Dissertations / Theses on the topic 'Student cooperation'
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1
Zhang, Ran. "Confrontation or cooperation spaces of action for student grievance in Chinese universities /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378389.
Abstract:
Thesis (Ph.D.)--Indiana University, School of Education, 2009.Title from home page (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3782. Advisers: Heidi A. Ross; Martha McCarthy.
2
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.
3
Kincade, Wendy. "Effect of Dialogic Training on School Bullying and Inter-Student Cooperation with Sixth Grade Students in a Rural Oregon Middle School." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18343.
Abstract:
Despite all of the attention given to it by researchers, scientists, educators, psychologists, sociologists, etc., bullying continues to permeate K-12 schools around the world. Statistics on K-12 bullying in the U.S. confirm that not only did bullying double in the ten years between 2001 and 2011 but these numbers are not getting smaller. This thesis provides a sampling of studies and programs that have been done or are being done to understand, reduce, prevent, and eliminate school bullying. The emphasis of the sampling is on the use of top-down, hierarchical value structures, designed to encourage youth to comply with the values of a dominant adult group; these underlying values are in direct contrast to the underlying values of egalitarianism and self-determination that are inherent in the goals of the current study, where sixth grade students learned about dialogue and how to communicate with each other in nurturing non-hierarchical environments.
4
Miao, Angelina Yinzi. "How do student entrepreneurs use the business support? : A study of student entrepreneurs and Drivhuset at Linnaeus University, Växjö." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35638.
Abstract:
With the entrepreneurial milieu in Linnaeus University (Växjö), students are encouraged to get involved in entrepreneurial activities. The number of student entrepreneurs has been increasing recent years. However, there is a blank in the study of student entrepreneurs. The entrepreneurial education system and the features of student entrepreneurs are the focus of the research about student entrepreneurs. At the same time, no sufficient study has been done about student entrepreneurs’ usage of the business support that could be offered to them. By studying student entrepreneurs’ situation, their relationship with support agencies, their selection of business support and the way they use the support, the research question ”how do student entrepreneurs use support agencies” will be answered by the end of this thesis.
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Carlström, Moa, and Vilija Kuusela. "Skolsköterskans hälsofrämjande arbete för elever med neuropsykiatriska funktionsnedsättningar : En kvalitativ intervjustudie." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20052.
Abstract:
Bakgrund: Elever med neuropsykiatriska funktionsnedsättningar (NPF) är i behov av stöd då de är extra känsliga för krav och press i skolan. Skolsköterskans primära uppgift är att stärka elevens välbefinnande genom att vara närvarande, lyssna och att vara delaktig i samtal. Skolsköterskan har, tillsammans med elevhälsan, till uppgift att arbeta hälsofrämjande för att bidra till att eleven lyckas i skolan. Skolsköterskorna som träffar eleverna under hälsobesök och korta spontana besök utför ett betydelsefullt arbete för att skapa tillit och förtroende hos eleven. Syfte: Syftet var att beskriva skolsköterskans erfarenhet av hälsofrämjande insatser bland elever med NPF. Metod: Kvalitativ metod med induktiv ansats användes i studien. Semistrukturerade intervjuer genomfördes med 10 skolsköterskor. Intervjuerna analyserades i enlighet med kvalitativ innehållsanalys. Resultat: Vid analysen identifierades två kategorier: Stödjande insatser och Samarbete. Stödjande insatser inkluderar att skapa en relation via samtal och möten samt skolmiljöanpassningar. Samarbete inbegriper samverkan med andra professioner samt delaktighet med vårdnadshavare och elev. Slutsats: Ett hälsofrämjande arbete uppnås genom samverkan inom elevhälsoteamet, skolsköterskans samarbete med vårdnadshavare samt genom att göra barnen med NPF delaktiga. Dessutom bidrar skolsköterskans lyhördhet till att stärka elevernas självkänsla.Background: Students with neurodevelopmental disorders (NDDs) need support since they are extra vulnerable for pressure and demands from school. The school nurse's primary task is to strengthen the student’s well-being by being present, listening and being involved in conversations. The school nurse, together with the student health, has the task to work with health promotion to contribute to the student’s success in school. School nurses who meet students during health visits and short spontaneous visits performs an important work to create a trustful and confident relationships. Aim: The aim was to describe the school nurse's experience of health promotion efforts among students with NDDs. Method: The study is based on a qualitative method with an inductive approach. Data collection took place through semi-structured interviews of ten school-nurses. The analysis was performed with a qualitative content analysis. Results: In the analyze, two categories emerged: Supporting initiatives and Collaboration. Supporting initiatives includes create relationship through interactions and dialogue as well as adapting the school environment. Collaboration involves cross functional cooperation as well as involvement of parents and students. Conclusion: Health promotion is achieved through cooperation within the student health team, involving parents and by making the student with NDDs a part of the process. Moreover, does the school nurse recognition contribute to strengthen the students’ self-esteem.
