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Dissertations / Theses on the topic 'Education, Cooperative |'

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Published: 26 July 2024

Last updated: 31 July 2025

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1

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

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2

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

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The purpose of this paper has been to chart and problematize the socio-cultural based method, cooperative learning, as a didactic tool in physical education through a case study. This study was based upon the challenge of inclusive education, and through cooperative learning the aim was to investigate whether the method is useful or not in physical education. The case study was based upon an annotated bibliography, which indicated that cooperative learning points to predominantly positive outcomes among younger students, such as increased inner motivation to learn. Meanwhile, previous research

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3

Zhang, Jingyang. "Cooperative Learning in Outdoor Education." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104699.

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Interpersonal growth is one part of the definition of outdoor education. Collaboration and common purpose are key phrases in cooperation learning. Both those two teaching methods are including students’ social development. To find out the effects of teachers’ and students’ attitude toward cooperative learning in outdoor education, this study explores the benefits and limitations of group work in outdoor education theoretically. Also, this study explores the attitudes of teachers and students regarding group work in outdoor learning. Questionnaires were used to find the students’ opinion of gro

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4

Kirschner, Paul A. "The inevitable duality of education: cooperative higher education." Maastricht : Maastricht : Unigraphic ; University Library, Maastricht University [Host], 2000. http://arno.unimaas.nl/show.cgi?fid=13055.

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5

Douglas, George. "Cooperative education in the apprenticeable trades." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0015/MQ37517.pdf.

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6

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

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7

DeLap, Darice A. "The relationship between children's cooperative behaviors and parent's knowledge of cooperative learning /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998882654.pdf.

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8

Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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9

Jolliffe, Wendy. "The implementation of cooperative learning : a case study of cooperative learning in a networked learning community." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:4453.

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This thesis presents a case study of the implementation of cooperative learning in a networked learning community of two secondary schools and eight primary schools in the north of England. How this came about in a context of national educational prescription, in which cooperative learning has played little part, has driven this research. Before examining this further, however, it is important to clarify what is meant by cooperative learning. Based on this, the rationale for the research will be presented, together with the research questions. The chapter will conclude with an overview of the

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10

Moreno, Cosio Macario 1954. "Implementation of cooperative learning in Mexican high schools." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282627.

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The purpose of this study has to describe and analyze the change processes experienced by Mexican social studies high school teachers is their classrooms after having been trained in the use of cooperative learning through small work groups. After the training, two teachers implemented this instructional method. The investigation was conducted in two urban high schools from the Autonomous University of Sinaloa, Mexico. The participants in the training program were made up of 14 teachers from 3 different high schools. Two of these teachers were selected by the researcher to put into practice th

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11

Fermanich, Sheri Ann. "An evaluation of the cooperative education skill standards certificate program in marketing education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fermanichs.pdf.

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12

Weisz, Miriam S., and miriam weisz@rmit edu au. "The added value of a cooperative education program." RMIT University. Management, 2002. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050309.163332.

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Co-operative education (co-op) is a form of work-integrated-learning that involves university undergraduate students undertaking full-time paid and discipline-related employment as a structured part of their program of study. Co-op programs provide learning opportunities for students that enable them to integrate their work and their academic experiences. Such opportunities, provided that a number of conditions are met, can lead to deep level learning. Deep level learning results when students engage in and interact with the material that they are learning so that the material is integrated

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13

Kirby, Roy Lindsay. "Cooperative education and organizational socialization of university graduates." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185134.

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The purpose of this research was to assess the effects of cooperative education on the transition to work of graduates in engineering and engineering-related programs at Canadian universities. It was theorized that the cooperative experience would result in a higher level of socialization to the organization than to the profession or to academia. It was expected that this higher level of organizational socialization would manifest itself in increased levels of organizational commitment and career development. The research model was based on a three-period process of Input (pre-university), Thr

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14

Albuhairi, Saeed Saleh A. "Preliminary factors necessary for effective implementation of cooperative learning, and their prevalence in cooperative learning practice in Saudi Arabia." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:12431.

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For a number of years, educationalists in Saudi Arabia have criticized the education system, blaming outdated teaching methods for unsatisfactory pupil outcomes. Government rhetoric on education reform advocates a move to new approaches, particularly cooperative learning (CL), yet implementation is reportedly still low. Previous research by the current author, and personal experience suggest that a potential reason for this lack of implementation is that students and teachers are not ready in a variety of ways to engage with cooperative learning. This study, therefore, explores the necessary p

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15

Clutter, Ann Wells. "Work/life issues of cooperative extension system professionals /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949836206185.

