vzaimodeĭstvii︠a︡ na rynke obrazovatelʹnykh uslug" (2002 Kazanʹ. Obrazovatelʹnoe prostranstvo "Shkola-Vuz": Modeli adaptat︠s︡ii i vzaimodeĭstvii︠a︡ na rynke obrazovatelʹnykh uslug : materialy gorodskoĭ nauchno-prakticheskoĭ konferent︠s︡ii, 7-8 fevrali︠a︡ 2002 g. Kazanʹ: Tatarskiĭ in-t sodeĭstvii︠a︡ biznesu, 2002.

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8

Ferrara, JoAnne. Creating visions for university-school partnerships. Charlotte, NC: Information Age Publishing, 2014.

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9

1943-, Gips Crystal J., Stoel Carol, and American Association for Higher Education., eds. Making a place in the faculty rewards system for work with K-12: A project report of four universities. Washington, DC: American Association for Higher Education, 1999.

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10

A, Sirotnik Kenneth, and Goodlad John I, eds. School-university partnerships in action: Concepts, cases, and concerns. New York: Teachers College Press, 1988.

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Частини книг з теми "College-school cooperation"

1

King, Ronald. "School-college cooperation." In School and College, 115–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-8.

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2

Sun, Tianyi, and Lei Sun. "Construction of Multidimensional and Dynamic College Students’ Innovation and Entrepreneurship Platform Based on School-Enterprise Cooperation." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 336–44. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23944-1_37.

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3

Xiaoying, Feng, and Xie Xiaoli. "Construction of a Multi-dimensional Dynamic College Students’ Innovation and Entrepreneurship Platform Based on School-Enterprise Cooperation." In Application of Intelligent Systems in Multi-modal Information Analytics, 999–1004. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05484-6_134.

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4

Omar, Salam. "Strategic Planning in Education." In Strategic Thinking, Planning, and Management Practice in the Arab World, 238–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8048-5.ch012.

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Анотація:
BCAA is an outstanding school that was rated as one of the top schools in the UAE in 2016 and again in 2018. Taking into consideration the fact that strategic planning is an important factor in guiding educational organizations to achieve a shared vision, this case study provides its readers with a detailed guide for other schools to be aided with. This case study shows the commitment of the leadership team towards the strategic planning. It also highlights the importance and the different aspects of the planning. The researcher has interviewed the members of the leadership team in order to collect the required data for the study. The researcher analyzed the collected data thematically to provide other schools with a successful effective model of strategic planning. The findings of this study show that having a well-studied strategic plan in BCAA led it to succeed and to be evaluated as an outstanding college in all aspects. The results also reveal that the success of the BCAA strategic planning is due to the commitment, cooperation, effective communication, and sincerity of the people working at it.
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Stephany, Kathleen. "Augment Nursing School and Workplace Experience by Promoting Psychological Safety, Compassion Satisfaction and Joy in Work." In Trauma-informed Care for Nursing Education: Fostering a Caring Pedagogy, Resilience & Psychological Safety, 221–58. BENTHAM SCIENCE PUBLISHERS, 2024. http://dx.doi.org/10.2174/9789815223767124010010.