6
Appert, Johanna. "Digital läsning i skolans tidiga år : Fyra lärares erfarenheter av och syn på undervisning i digital läsning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104720.
Abstract:
Föreliggande studie syftar till att undersöka hur lärare undervisar elever på lågstadiet i att läsa och förstå digitala texter i klassrumssammanhang. Studien utgår från det sociokulturella perspektivet som tolkningsram. Materialet i studien bygger på semistrukturerade intervjuer av fyra lärare som undervisar på lågstadiet. Materialet analyserades med hjälp av en innehållsanalys och Rasmussons fem förmågor och kompetenser som krävs vid digital läsning (Rasmusson, 2014). Resultatet i studien visar att lärarna i större utsträckning använder tryckta texter än digitala texter i sin läsundervisning. Ingen av lärarna uttrycker att de medvetet planerar sin undervisning med syfte att eleverna ska träna de förmågor och kompetenser som krävs vid digital läsning. Studiens resultat visar även att när lärare involverar elevernas intresse- och erfarenhetsområden vid val av digitala texter, upplever de att elevernas digitala läsförståelse påverkas positivt. Resultatet visar att det finns en kunskapslucka om bedömning av elevers digitala läsförståelse inom forskningen vilket pekar på ett fortsatt behov av forskning inom detta område.
7
Laguardia, Armando Reinaldo. "A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1309.
Abstract:
This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about their: (a) structural characteristics, (b) funding, (c) success in achieving their goals and objectives, and (d) collection of data to measure success. Three key informants from each partnership were surveyed. Forty of 48 surveys were returned, for a return rate of 82%. Responses were tabulated to ascertain the degree to which these partnerships had been successful in achieving their goals and identify the areas in which they experienced success. Two of the most successful partnerships were selected for case studies and visited to collect information about the factors that affected their success and to interview five key participants who represented schools and postsecondary institutions in each of the partnerships. An interview protocol was used to probe the degree to which the characteristics of partnerships success identified in the literature (Van de Water, 1989) were present and effected the case study partnerships. Analysis of the surveys, partnership materials, and the interviews provided a comprehensive portrait of each of the study partnerships. Results of the surveys indicate that a majority of these partnerships; consider themselves at least somewhat successful in achieving their goals, and have improved high school preparation and college enrollments. They are, however, less informed about their success in increasing college retention and graduation. The case studies and interviews revealed that the partnerships valued the success characteristics identified in the literature. The most salient characteristics required for success were the existence of leadership capable of negotiating change within several institutions with different organizational cultures, and the need to recognize that partnerships are unique organizations with some of the same peculiarities, structures and needs as other organizations.
8
Tesnjak, Ena, and Sara Kristiansson. "Att sätta eleven i fokus : en kvalitativ studie om arbetet med elevhälsa och dess konsekvenser på en gymnasieskola." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3807.
