Relevant bibliographies by topics / Co-educational education

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

Academic literature on the topic 'Co-educational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Co-educational education"

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Hayhoe, Ruth. "Sino-Western educational co-operation: History and perspectives." Prospects 15, no. 2 (June 1985): 251–61. http://dx.doi.org/10.1007/bf02196894.

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McNicol∗, Don. "Educational Profiles, Funding Levels, and Co‐ordination." Journal of Tertiary Education Administration 10, no. 1 (May 1988): 27–37. http://dx.doi.org/10.1080/0157603880100103.

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Portman, Penny, and Suzanne L. Nelson. "Co-educational Physical Education: Finding Solutions and Meeting the Challenges." Strategies 15, no. 1 (September 2001): 20–23. http://dx.doi.org/10.1080/08924562.2001.10591516.

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Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.

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Dávila, Juan Ruben, and Johanna L. Keirns. "The effect of co-designing on educational transfer between cultures." Educational Technology Research and Development 42, no. 4 (December 1994): 89–100. http://dx.doi.org/10.1007/bf02298057.

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Strogilos, Vasilis, and Elias Avramidis. "Teaching experiences of students with special educational needs in co-taught and non-co-taught classes." Journal of Research in Special Educational Needs 16, no. 1 (December 27, 2013): 24–33. http://dx.doi.org/10.1111/1471-3802.12052.

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Härkki, Tellervo, Henriikka Vartiainen, Pirita Seitamaa-Hakkarainen, and Kai Hakkarainen. "Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change." Teaching and Teacher Education 97 (January 2021): 103188. http://dx.doi.org/10.1016/j.tate.2020.103188.

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Mihic, Ivana, Marija Zotovic, Jelica Petrovic, and Bojana Avic. "Educational processes in the family: Linkage between the quality of dyad and triad relations." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 100–115. http://dx.doi.org/10.2298/zipi0901100m.

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The goal of the research presented in this paper is to describe the relations between educational styles as dyad and co-parenting relations, as well as triad relations in the family which include processes of upbringing and taking care of the child. The sample comprised families with an adolescent. Data were obtained from 200 respondents, of the average age of 18. Respondents evaluated educational styles of their parents (separately father's, separately mother's) in the Questionnaire for evaluating parenting style, and then also the quality of co-parenting cooperation in their families in the questionnaire Co-parenting relations in the family. The results indicate a significant correlation between the dimensions of parental styles and co-parenting relation. In that process, more prominent is the contribution of affective dimensions of parenting style, and what was also perceived and described are the differences in mutual relations of educational styles and co-parenting cooperation regarding parent's gender. The effects of the evaluated co-parental cooperation on educational behavior of the father are more evident.
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E. Witte, Anne. "Co-operation – the missing value of business education." Journal of Management Development 33, no. 4 (April 8, 2014): 357–73. http://dx.doi.org/10.1108/jmd-02-2013-0027.

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Purpose – The purpose of this paper is to demonstrate that co-operation is a vital behavioral skill that should be developed in educational systems, particularly business and management programs, because it is an intangible factor that boosts productive output. Design/methodology/approach – The paper explains why co-operation is an important intangible factor for organizations and the larger economy. It recommends the development of educational designs to remediate the pedagogical lack of focus on the cooperative disposition. Findings – Co-operation is contingent on trust – an indispensable factor to engage in distant relations, accept rule of law across nations, and confer in intermediaries the authority to arbitrate unresolved differences between organizations. In other words, without co-operation, people within organizations commit themselves to parochial concerns, inhibiting efforts to combine resources toward a collective goal. The lack of a cooperative attitude is not destiny – it can be forged through careful educational designs and organizational strategy. Research limitations/implications – There is little empirical data available to measure co-operation in a diverse environment and co-operation is an intangible concept that is difficult to pin to specific organizational habits. The concepts developed here based on broad social science data would do will to be tested in an empirical framework at the micro level. Practical implications – Low co-operation arises in an environment which does not foster trust. Management might inadvertently reward low organizational capacity by not evaluating co-operation and monitoring narcissism. Recruiters need to adapt recruitment strategies that pinpoint individuals capable of managing the specific co-operation needs of situational organizations, especially in diverse situations. A successful managerial education program will target training that optimizes thoughtful and sustainable co-operation. Social implications – Co-operation is a factor of sustainability for development but also for the modern organization. It is both a moral and methodological disposition that fosters collective action positively, while inhibiting in-group interests. Originality/value – Formal management training to instill a thoughtful sense of co-operation would complement the current emphasis on teamwork and leadership. Without the moral and methodological goal of being co-operative for the greater good, organizations waste human resources and fail to reap benefits from collective productions.
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Farrell, Michael. "The Role of the Special Educational Needs Co‐ordinator: Looking Forward." Support for Learning 13, no. 2 (May 1998): 82–86. http://dx.doi.org/10.1111/1467-9604.00063.