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16

Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.

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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one clas

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17

Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.

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18

Lazarus, Freyda Cohen. "The synergy of workplace learning : perspectives of cooperative education directors /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10258838.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: William Yakowicz. Dissertation Committee: Jack D. Mezirow. Includes bibliographical references: (leaves 169-191).

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19

Strachan, Kevin Winton. "Cooperative learning in a secondary school physical education program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29570.pdf.

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20

Strachan, Kevin. "Cooperative learning in a secondary school physical education program." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26760.

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The purpose of this study was to describe and interpret cooperative learning in a secondary school physical education program. A multiple-method case study design was used to investigate the physical education environment. One eighth grade girls handball class in its first year of cooperative learning was compared to an eleventh grade girls handball class in its fourth year of cooperative learning. The qualitative inquiry included interviewing the students and the physical education teacher, taking field notes, and analysing relevant documents. A modified version of the task structure observat

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21

Pacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.

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Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study inves

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22

Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.

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23

Batton, Melissa. "The effect of cooperative groups on math anxiety." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/822.

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Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students fro

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24

Brenner, Robert R. "A study contrasting employers and students expectations of a work experience program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000brennerr.pdf.

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25

Brandy, Travis D. "The effects of cooperative learning on student achievement in Algebra I." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557923.

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<p> It is a well-documented finding that high school students in schools across the nation, including California, fail to achieve at the proficient level in mathematics, based on standardized test scores. The purpose of this research study was to compare the findings of students taught using traditional instructional methodologies versus cooperative learning methodologies. The study was conducted in four ninth grade Algebra I classes on a South Los Angeles high school campus, which has 1,700 students. Of the student population, 110 students participated in the study. The researcher utilized de

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26

Taylor-Jackson, Estella. "A secondary cooperative team teaching developmental model content validation study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1803.

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27

Conklin, Nikki Lynn Schafer. "Perspectives on issues programming in the Ohio Cooperative Extension Service /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444257275.

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28

Aten, Julie L. "Integrating cooperative learning with a fourth grade curriculum." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/500.

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29

Fifolt, Matthew M. "Students' perceptions of mentoring in a university cooperative education program." Birmingham, Ala. : University of Alabama at Birmingham, 2006. http://www.mhsl.uab.edu/dt/2006p/fifolt.pdf.

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30

Pesci, Angela. "Cooperative Learning and Peer Tutoring to Promote Students’ Mathematics Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80833.

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On the basis of experiences and studies developed in the last ten years, the contribution aims to discuss some different peculiarities between Cooperative Learning and Peer Tutoring models in Mathematics lesson. These models are specific interpretations of a way of conducting Mathematics lessons which requires the activity of students, their personal participation in the construction of knowledge. In the description of the two teaching-learning models, the analysis will deal in particular with the social aspects these models involve. Describing these two modalities of cooperation, also the imp

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31

Riess, Janet T. "Student Satisfaction with the Cooperative Education Program at Virginia Tech." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36649.

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The Cooperative Education component of Career Services at Virginia Polytechnic Institute and State University is undergoing a Business Process Re-engineering to develop the "Best Cooperative Education" program. The components considered in this process are the employers, the students, the staff, and the University faculty. To determine what the students think of the present program and what they might want from an ideal program, a survey was developed and sent to all students currently enrolled in the program and the program participants who graduated in 1996. Participants were surveyed on

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32

Durr, Anna Caroline. "CULTURAL SENSITIVITY IN COOPERATIVE EXTENSION NUTRITION EDUCATION PROGRAMMING IN KENTUCKY." UKnowledge, 2018. https://uknowledge.uky.edu/foodsci_etds/63.

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The purpose of this mixed methods study was to learn how cultural sensitivity was integrated and perceived in community nutrition education of an existing program offered by the University of Kentucky Cooperative Extension Service Nutrition Education Program. Data collection consisted of a quantitative cultural competence assessment survey tool used with nutrition education paraprofessionals (n=74), qualitative in-depth interviews of nutrition education paraprofessionals (n=8) and focus groups of Hispanic/Latino nutrition education program participants (n=39). Findings were focused in three ar

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33

Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28481/1/Tippawan_Nuntrakune_Thesis.pdf.

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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors tha

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Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education." Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.

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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors tha

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35

Abdulaziz, Abdulaziz Ismail. "The effectiveness of Saudi Arabia's secondary industrial institutes cooperative education programs as perceived by their organizational partners." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101832531.