Abstract:
Vårt syfte med denna studie är att utifrån en socialpsykologisk ansats ta del av elevhälsovårdens och stödverksamhetens arbete respektive samarbete på en gymnasieskola i en medelstor stad. Med hjälp av kvalitativ metod har vi utfört sex enskilda intervjuer, en parintervju samt ett experiment. Vi har använt oss av följande socialpsykologiska teorier: Gruppsykologi (Svedberg, 2007), Det potentiella rummet (Winnicott, 1993), Ungdomstidens kriser (Cullberg, 2006), Den konkreta och abstrakta socialiteten (Asplund, 1987), Benämnandets kraft (Crafoord, 2005), Emotionsteori (Scheff, 1990). Genom dessa teorier har vi försökt belysa svårigheter med, och ge en förståelse kring, hur elevens situation i skolmiljön ser ut samt hur arbetet inom, respektive samarbetet mellan, elevhälsovård och stödverksamhet mot en god elevhälsa ter sig. Vi har i föreliggande studie upptäckt att vissa typer av problem respektive svårigheter hos eleven uppmärksammas medan andra glöms bort. Den grundläggande problematiken i arbetet mot en god elevhälsa är dock samhället; ett samhälle där resurserna till det psykosociala välmående inom gymnasievärlden inte prioriteras.From a social psychological approach, our aim with this study is to take advantage of student health care and support business activities and cooperation in a secondary school in a medium sized city. Using a qualitative method, we have conducted six individual interviews, one pair interview and an experiment. We have used the following theories: Group Psychology (Svedberg, 2007), the potential space (Winnicott, 1993), Youth of the future crisis (Cullberg, 2006), the concrete and abstract sociality (Asplund, 1987), the telling force (Crafoord, 2005), Emotion theory (Scheff, 1990). With these theories, we have tried to highlight difficulties, and provide an understanding of how the student's position in the school environment looks like and how to work within, and cooperation, student health care and support operations against a good student health appears. We have in the present study found that some types of problems and difficulties of student attention while others are forgotten. The fundamental problem at work against a good student health is society: a society where resources for the psychosocial well-being in the secondary world are not a priority.
9
Tesnjak, Ena, and Sara Kristiansson. "Att sätta eleven i fokus : en kvalitativ studie om arbetet med elevhälsa och dess konsekvenser på en gymnasieskola." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3807.
Abstract:
Vårt syfte med denna studie är att utifrån en socialpsykologisk ansats ta del av elevhälsovårdens och stödverksamhetens arbete respektive samarbete på en gymnasieskola i en medelstor stad. Med hjälp av kvalitativ metod har vi utfört sex enskilda intervjuer, en parintervju samt ett experiment. Vi har använt oss av följande socialpsykologiska teorier: Gruppsykologi (Svedberg, 2007), Det potentiella rummet (Winnicott, 1993), Ungdomstidens kriser (Cullberg, 2006), Den konkreta och abstrakta socialiteten (Asplund, 1987), Benämnandets kraft (Crafoord, 2005), Emotionsteori (Scheff, 1990). Genom dessa teorier har vi försökt belysa svårigheter med, och ge en förståelse kring, hur elevens situation i skolmiljön ser ut samt hur arbetet inom, respektive samarbetet mellan, elevhälsovård och stödverksamhet mot en god elevhälsa ter sig. Vi har i föreliggande studie upptäckt att vissa typer av problem respektive svårigheter hos eleven uppmärksammas medan andra glöms bort. Den grundläggande problematiken i arbetet mot en god elevhälsa är dock samhället; ett samhälle där resurserna till det psykosociala välmående inom gymnasievärlden inte prioriteras.
From a social psychological approach, our aim with this study is to take advantage of student health care and support business activities and cooperation in a secondary school in a medium sized city. Using a qualitative method, we have conducted six individual interviews, one pair interview and an experiment. We have used the following theories: Group Psychology (Svedberg, 2007), the potential space (Winnicott, 1993), Youth of the future crisis (Cullberg, 2006), the concrete and abstract sociality (Asplund, 1987), the telling force (Crafoord, 2005), Emotion theory (Scheff, 1990). With these theories, we have tried to highlight difficulties, and provide an understanding of how the student's position in the school environment looks like and how to work within, and cooperation, student health care and support operations against a good student health appears. We have in the present study found that some types of problems and difficulties of student attention while others are forgotten. The fundamental problem at work against a good student health is society: a society where resources for the psychosocial well-being in the secondary world are not a priority.
10
Sivertun, Ulf. "(Special)pedagogik och social utslagning : perspektivisering - möjligheter och dilemman /." Stockholm : HLS förlag, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1280.
11
Karlsson, Angelika, and Viktoria Erbs. "Hur elevhälsoteamets arbete påverkar elevers delaktighet i skolaktiviteter : En kvalitativ studie i fokusgrupp." Thesis, Linköpings universitet, Avdelningen för arbetsterapi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-150002.