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Dissertations / Theses on the topic "Co-educational education"

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Stanley, Monica. "Co-operative education : an effective educational strategy." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/482.

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Co-operative Education is an integrated learning model that consists of an academic and Experiential Learning component. The concept of Co-operative Education is based on the application of theory and knowledge obtained in the classroom, and the development of practical skills using current technology and techniques in a real workplace context. Co-operative Education is formally recognised as an educational strategy and academic program that is part of the integrated curriculum. The primary aim of Co-operative Education is to prepare a graduate for a particular vocation or profession and is based on a co-operative partnership between a learning institution, an employer and a student, with specified responsibilities for each stakeholder or partner. Experiential Learning is a component of Co-operative Education and consists of interactions such as a formal training module, vocational learning and career experiences. Experiential Learning plays a crucial role in the development of attitudes such as responsible citizenship and professional ethics. The interdependence of the academic and Experiential Learning component of certain curriculum provide a learning experience adequate to meet the demands specified in learning outcomes of teaching programmes and qualifications. The purpose of this paper is to introduce the fundamental concept of Co-operative Education and to briefly explain and evaluate the current practices at the Central University of Technology, Free State.
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Paulsen, Magdalena Elizabeth. "Co-operative learning for learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53734.

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Dissertation (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills.
AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.
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Xanthopoulou, Pinelopi. "Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32458.

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Co-teaching as an inclusive educational model is a new approach in Greece which aims to support the inclusion of children with special educational needs (SEN) in mainstream schools. This research aimed to investigate and evaluate co-teaching practices as well as teachers’ and students’ with SEN perceptions with regard to co-teaching. This research adopted a mixed methodology in two independent phases in order to address the needs of the study. Namely, 140 teachers were surveyed and multiple case studies of five different secondary co-taught classrooms were incorporated. This study showed that the way co-teaching is implemented in Greek secondary schools is closer to the model of “one teach-one assist”. Specifically, co-teachers saw the general teacher as responsible for all children, while the special teacher as responsible for an individual child with SEN included in a mainstream classroom. Thus, limited special teacher role expansion to all children was observed. The study showed that the general teachers were more negative about the sharing of various classroom responsibilities compared to the special teachers. Moreover, the approach of children’s withdrawal out of class was implemented to a significant extent. According to the research findings it was largely the special teachers who preferred this integrated approach and not the general teachers. Also, limited differentiation and grouping methods were used by co-teachers. In addition, this study indicated that co-teaching pairs did not collaborate with each other in an extensive way and did not commonly plan lessons together. Thus, teacher participants were quite sceptical in relation to the potential personal benefits of co-teaching to themselves. This study showed teacher training in co-teaching, teachers’ sensitivity and positive attitudes towards children with SEN, collaboration between co-teachers and mutual planning time, clear and official allocation of co-teaching roles and special teachers employment at the beginning of the academic year were all regarded as factors which would facilitate the successful implementation of co-teaching. Interestingly, the present study revealed that from the perspectives of both teachers and children with SEN the model of “one teach-one assist” seemed to have positive academic outcomes to children with SEN. However, the model of “one teach-one assist” seemed to have not only positive but also negative social and personal outcomes for children with SEN. From the perspective of some teachers and children with SEN respondents it seems that the model of “one teach-one assist” limited the social interactions of some children with SEN and interrelationships with the remaining children, which was due to sitting next to them during the lesson time and escorting them during the break time. Moreover, children with SEN did not see that co-teaching resulted in their social skills development. As a result some children with SEN expressed their unwillingness to be supported by a special teacher during the following academic year. Among the various disadvantages of co-teaching that children with SEN mentioned was the confusion that they usually felt when both teachers were speaking simultaneously. Lastly, children with SEN who experienced the out of class support expressed their preference for being supported out of the mainstream classroom. This was because they saw that the out of class support benefited them academically.
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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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O'Keefe, Barbara A. "A study in educational motivation, students' motivation related beliefs concerning co-operative education and school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ42417.pdf.