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Chapter Six presents an overview of how trauma-informed educational processes ensure that student nurses feel safe and supported in an ideal learning environment. Strategies that promote psychological safety are recommended followed by measures to foster compassion satisfaction and joy in work. Psychological safety consists of a civil and respectful place for learning to occur. Compassion satisfaction is derived from the gratification experienced by caregivers when caring for others, and joy in work consists of positive components in the work environment. Nursing students are a risk group for trauma, and they identify the following situations as sources of trauma, individual-related interpersonal experiences; those related to their role as students; trauma related to institutional and organizational exposure; and stressors associated with the community. The Four Core Assumptions of Trauma-informed Care are used as a guide to implementing psychological safety in nursing school and include specific measures for the classroom, simulation, and clinical settings. Those directly related to high-fidelity simulation include actions to make students feel safe before, during, and after each session. The positive feelings and six core assumptions associated with compassion satisfaction, and the role that self-compassion and worklife balance play are featured. Key aspects of the work environment that have the greatest impact on the well-being of nurses working in critical care consist of adequate staffing, meaningful recognition, and effective decision-making. Student nurses with a history of trauma can experience compassion satisfaction if they are able to identify with some of the positive aspects associated with being a trauma survivor. If new nurses are adequately supported by their employers they experience less stress, and increased fulfillment in their jobs. There are valuable justifications for creating joy in work. A focus on joy enhances the work experience, increases employee engagement, benefits the organization, and improves patient outcomes. Making the workplace happy is a shared responsibility, where everyone is expected to do their best work. Meaningful connection to other people is important where teamwork, cooperation, and a sense of camaraderie are ideal. Two specific forms of governance that promote joy in work are participatory and servant leadership. Psychological personal protective equipment (PPE) consists of individual and system-wide measures that support and safeguard the mental health of employees. Two Narrative Case Studies were presented. In the first one, a student nurse became re-traumatized when listening to a detailed story of someone’s traumatic experience. The second Narrative Case Study revealed how a new nurse considered leaving his high-acuity job because of a lack of appreciation. The following five learning activities were proposed, exploring assumptions about constructive feedback; ways to professionally express appreciation; understanding how you handle mistakes; creating a self-inventory to assess work-life balance; and incorporating the ten characteristics of servant leadership into practice. At the end of the Chapter, specific strategies were recommended to build college students’ self-confidence.
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Miller, Janell A., and Carl A. Young. "Cooperative Learning in Virtual High School English Language Arts." In Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies, 106–31. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5709-2.ch006.

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Cooperative learning (CL) has the potential to increase students' college and career readiness with benefits including higher student achievement, higher critical thinking, and greater psychological health (Johnson & Johnson, 1983, 1989; Kramarski & Mevarech, 2003; Natasi & Clements, 1991; Webb & Mastergeorge, 2003). This study explores student attitudes toward cooperative learning in two virtual high school English language arts (ELA) courses which occurred as a direct result of the COVID-19 pandemic. Employing action research methodology, the authors gained valuable insights about structuring cooperative learning in an online learning environment effectively. The study took place during the first eight weeks of two tenth grade ELA courses, one standard and one honors. Findings suggest many factors influence the implementation of effective cooperative learning within the virtual ELA classroom, including student attitudes and relationships, instructional time, class size, interdependence and group accountability, task completion, and modeling and practice.
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Rosalia, Christine, and Laura Baecher. "Virtual Interdisciplinary Experiences for Teachers of Writing." In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics, 128–56. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch007.

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This chapter describes how virtual fieldwork was perceived by candidates in two teacher education programs: Teaching English to Speakers of Other Languages (TESOL) and Adolescent English (AE) as they partnered with English Language Learners (ELLs) in a middle school and college setting. By jointly examining findings from these parallel initiatives, the affordances and constraints of technology as an interdisciplinary collaborative tool may be better understood. Overall, teacher candidates reported a desire for more such “real” fieldwork, even further contact with ELLs, and continued hands-on work with the texts of these diverse writers. Unanticipated findings relate to the benefits of the projects to the cooperating teachers at partner schools, who became involved in professional learning as the demands of the technology were negotiated and partnership with the university was strengthened. The projects also underscore the ways in which technology-based collaborations must be supervised and supported.
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Freeland, Richard M. "Transformation of the Urban University: Boston University, Boston College, and Northeastern, 1945–1972." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0012.