Abstract:
Elevhälsan består av flera olika professioner som tillsammans bygger upp ett elevhälsoteam. Målsättningen för elevhälsoteam är att arbeta tillsammans mot att alla elever ska vara delaktiga i sina skolaktiviteter och känna att de klarar av dessa aktiviteter. Hur elevhälsans teamarbete sker kan möjliggöra eller hindra elevers delaktighet i skolaktiviteter. Syftet med studien var att undersöka hur elevhälsan upplever sitt teamarbete och dess påverkan på elevernas förutsättningar till delaktighet i skolaktiviteter. I studien genomfördes två kvalitativa fokusgruppsintervjuer med två olika elevhälsoteam. Elevhälsoteamen bestod av åtta professioner och totalt deltog tolv individer i fokusgruppsintervjuerna. Resultatet visade att elevhälsoteamen upplevde att deras samarbete hade en positiv inverkan på elevernas möjlighet till delaktighet och att samarbetet som de har är väl fungerande men att det samtidigt finns hinder inom teamet som skulle kunna förbättras. Bland de möjliga förbättringsområdena ansåg elevhälsoteamen att de behövde mer resurser för att få mer tid till sina elever och till sitt förebyggande arbete. En vidareutveckling av studien rekommenderas för att kunna få en ökad förståelse för individuella åsikter inom elevhälsoteamen och göra en jämförelse mellan kollektiva och individuella åsikter i gruppenStudent health care involves multiple professions that together build a multiprofessional team. These teams work to promote student health care and participation in school-based activities. Depending on how well this teamwork functions it can either be an enabling or an obstructive factor for the student’s participation in their school-based activities. This study aims to investigate how student health care teams experience their teamwork and its effect on the students’ participation in school-based activities. The study is based on two focus group interviews with two different school health care teams in Sweden. The teams consisted of a total of twelve individuals. The results of the study show that student health care teams experience their teamwork to have a positive impact on the students’ opportunity to participate in school-based activities. The teamwork functioned well, but the team members still found certain things to improve. One factor the teams discussed was a need for more time for their preventive work. A further development of this study is recommended to gain an understanding of the individual thoughts within the student health teams, and through that make a comparison with the collective view of the team.
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Swanson, Kathrine Bridgett. "An analysis of the effects of high school student concurrent enrollment at Collin County Community College District." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4354/.
Abstract:
As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the academic disciplines of economics, English, and government.
13
Englund, Helene. "Pusselbitar : Samarbetet mellan elevhälsan och barn- och ungdomspsykiatrin för att skapa förutsättningar för elever som har diagnosen adhd att lyckas i skolan." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79475.
Abstract:
Att lyckas i skolan är den viktigaste faktorn för att också lyckas i livet och är än mer viktig för elever som har diagnosen adhd, eftersom de har större risk att hamna i en negativ livsspiral. Skolan har ett kompensatoriskt uppdrag och specialpedagogen kan vara en viktig del i att hjälpa till med att skapa en integrerad och bra lärmiljö för elever med diagnosen adhd. Elevhälsoarbetet i skolan förutsätter en hög grad av samverkan med olika interna och externa aktörer. Barn- och ungdomspsykiatrin är en av dessa. Syftet med denna studie är att belysa personalens beskrivningar av framgångsfaktorer och utmaningar i samarbetet mellan personal, på barn- och ungdomspsykiatrin och skolors elevhälsa, för att kunna stödja elever som har diagnosen adhd i deras utveckling och lärande. Den här kvalitativa studien bygger på intervjuer med personal från dessa verksamheter. Intervjuerna bestod av både fokusgruppsintervjuer och individuella semistrukturerade intervjuer. Intervjuerna transkriberades och sammanställdes utifrån studiens frågeställningar. Studiens urval var målinriktad och gjordes enligt bekvämlighetsprincipen. Informanterna från elevhälsan arbetade i en glesbygdskommun och deltagarna från barn- och ungdomspsykiatrin var verksamma i en stad men samverkar med informanterna i elevhälsan. Resultatet i studien visar att både skolan och barn- och ungdomspsykiatrin tycker att samverkan och samarbete mellan parterna är viktiga och nödvändiga. De största utmaningarna i samverkan tycks vara otydliga ramar för hur samarbetet ska fungera och oklarheter kring de olika professionernas uppdrag. De långa väntetiderna till barn- och ungdomspsykiatrin skapar också oro vid samverkan. I studien framkom också att samverkan i glesbygdskommuner innebär försvårande omständigheter. Resultatet tyder på att tydligare samverkansavtal bör arbetas fram och att all berörd personal bör göras delaktiga.Success in school is the most important factor for success in life, and it is even more important for students with an ADHD-diagnosis, since they are in more danger of developing a negative spiral in life. Education has a compensatory duty and teachers in special education can be an important part in helping to create an integrated and meaningful learning environment for students with an ADHD-diagnosis. The work with the student health team within a school demands a high degree of cooperation between different internal and external players. BUP (child and adolescent psychiatry), which provides specialist care for children with mental health problems, is one of these players. The intention of this paper is to illustrate the personnel’s descriptions of not only the factors for success but the challenges as well, when it comes to the cooperation between the school´s student health team and BUP´s work to support students with the ADHD-diagnosis with their development and their learning. This qualitative study is based on interviews with personnel from these different arenas. The interviews where made with both focus groups, as well as semi structured interviews. The interviews where transcribed and compiled based on the intentions of this study. The selection was targeted and made according to the comfort principle. The informants from the student health team worked in a rural municipality, while the participants from BUP where based in a nearby city, but worked with the informants from the student health team. The result of the study shows that the school, as well as, BUP believes that cooperation and collaboration between these different arenas are important and necessary. The main challenges seem to be the lack of a defined framework that specifies how the cooperation should work as well as confusion about the responsibilities of the different professions. The long wait to BUP is also a cause for concern while striving for cooperation. The study also showed that cooperation within rural municipalities involves complicating circumstances. The result indicates that more clearly defined frameworks for cooperation should be developed and that all concerned personnel should be involved.