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36

Ishaya, Joseph B. "Relationships between psychological types and assessment center performance of Ohio Cooperative Extension agents /." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1202406885.

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37

Comer, Marcus M. "The role of the cooperative extension service as perceived by North Carolina Cooperative Extension service administrators /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074391.

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38

Dunn, Glenna K. "Proportional process conflict in undergraduate cooperative learning groups /." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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39

Flack, Jan Ardis. "Factors Influencing Program Impact Evaluation in Cooperative Extension." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/31352.

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Impact evaluation (IE) has become a major focus of Extension program evaluation during the past three decades, yet Extension professionals continue to struggle to produce well-documented evidence of program impacts (Lamm, 2011; Workman, 2010). This research was primarily a quantitative, non-experimental correlational study of factors associated with Extension educators? IE behaviors and practices in the North Central Region of the Cooperative Extension service. The study employed a comprehensive, systems approach to explore interrelated individual and organizational factors that affect IE in

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40

O'Neil, Kason M., Sharon Cradic, and Diana Mozen. "Keeping Kids Moving Through Cooperative Activities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4033.

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This session will present various cooperative teambuilding games for elementary which will create a balance between developing cooperative skills and keeping your students moving. You don’t want to miss these high energy activities to add to your program.

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41

Virani, Amynah. "A statistical analysis of student and employer coop evaluation forms /." Online version of thesis, 1994. http://hdl.handle.net/1850/11857.

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42

Chester, Victor. "The relationship between cooperative learning and physics achievement in minority students." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/784.

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Minority students lag Caucasian students in science performance and are underrepresented in the fields of science and technology. It is therefore pivotal for minorities, African American and Hispanic students, to show improved performance in science education. The purpose of this study was to investigate the impact of cooperative learning strategy on physics achievement by high school minority students. Constructivism formed the theoretical framework for the study. Independent learning, the traditional strategy, and cooperative learning dyads, the novel intervention, were the independent varia

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43

Wheeler, Ralph Elliott. "Cooperative education in physical education, an exploratory study of students' perceptions of co-op experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ39605.pdf.

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44

Lawrence, Nelson T. "Career track outcomes for cooperative education students at Kaukauna High School six year follow-up of career choices of mainstream and EEN students enrolled in Technology Education CO-OP Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999lawrencen.pdf.

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45

Canny, Damian. "Attitudes and Perceptions of Middle School Students Toward Cooperative Activities in Physical Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4355.

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Physical education (PE) is recognized by public health officials as a medium capable of addressing various health-related behaviors, and middle school students perceptions and attitudes toward a cooperative PE curriculum have yet to be identified. This study sought to determine the perceptions and attitudes 10 middle school students have toward cooperative activities in PE class with the notion that the results would benefit both teachers and researchers. Two theories were used to guide this study: Bandura's social cognitive theory, and Harter's competence motivation theory. The research quest

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46

Chan, Hung-kit. "The study of the different grouping arrangement ICT supported cooperative learning." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040276.

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47

Richthoff, Andreas. "En studie om två olika utbildningskoncept : Cooperative Education & Kvalificerad Yrkesutbildning." Thesis, Högskolan Väst, Avd för företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4108.

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Syfte: 1. Att redogöra bakgrunden till varför praktiska utbildningar behövs, och varför det satsas på en sådan utbildningsfilosofi. 2. Att granska två koncept med två tillhörande program för att påvisa viktiga likheter och skillnader, genom utbildningsplaner, intervjuer och enkäter. 3. Att ta reda på vad meningen med de två koncepten är, med hänsyn till vad respondenterna säger och med mina egna tankar och åsikter. Metod: En kvalitativ undersökning bestående av intervjuer och enkätundersökningar kombinerad med vissa kvantitativa delar i enkätundersökningen. Teoretiska perspektiv: Kommunikation

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48

WANG, YING. "The Hospitality Cooperative Education: What are the Benefits for Industry Partners?" FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2221.

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Cooperative education program was introduced into undergraduate hospitality degree program to help students be better prepared for their careers. A cooperative partnership between the industry and universities results in both sides receiving benefits. This study identifies the benefits industry partners receive from a cooperative education program. The implications of these benefits leads to the evaluation of hospitality cooperative education. From the results of the evaluation, recommendations are proposed for redesigning the cooperative education program.

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Miskiw, Sandra Lee. "The nature and intent of business involvement in cooperative education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0034/NQ46887.pdf.

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50

Jones, Jeela. "Anglers, Warriors, and Acrobats: The Journey of Learning in Cooperative Education." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24192.

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Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and s

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