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Griffiths, Eve. "'The best of both worlds' or 'a compromise policy'? : co-location as a form of educational placement for pupils with special educational needs." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5232/.

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Co-location involves the physical placement of two schools onto one site. By some it is seen as a ‘compromise policy’ which prevents inclusion, whilst other authors argue that it offers ‘the best of both worlds’ in allowing pupils with special needs to access both mainstream and special school environments. The teacher-research presented here focused on the co-location of a special school with a mainstream secondary school. It used formal interviews and questionnaires to explore the attitudes of staff and parents towards the co-location and a ‘mosaic’ (Clark and Moss, 2001, p.1) of child-friendly methods to access the opinions of pupils from both schools. The research also included case studies of two co-located special schools which further explored the concept of co-location and considered the relationship of co-location to broader literature relating to the educational placement and inclusion of children with special needs. The research discovered that participants from the mainstream school were generally less concerned about the co-location than the special school participants. Participants from the special school were concerned about bullying, inequality and educational failure as a result of the co-location. Participants from all groups spoke with enthusiasm about the potential of the co-location to deconstruct prejudices and offer staff and pupils opportunities to learn together. The research concludes that co-located schools can be ‘autonomous’ and joined only by their physical placement on the same site, or that the schools can become ‘collaborative’ and work together to offer a unique inclusive learning environment.
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Herrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.

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Yates, Cordelia Azumi. "Co-Teaching: Loss of professional space from the perspective of special education and general education teachers." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3573.

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This study investigated the perspectives of special and general education teachers on the loss of their professional space because of the co-teaching program. This was accomplished through the qualitative methods of data collection and analysis, by in-depth semi-structured face-to-face interviews that were recorded using an electronic device and note taking. The interviews were conducted individually with six high school teachers from public schools, of which four were special education teachers and two were general education teachers. These interviews revealed that teachers defined professional space as personal identity and felt that the loss of their professional space emotionally impacted them. The interviews further revealed the lack of acceptance of the program by the teachers, who felt that administrative support was insufficient. Also, the findings revealed that the special education teachers felt marginalized and disrespected by the students in the co-taught classroom. This was largely because of the visual impact of the small space allocated to them in the co-taught general education classroom; while the general education teachers felt inconvenienced and pressurized into making space for the SPED teachers. The study concludes that school leaders, program developers, and policymakers should consider the perspectives of co-teachers and include them in the decision-making process before program implementation, thereby fostering teacher acceptance and program effectiveness, that would ultimately benefit the students. The key suggestions of this study are the need for the school district to hire new teachers, specifically for the co-taught program, and to provide training for both school leaders and the teachers.
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Krieger, Carl Thomas. "Using Moore's Transactional Distance Theory to Examine Selected Online Co-Curricular Educational Opportunities in Student Affairs." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80474.

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The ubiquitous nature of digital and social media has had a tremendous impact on higher education. In essence, these new pedagogical media has required faculty members to learn new methodologies to deliver their course content—often through distance education approaches. Transactional Distance Theory, designed by distance research scholar Michael Moore, is the preferred framework for instructional design for distance education. Even though there are examples of student affairs educators teaching students online, there are limited references to distance learning theory as a foundation for the work they are doing. This study was designed to explore the ways in which two online orientation co-curricular educational opportunities (CCeOs) created for student affairs departments adhere to the tenets of Moore's Transactional Distance Theory. In addition, a secondary purpose was to identify tangible examples that could inform an operationalize definition of Moore's Transactional Distance Theory for application in student affairs online CCeO development and, ultimately, enhance learning efficacy for these online educational programs, which is the purpose of an instructional design theory. The theoretical framework for this study was Moore's Transactional Distance theory. Document analysis was used to assess and interpret materials from two online orientation programs. The findings of this investigation reveal the existence of two online CCeOs created by, or for, student affairs educators that adhere in significant, although limited, ways to a pedagogical theory traditionally used in online course design.
Ph. D.
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Moss, Cassandra L. "Role Conflict and Role Ambiguity as Predictors of Burnout in Special and General Education Co-teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/44.