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Long, Shawna. "Influence of work study, loans, need-based gift aid, merit-based gift aid, and satisfaction with financial aid on freshmen-to-sophomore year retention examined in the context of background characteristics and college experiences : a path analysis approach /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924901.
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Temur, Zedet. "L'Université francophone de Galatasaray à Istanbul." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30028/document.
Abstract:
L’Université de Galatasaray est une université publique jeune, dont les origines remontent au XVe siècle. Mais elle est avant tout une université francophone. Comment une université publique à la fois moderne et francophone s’inscrit dans une tradition d’enseignement séculaire ? C’est à cette question que répond cette étude.Héritière d’une tradition éducative qui commence avec le Mekteb-I Sultani, l’actuel lycée de Galatasaray, l’université constitue le dernier maillon de l’institution Galatasaray. Il s’agit alors d’analyser les circonstances de sa création, son fonctionnement, sa place et son rôle en Turquie comme à l’international. Née avec l’appui de la Fondation d’éducation Galatasaray, une fondation privée créée au début des années 1980, l’université est l’aboutissement d’une coopération étroite entre la Turquie et la France, ouvrant ainsi une nouvelle page dans les relations bilatérales. Projet inhabituel, à l’heure où l’anglais occupe une place prépondérante dans le milieu scientifique et universitaire, les amoureux de la langue française ont réussi à braver les difficultés politiques, diplomatiques et financières pour mener à terme cette aventure inédite. Galatasaray est la preuve de l’existence d’une amitié solide entre la France et la Turquie, parfois fragilisée par les dissensions politiques entre les deux pays. Mais par-Dessus tout, elle est le fruit d’une politique francophone sans lien avec le passé impérial de la France. Installée sur les rives du Bosphore, l’université de Galatasaray fait partie aujourd’hui des établissements les plus prestigieux de Turquie. Atatürk disait du lycée de Galatasaray qu’il était « une fenêtre qui s’ouvre à l’Occident ». Il ne serait pas prétentieux de dire aujourd’hui que l’université de Galatasaray est quant à elle « une porte qui s’ouvre à l’Occident »Galatasaray University is a young state university, whose origins go back to the 15th century. But it is above all a French-Speaking university. How can a state university, which is both modern and French-Speaking, fit into an old traditional institution? This study will provide an answer to this question. Galatasaray University inherited an educational tradition which started with the Mekteb-I Sultani, the current Galatasaray high school. It is the last link in the chain of the Galatasaray institution. Let us then analyze the circumstances of its creation, how it works, its place and role in Turkey but also on the world-Wide scale.Born with the support of the Galatasaray Education Foundation, a private foundation created in the early 1980’s, the university is the outcome of a narrow cooperation between Turkey and France, thus opening a new chapter in the bilateral relations. It could be seen as an unusual project, at a time when English is prevailing in the scientific and academic circles: the lovers of the French language succeeded in overcoming the political, diplomatic and financial difficulties in order to carry this completely new adventure through. Galatasaray shows how strong friendship between France and Turkey is, although it has been sometimes weakened by some political disagreements between the two countries. But above all, it is the fruit of a French-Speaking politics which marked a break with the imperial past of France.Settled on the Bosphore bank , Galatasaray University is nowadays among the most prestigious institutions of Turkey. Atatürk would say about Galatasaray High School that it was “an open window towards the West”. It would not be pretentious today to say that Gatalasaray University is “an open door to the West”
16
Tai, Mei-har Jessie. "A study on the role, benefits and concerns of the cooperating teachers in the cooperating teacher scheme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602208.
