Готові списки джерел за темами / College-school cooperation

Добірка наукової літератури з теми "College-school cooperation"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 2 березня 2023

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Статті в журналах з теми "College-school cooperation":

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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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)?

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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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.

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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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.

TSUKAMOTO, Shunsuke, and Makoto UCHIYAMA. "An Organic Cooperation of Technical College Advanced Engineering Course and Graduate School." Journal of JSEE 65, no. 5 (2017): 5_83–5_86. http://dx.doi.org/10.4307/jsee.65.5_83.

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Vaughan, Elinor F. "Stanly Technical College LRC Initiates Cooperation with Local High School Media Centers." Community & Junior College Libraries 5, no. 2 (December 19, 1988): 86–91. http://dx.doi.org/10.1300/j107v05n02_14.

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Bai, Haiqi, and Mengxiao Han. "The Analysis and Improvement Strategies on College Students' Employment and Entrepreneurship Measures - Taking Universities in Hebei Province as an Example." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 121–29. http://dx.doi.org/10.1515/cplbu-2017-0017.

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Abstract Since the enrollment expansion of colleges and universities, University graduates have proliferated in China, the employment of college graduates is becoming more and more difficult. Real situation requires colleges and universities must spend big strength in starting a business to promote graduates employment. Based on colleges and universities to promote university students' employment entrepreneurship support measures as the research content, with in 5 colleges and universities in hebei province as the research object, through the investigation and study and literature analysis, the paper analyzes the problems existing in the guidance of employment and entrepreneurship, entrepreneurship education, school enterprise cooperation, employment. At the same time reference to the United Kingdom and the United States of college students employment experience, the paper put forward the improvement measures of the colleges and universities in the current stage to promote the employment and Entrepreneurship of College Students: equal emphasis on service and development in the field of employment guidance, the unity of theory and practice in the aspect of entrepreneurship education, in the aspect of school enterprise cooperation to achieve win-win.

Dees, Roberta L. "The Role of Cooperative Learning in Increasing Problem-Solving Ability in a College Remedial Course." Journal for Research in Mathematics Education 22, no. 5 (November 1991): 409–21. http://dx.doi.org/10.5951/jresematheduc.22.5.0409.

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This study was conducted in a college remedial mathematics course to determine whether a minimal level of teacher intervention could induce cooperative learning on the part of students and whether cooperative learning would help students increase their problem-solving skills in mathematics. The intact, four-credit semester course included high school algebra and geometry. Practical methods that induced cooperation, with only three direct teacher interventions during the semester, are described. Instruments for evaluation of achievement included multiple-choice skills tests and open-ended teacher-made tests. Students using cooperative learning performed as well as or better than the control on every measure. Outcome variables that showed significant differences in favor of cooperative learning were solving word problems in algebra and proof-writing in geometry. It was concluded that the resulting increase in students' problem-solving abilities justified use of the method.

Tian, Jia, and Jian Fang. "Analysis on the Cooperation Mode of Robot “Industry College” Based on School-Enterprise Integration." IOP Conference Series: Materials Science and Engineering 750 (March 24, 2020): 012199. http://dx.doi.org/10.1088/1757-899x/750/1/012199.

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Belcastro, Sarah-Marie. "Sound Off!: To Include More Students, Don't Focus on Contests: Prepare for Mathematics!" Mathematics Teacher 97, no. 2 (February 2004): 84–86. http://dx.doi.org/10.5951/mt.97.2.0084.

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I DON'T LIKE MATHEMATICS CONTESTS. I PARTICIPATED in some local contests in high school, was unaware of the existence of regional and national contests, and avoided the Putnam in college. My general philosophical bent is toward cooperation rather than competition and toward mathematical enrichment rather than acceleration in the calculus stream. However, I also have nonemotional reasons for disliking contests, which I give in this article. Additionally, I will relate efforts to diversify participation in contests to efforts to make extracurricular mathematics more welcoming to all students. Finally, inspired by the Hampshire College Summer Studies in Mathematics program (www.hcssim.org), I have some suggestions for more-inclusive high school mathematical activities.

Huang, Chuanda. "Discussion on Ways to Cultivate Entrepreneurial Talents in Higher Vocational Colleges Under School-Enterprise Cooperation Mode." Learning & Education 10, no. 8 (June 20, 2022): 171. http://dx.doi.org/10.18282/l-e.v10i8.3109.

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At present, our country’s higher vocational colleges on campus student talent training mode is used independently trains, but as a result of higher vocational college graduates for the current market environment to accept ability is bad, how to create a new way of talent training, enabling graduates in higher vocational colleges to better accept changing market conditions, in order to better solve the problem of higher vocational college graduates employment. Based on this, this paper will mainly discuss and analyze the ways of entrepreneurship talent training in higher vocational colleges under the school-enterprise cooperation mode, for reference and exchange of relevant people.

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Дисертації з теми "College-school cooperation":

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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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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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.

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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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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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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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.

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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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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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

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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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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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":

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

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L, Wiseman Donna, Knight Stephanie L, and American Association of Colleges for Teacher Education., eds. Linking: School-university collaboration and K-12 student outcomes. Washington, D.C: AACTE, 2003.

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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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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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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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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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P, Wilbur Franklin, and Lambert Leo M, eds. Linking America's schools and colleges: Guide to partnerships & national directory. Washington, D.C: American Association for Higher Education, 1991.

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

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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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Частини книг з теми "College-school cooperation":

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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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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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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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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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.

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.

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.

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.

Тези доповідей конференцій з теми "College-school cooperation":

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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Zhou, Liang, Yusheng Wang, Wenjing Zhang, and Wenshu Li. "Exploration on the Construction of Hybrid Teaching System of College Students’ Entrepreneurship and Innovation Training Projects from the Perspective of School-Enterprise Cooperation." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.037.

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Звіти організацій з теми "College-school cooperation":

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.