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Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 general educators who co-taught at 8 urban elementary schools. Participants completed the Role Conflict and Role Ambiguity Scales and the 3 scales of the MBI-ES. Multiple regression analyses were performed to examine the relationship of role ambiguity and role conflict (independent variables) to each of the burnout scales (dependent variables). Each dependent variable was analyzed separately, as were data from special and general educators. Therefore, data analysis consisted of 6 separate regressions. The regression analyses indicated that role ambiguity was significantly related to personal accomplishment in both special and general education co-teachers while emotional exhaustion was significantly related to role conflict in both special and general education co-teachers. This information may lead to improved understanding of the factors contributing to burnout among co-teachers and to the design of appropriate interventions to address this problem.
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Books on the topic "Co-educational education"

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Bisset, Sharon. Gender and physical education: an investigation into co-educational initiatives within two secondary schools. Uxbridge: Brunel University, 1994.

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Kokuritsu Kyōiku Kenkyūjo (Japan). Ajia Chiiki Kyōiku Kyōryokushitsu. Educational co-operation in Asia and the Pacific: 20 years of NIER's activities. Tokyo: The Section, 1987.

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O'Malley, Gráinne M. Educational provision for pupils with special needs in primary schools in Co. Offaly. Dublin: University College Dublin, 1998.

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Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.
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Timpane, P. Michael. National directions in education research planning: A conference co-sponsored by the National Educational Research Policy and Priorities Board and Office of Educational Research and Improvement, U.S. Department of Education, June 17-18, 1998. Washington, DC (80 F St., NW, Ste. 100, Washington 20208-7564): The Board, 1998.

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Organisation for economic co-operation and development. Education at a Glance 2008: OECD Indicators. Washington: Organization for Economic Cooperation & Development, 2008.

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Aspeslagh, Robert. Pax et libertas civium: The role of the universities : a survey of educational and research programmes of universities and research institutes in the Europe region devoted to international understanding, co-operation, peace, and respect for human rights. Bucharest, Romania: European Centre for Higher Education (CEPES), 1989.

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National, Directions in Education Research Planning (1998 McLean Va ). National Directions in Education Research Planning: A conference co-sponsored by the National Educational Research Policy and Priorities Board and Office of Educational Research and Improvement, U.S. Department of Education, June 17-18, 1998 : report on the conference. [Washington, D.C.]: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1998.

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National Directions in Education Research Planning (1998 McLean, Va.). National Directions in Education Research Planning: A conference co-sponsored by the National Educational Research Policy and Priorities Board and Office of Educational Research and Improvement, U.S. Department of Education, June 17-18, 1998 : report on the conference. [Washington, D.C.]: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1998.

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1934-, Timpane P. Michael, United States. National Educational Research Policy and Priorities Board, and United States. Office of Educational Research and Improvement, eds. National Directions in Education Research Planning: A conference co-sponsored by the National Educational Research Policy and Priorities Board and Office of Educational Research and Improvement, U.S. Department of Education, June 17-18, 1998 : report on the conference. [Washington, D.C.]: National Educational Research Policy and Priorities Board, U.S. Dept. of Education, 1998.

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Book chapters on the topic "Co-educational education"

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Jülicher, Tim. "Education 2.0: Learning Analytics, Educational Data Mining and Co." In Big Data in Context, 47–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62461-7_6.

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Gravett, Karen, Emma Medland, and Naomi E. Winstone. "Engaging Students as Co-designers in Educational Innovation." In Engaging Student Voices in Higher Education, 297–313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_18.