17
Macarthy, Kadiatu, and Wei Yang. "SUPPORT FACILITIES FOR STUDENTS IN THEIR ENTREPRENEURIAL VENTURES AT LINNAEUS UNIVERSITY : HOW CAN THE INTERNATIONAL STUDENTS SEEK AND EXPERIENCE THE SUPPORT THEY GET FROM THE UNIVERSITY TO DEVELOP THEIR ENTREPRENEURIAL VENTURES." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67356.
Abstract:
We see an increasing need for more entrepreneurs to match the changing nature of the globe in this dynamic world. In 2012, the Swedish government considered entrepreneurship to be a theme running throughout the entire educational system. The university is one place to develop the entrepreneurial spirit, especially among students. Universities play a very important role in enhancing national development because of their central role in the production of high-level manpower and research that are necessary for achieving national goals. Through research, universities generate new knowledge and understanding that are instrumental for developing new technology and promoting information transfer. Most international students experience three levels of shock: culture shock, language shock and academic shock. Sohrabpour et al. (2013) defined these shocks as a disease suffered by those who enter a new cultural environment. In this paper, we discussed the role that the university plays in supporting international students to develop entrepreneurial ideas and become established at Linnea University in Växjö. We believed that if being an international student poses challenges, launching an entrepreneurial venture is sure to have even more complex constraints that will potentially kill their entrepreneurial spirit. Thus, we examined the support facilities that are available to help international students start their entrepreneurial ventures and how they are experiencing these facilities at universities. We took Linnea University in Växjö as a case study.
18
Jordan, Mary Ann. "Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3956/.
Abstract:
Under No Child Left Behind legislation of 2002, school principals shoulder the burden of school success determined by test scores of students. Challenges principals face demand school leaders possess greater knowledge and skills than administrators of the past. The need for well-trained, skilled school leaders makes it important to study the subject of school leadership training. This study examined a school leadership preparation partnership between the University of North Texas and Dallas Independent School District. Primary supporting references include work by Bottoms and O'Neill (2001) calling for the 16-member states of the Southern Regional Education Board to train a new breed of principal to meet the current demands for student achievement in public schools. This research adds to the body of knowledge of school leadership development programs, particularly those that involve cohort-based study groups and shared service partnerships between school districts and universities. Major questions investigated: 1) How did participation in the program change the involvement of administrative interns in campus-based decision-making? 2) How has participation in the program changed the ways participants perceive themselves? 3) What actions have members of the cohort group taken in their teacher-leader/administrative positions to affect student achievement? 4) What are the strengths and weaknesses of the UNT/DISD/SREB Leadership Development Program partnership? Information was gathered from 16 of the 26 program participants through questionnaires, interviews, and document study.
19
Tai, Mei-har Jessie, and 戴美霞. "A study on the role, benefits and concerns of the cooperating teachersin the cooperating teacher scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958904.
20
Vieira, Hermany Rosa. "AvaliaÃÃo do processo de ensino e aprendizagem entre articuladores de cÃlulas do Programa de Aprendizagem Cooperativa em CÃlulas Estudantis da Universidade Federal do CearÃ." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14053.