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Boston’s three local, private, teaching and service-oriented, commuter universities—Boston University, Boston College, and Northeastern, classic urban universities in the years before World War II—undertook to change themselves in fundamental ways during the golden age. B.U., reaching back to its nineteenth-century origins, sought to re-create itself as a comprehensive regional and national university. Boston College, drawing on the ancient academic traditions of the Society of Jesus, worked to become the nation’s top Jesuit university and a leading force in Catholic intellectual and professional life. Northeastern, with its philosophical roots in service to the low-income population and business community of Boston, tried to balance its historic concerns with a new impulse toward national prominence in cooperative education. All three invested heavily in graduate education and research, and B.U. and B.C., in upgrading their undergraduate student bodies, shed their identities as local, service-oriented campuses. At the end of the period, only N.U. remained centrally committed to the functions of an urban university, though it, too, had taken steps to reduce its emphasis on local service. Boston’s three nonelite, private universities were hit hard by World War II, but campus leaders were conscious of predictions that the return of peace would bring a new period of expansion. By the middle of the war, Presidents Marsh of B.U. and Ell of Northeastern and the provincial Jesuit hierarchy that governed B.C., frustrated by fifteen difficult years, were turning their attention to postwar opportunities. Throughout the war, Marsh later wrote, “we kept getting ready” to “jump quickly” after the fighting stopped. Ell was equally eager. “When the war is over,” he wrote in 1943, “Northeastern will be prepared.” The senior president among the universities of Massachusetts, B.U.’s Marsh was in his middle sixties during World War II and was determined to make concrete progress toward his institutional goals in the short period in office remaining to him. Since his appointment in 1926, he had emphasized three aspects of B.U.: its religious heritage as a non-sectarian, Methodist university with a strong School of Theology; its public-service role as a diversified educational resource for the Boston area; and its academic possibilities as one of the nation’s largest universities with a full range of graduate and professional programs.
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Тези доповідей конференцій з теми "College-school cooperation"

1

CHEN, JUNBO, YEQING YAN, JINGLAN XUE, MENGMENG JIN, WENXUE DONG, LIANGFANG ZHANG, LI CHEN, et al. "EXPLORATION AND RESEARCH ON THE PATH OF SCHOOL-ENTERPRISE COOPERATION IN HIGHER VOCATIONAL EDUCATION IN THE NEW ERA—TAKING ZHEJIANG G HIGHER VOCATIONAL COLLEGE AS AN EXAMPLE." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36052.

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School-enterprise cooperation is an indispensable mode in the development of higher vocational colleges, and it is also the main way for higher vocational colleges to improve their self-competitiveness. It plays a crucial role in cultivating students' innovative and practical ability. This paper takes Zhejiang G higher vocational college as the research object, analyzes the problems of school-enterprise cooperation in this college, and puts forward a new path of school-enterprise cooperation in higher vocational colleges, which has certain practical significance for the development of higher vocational education in China.
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Hu, Bingyao. "School-enterprise Cooperation College Students' Innovation and Entrepreneurship Improvement under the "Internet" Perspective." In ICISCAE 2021: 2021 IEEE 4th International Conference on Information Systems and Computer Aided Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3482632.3483099.

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Ji, Xianbing, and Yinxia Chen. "Study on the Personnel Training Mode of School-Enterprise Cooperation in Higher Vocational College." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.67.

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"Study on Innovation and Entrepreneurship Education Model of School-enterprise Cooperation of College Students." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.101.

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Jianjiang, Zheng, and Lv Chunli. "Evaluation and Assessment of Students in College-School-Enterprise Cooperation Based on Entropy Bayesian Method." In 2020 IEEE International Conference on Information Technology,Big Data and Artificial Intelligence (ICIBA). IEEE, 2020. http://dx.doi.org/10.1109/iciba50161.2020.9276814.

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Tang, Lifeng. "Research on the Language Teaching Characteristics in Chinese-Foreign Cooperation in Running School Project -- Taking Chinese-Foreign Cooperation in Running School Project in Guangzhou College of Commerce as an Example." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.64.

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Mi, Na, Lin Zhu, and Jinjuan Zhu. "Analysis on the School-enterprise Cooperation Model of "Two-way Intervention and Deep Integration" of Independent College——Taking Chengxian College of Southeast University as an Example." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.216.

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Shi, Shucui, Chunlei Han, and Qiang Han. "Research on the Training of College Students' Entrepreneurial Ability in Private Colleges and Universities Based on the School-enterprise Cooperation Mode." In 2018 International Conference on Management and Education, Humanities and Social Sciences (MEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mehss-18.2018.33.

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Li, Jing, Yu He, and Yili Zheng. "Research on Talent Training Mode of School Enterprise Cooperation in Application Oriented Independent College-Case Study on Major of E-commerce." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.102.

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Li, Chunhong. "Exploration and Practice of Modern Apprenticeship Based on the Cooperation between School and Enterprise-Taking Chongqing Business Vocational College as an Example." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.114.

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Звіти організацій з теми "College-school cooperation"

1

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

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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