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Wärvik, Gun-Britt, Caroline Runesdotter, and Daniel Pettersson. "Co-production of knowledge on the educational Agora." In New Practices of Comparison, Quantification and Expertise in Education, 145–58. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429464904-10.

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Downey, Greg, Kate Lloyd, Rebecca Bilous, Laura Hammersley, Felicity Rawlings-Sanaei, María Florencia Amigó, Samantha Gilchrist, Michaela Baker, and Eryn Coffey. "“Classroom of Many Cultures”: Educational Design Opportunities in Intercultural Co-creation." In The Globalisation of Higher Education, 45–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74579-4_3.

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Eikeland, Ingrid, and Dagny Stuedahl. "Co-Designing a Controversy-Based Educational Programme in a Science Centre." In Contributions from Science Education Research, 9–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74266-9_2.

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Antoniou, Panagiotis, Anna Bamidou, Ioannis Tartanis, Ioannis Vrellis, and Panagiotis Bamidis. "From Expert Consulting to Co-creation in Medical Education; Co-creating an Exploratory Educational Space for Orthopedic Medical Education." In Communications in Computer and Information Science, 622–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20954-4_47.

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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Oude Groote Beverborg, Arnoud, Tobias Feldhoff, Katharina Maag Merki, and Falk Radisch. "Introduction." In Accountability and Educational Improvement, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_1.

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AbstractSchools are continuously confronted with various forms of change, including changes in students’ demographics, large-scale educational reforms, and accountability policies aimed at improving the quality of education. On the part of the schools, this requires sustained adaptation to, and co-development with, such changes to maintain or improve educational quality. As schools are multilevel, complex, and dynamic organizations, many conditions, factors, actors, and practices, as well as the (loosely coupled) interplay between them, can be involved therein (e.g. professional learning communities, accountability systems, leadership, instruction, stakeholders, etc.). School improvement can thus be understood through theories that are based on knowledge of systematic mechanisms that lead to effective schooling in combination with knowledge of context and path dependencies in individual school improvement journeys. Moreover, because theory-building, measuring, and analysing co-develop, fully understanding the school improvement process requires basic knowledge of the latest methodological and analytical developments and corresponding conceptualizations, as well as a continuous discourse on the link between theory and methodology. The complexity places high demands on the designs and methodologies from those who are tasked with empirically assessing and fostering improvements (e.g. educational researchers, quality care departments, and educational inspectorates).
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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity, 145–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.
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Moura, Inês Santos, and Vania Baldi. "Co-design and Shared Practices: An Overview of Processes of Learning in Nonformal Educational Contexts." In Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, 179–88. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3930-2_14.

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Conference papers on the topic "Co-educational education"

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Henderson, Charles, Andrea Beach, and Michael Famiano. "Diffusion of Educational Innovations via Co-Teaching." In 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508706.

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Schegoleva, Irina, Svetlana Butova, Ludmila Ivanova, and Nelya Korbukova. "THE STUDENT AS CO-ORGANIZER OF THE EDUCATIONAL PROCESS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2092.

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Chang, Shi-Chung, Jennifer Wen-Shya Lee, Kun-You Lin, Ho-Lin Chen, Jiun-Peng Chen, Shih-Yuan Chen, Chien-Mo Li, et al. "Student Engagement in Co-designing and Co-teaching Cornerstone Course of EECS Design and Implementation at National Taiwan University." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11176.

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International higher education policies and literature have called for students and faculty to collaborate effectively in the co-designing and co-teaching of curricula. In the fall of 2017, the Department of Electrical Engineering of National Taiwan University launched the “Creative Cornerstone Course Design for ICT+ and Engineering Education” course, which is a co-design course, to engage higher division and graduate students in co-creating and co-teaching the curriculum of a “Cornerstone EECS Design and Implementation” freshman course, which was a cornerstone course to be conducted in the spring of 2018. This paper presents the educational practice and learning outcomes of the co-design course. The implementation of the co-design course involved the following activities: (a) project- and team-based learning approaches, (b) active student partnership with teachers for designing the cornerstone course curriculum, and (c) preparatory cultivation of the students as teaching assistants for co-teaching. Learning outcome analysis indicated that freshman students significantly benefited in terms of their self-exploration of ICT-related subjects, basic professional knowledge, operational techniques, and confidence in self-learning when the cornerstone course was developed through co-designing.+ICT: Information and Communication Technology
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Pears, Matthew, James Henderson, Panagiotis D. Bamidis, Constantinos S. Pattichis, Klas Karlgren, Heather Wharrad, and Stathis Th Konstantinidis. "CO-CREATION OF CHATBOTS AS AN EDUCATIONAL RESOURCE- TRAINING THE TRAINERS WORKSHOP." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1570.