Abstract:
nÃo hÃEste estudo trata do processo de aprendizagem dos articuladores do Programa de Aprendizagem Cooperativa em CÃlulas Estudantis â PACCE da Universidade Federal do CearÃ. O Objetivo da pesquisa foi avaliar a aprendizagem de articuladores nas formaÃÃes propostas pelo Programa e sua possÃvel aplicaÃÃo em suas cÃlulas de estudo. Os conceitos propostos pelos irmÃos D. Johnson e R. Johnson (1999) fundamentam a base teÃrica para a Metodologia da Aprendizagem Cooperativa adotada pelo Programa. A pesquisa foi classificada como estudo de caso por visar à compreensÃo do comportamento de um grupo de sujeitos. à aplicada e descritiva por buscar compreender problemas identificados nas relaÃÃes sociais em um processo de formaÃÃo. Sobre a natureza dos dados à quantitativa e qualitativa ao avaliar valores atribuÃdos a critÃrios especÃficos de participaÃÃo e envolvimento e os pareceres registrados semanalmente pelos facilitadores. Adotou-se como referencial teÃrico para as anÃlises os conceitos de L. Bardin (2009), R. Yin (2010), L. Depresbiteris (2009), A. Gil (2010) e R. Richardson (2007). TrÃs instrumentos foram usados para compor a avaliaÃÃo: 1) Dados Pessoais e AcadÃmicos que proporcionaram o perfil do articulador; 2) AvaliaÃÃo pelos Facilitadores com o acompanhamento semanal das participaÃÃes dos articuladores nas formaÃÃes; 3) RelatÃrio de CÃlulas com informaÃÃes semanais do desenvolvimento das cÃlulas dos articuladores. Os trÃs instrumentos sÃo oriundos do banco de dados do Programa. Os resultados sugerem que o envolvimento dos articuladores nas oficinas propostas e suas aplicaÃÃes nas cÃlulas proporcionam um aprendizado significativo ao conseguirem aplicar a metodologia proposta em suas cÃlulas. Percebe-se uma relaÃÃo direta apresentada nos resultados entre envolvimento nas oficinas, sua aplicaÃÃo nas cÃlulas e o nÃvel de aprendizado apresentado.
This study is about the cellsâ articulatorâs from the Program of Cooperative Learning in Studentâs Cells â PACCE â learning processes, from the Federal University of CearÃ. The objective of the research was to evaluate the learning achieved by the cell organizers in the training offered by the program and itâs possible application in their study of cells. The concepts proposed by the brothers D. Johnson and R. Johnson (1999) establish the theoretical basis for the methodology of the cooperative learning adopted by the Program. The research was classified as a case study for it aims to understand the behavior of a group of subjects. It is applied and descriptive because it seeks to understand problems identified in social relations in the process of formation. Regarding the nature of the data, it is quantitative and qualitative as it evaluates values assigned to specific criteria of participation and involvement and the opinions recorded weekly by the facilitators. For the analysis, the concepts from L. Bardin (2009), R. Yin (2010), L. Depresbiteris (2009), A. Gil (2010) and R. Richardson (2007) were used as theorical framework. Three instruments were used to compose the review: 1) Personal and Academic data that provided the articulatorâs profile; 2) Evaluation by the Facilitators to the weekly survey of the attendances of the articulators in training; 3) Cell Report with weekly information of the development of articulatorâs cell. The three instruments come from the Programâs database. The results suggest that the involvement of the articulators in the workshops proposals and their applications in cells provide a significant learning experience as they learn to apply the proposed methodology in their cells. We can see a direct relationship between the presented results among their involvement in the workshops, their application in the cells and the displayed level of learning.
21
Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
22
Barnes, Rebecca Lynn. "Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31816.
Abstract:
Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers.
Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience.
Master of Science
23
Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.
Abstract:
A challenge faced by agricultural educators across the country is a lack of
qualified teachers entering the profession. The purpose of this study was to determine if
there is a relationship between student teacher perceptions of the student
teacher/cooperating teacher relationship and the decision to enter the teaching
profession. Background/demographic characteristics were also examined to determine if
relationships existed with the decision about entering teaching. These characteristics
included gender, age, academic classification, race/ethnicity, previous agricultural work
experience, and semesters of high school agricultural science courses completed.
The target population of this study consisted of preservice agricultural education
students at Texas A&M University. The sample consisted of 33 student teachers who
completed their student teaching in the fall semester 2004.
The instrument consisted of three parts. Part I of the instrument contained six
background/demographic variables (gender, age, semesters of high school agricultural
science courses completed, academic classification, race/ethnicity, and agricultural work
experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item,
participants were asked to indicate the importance of each characteristic and the current
level of their cooperating teacher using a modified five point Likert-type scale. Part III
of the instrument consisted of a single item, âÂÂDo you plan to teach agricultural science
when you graduate?â accompanied by a seven point response scale ranging from
definitely yes to definitely no.
There was no relationship found between the student teacher/cooperating teacher
relationship and the decision to teach. However, a relationship was found between
previous agricultural work experience and the decision to teach, as well as a relationship
between the semesters of high school agricultural science courses competed and the
decision to teach. By knowing how many high school agricultural science courses a
student had completed, one could better predict the decision to teach.
As a result of the study, the researcher recommends that agricultural education
programs recruit students who have completed high school agriculture courses. High
school agricultural science teachers should encourage their students to pursue careers in
agricultural education.