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Meneses-Ortegon, Juan Pablo, Teodor Jove, Ramon Fabregat, and Mery Yolima Uribe-Rios. "Knowlegde management for co-creating educational material with high ability students, teachers and parents." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363436.

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Pappa, Dimitra, Constantin Manolitsis, Constantin Makropoulos, and Vassilis Pitsilis. "CO-CREATION IN THE DESIGN AND DEVELOPMENT OF EDUCATIONAL TOURISM: THE CLOUDLEDGE SYSTEM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0970.

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Meneses-Ortegón, Juan Pablo, Teodor Jové, Ramon Fabregat, Mery Yolima Uribe-Rios, and Joan Puiggalí. "KNOWLEDGE MANAGEMENT TOOLS AND TECHNICS TO SUPPORT CO-CREATION PROCESS OF EDUCATIONAL MATERIAL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2516.

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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th grade students. Students exposed to the modified video game significantly improved their immediate recall of knowledge level history items. Students expressed interest in future educational game playing and felt that they had a better understanding of application level history items. While these results are encouraging, the small sample size of this experiment prevents generalization and necessitates further study.
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Baldiris Navarro, Silvia Margarita, Mariana Tezón, Clemencia Zapata, Yuliana Puerta, Victor Valdelamar, Enyel Manyoma, José Noriega, Olga Haydar, and Evelin Tirado. "CO-CREEMOS, A STRATEGY FOR ATTENTION TO DIVERSITY THROUGH THE ADOPTION OF OPEN EDUCATIONAL RESOURCES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0336.

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Romero, Margarida, and Yannick Dupont. "EDUCATIONAL ROBOTICS: FROM PROCEDURAL LEARNING TO CO-CREATIVE PROJECT ORIENTED CHALLENGES WITH LEGO WEDO." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0318.

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Reports on the topic "Co-educational education"

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'Teacher parent co-production to develop new educational models for the pandemic - and beyond' - Professor Helen Minnis. ACAMH, August 2021. http://dx.doi.org/10.13056/acamh.16654.

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Recorded via video link for the Emmanuel Miller Memorial Lecture and Conference 'Child and adolescent mental health: what have we learnt during the Covid-19 pandemic? Looking back, Looking forward' on Friday 19 March 2021. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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The Initiative Project on the Guideline of the Understanding Framework on the Veterinary Profession in ASEAN (GUFVA 2014). O.I.E (World Organisation for Animal Health), June 2014. http://dx.doi.org/10.20506/standz.2791.

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To facilitate an initial discussion regarding the ASEAN Mutual Recognition Agreement (MRA) for the Veterinary Profession, Faculty of Veterinary Science and the ASEAN Studies Center, Chulalongkorn University, Veterinary Council of Thailand and Department of Livestock Development, Ministry of Agriculture and Cooperative, Royal Thai Government, in collaboration with World Organisation for Animal Health (OIE) Sub-Regional Representation for South-East Asia, and the Federation of Asian Veterinary Associations (FAVA), organised the GUFVA 2014 in Bangkok, Thailand on 25-27 June 2014. The meeting was attended by the ASEAN Secretariat, representatives from the Veterinary Educational Establishments (VEEs) and Veterinary Statutory Bodies (VSBs) of the ASEAN Member States, as well as the organising institutions and organizations (OIE SRR SEA, FAVA, SEAVSA, and Veterinary Associations). The meeting was supported by the Innovative Thai-ASEAN Academic Co-operation at Chulalongkorn University: ITAAC@CU).
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