24
Miragaia, Catarina Mariana Rodrigues. "Relatório da prática de ensino supervisionada em ensino de artes visuais no 3º ciclo do ensino básico e secundário: a importância da aprendizagem cooperativa no processo de ensino-aprendizagem." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/14767.
Abstract:
O motivo pelo qual a minha escolha recaiu sobre o tema “A importância da aprendizagem cooperativa no processo de ensino-aprendizagem”, deu-se pelo simples facto de que durante a minha escolaridade ser muito raro os professores colocarem os alunos a trabalhar em grupo, visto eu sentir que aprendia mais e melhor.
As metodologias de trabalho cooperativo são importantes na educação das artes visuais, devido ao apoio e opiniões que surgem entre colegas, dando assim origem a um trabalho de grupo ou individual com melhor qualidade e ideias, isto porque é elaborado de forma mais cuidada e pensada a partir de um grupo. A aprendizagem cooperativa tem um abrangente número de várias estratégias, servidas por técnicas sendo essas que irei estudar e apresentar durante o Relatório da Prática de Ensino Supervisionada em Ensino de Artes Visuais no 3º ciclo do Ensino Básico e Secundário, apresentando igualmente informação recolhida no decorrer da prática de ensino supervisionado; Report on Supervised education in teaching visual arts to the 3rd cycle of the elementary and secundary school
The importance of cooperative learning in the teaching-learning process
Abstract:
During schooling I wasn’t given that many tasks to do in groups and I really thought I could have learned better by doing so. For that reason, I chose the theme “The importance of a cooperative learning in the teaching-learning process”.
The cooperative work’s methodology is extremely important in the visual arts’ education. The support that colleagues give to each other and the opinions that emerge from within a group gives rise to a better collective and individual work, this because it is designed more carefully and thoughtfully. A cooperative learning has a large number of strategies, served by techniques that I will be studying and presenting during the Report of Supervised Teaching Practice in the School of Visual Arts, at the third cycle of the primary and secondary school, also presenting information gathered during the supervised practice teaching.
25
Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
26
Pessoa, Soraya Moreira. "AssistÃncia ao estudante na Universidade Federal do CearÃ: ContribuiÃÃes TeÃricas e PrÃticas." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8725.
Abstract:
Este trabalho resulta de pesquisa de natureza exploratÃria, envolvendo levantamento bibliogrÃfico e documental, em que foi procedida à anÃlise de conteÃdo de depoimentos redigidos por estudantes bolsistas vinculados, em 2011.1, ao Programa Aprendizagem Cooperativa em CÃlulas Estudantis (PACCE), da Coordenadoria de FormaÃÃo e Aprendizagem Cooperativa (COFAC), da PrÃ-Reitoria de GraduaÃÃo (PROGRAD) da Universidade Federal do Cearà (UFC). Os conteÃdos abordados envolvem a assistÃncia ao estudanteâ praticada nas instituiÃÃes federais de ensino superior brasileiras (IFES), ditada pelo panorama socioeconÃmico mundial â e o trabalho realizado com e pelos bolsistas do PACCE, que utiliza preceitos da aprendizagem cooperativa, observando-se o caso da UFC. Buscou-se investigar a potencialidade do programa, como forma de assistÃncia, com o suporte na percepÃÃo desse estudante bolsista, materializada em expressÃo escrita sobre sua experiÃncia apÃs um semestre de atividades. NÃo pretendendo generalizar os resultados, os dados da pesquisa revelam que o referido programa possui vÃrios fatores que o tornam uma forma de assistÃncia em potencial e mais abrangente, pois trabalha nÃo sà conteÃdos acadÃmicos mas tambÃm a formaÃÃo geral que habilita o estudante universitÃrio, pessoal e profissionalmente.This work results from an exploratory study involving bibliographic and documental data collection, which was proceeded through analysis of statements written by scholar students linked to the Student Cells in Cooperative Learning Program (PACCE), from the Training and Learning Cooperative Coordinating Body (COFAC), the Dean of Graduate Studies (PROGRAD), of the Federal University of Ceara (UFC), in 2011.1. The content addressed involve assistance to the students - performed in federal educational institutions in Brazil (IFES), dictated by socioeconomic worldwide panorama - and the work done by scholars of PACCE, which use principles of cooperative learning, observing the UFC instance . We aimed to investigate the potential of the program as a way of assistance, starting with the support in the perception of that scholarship student, embodied in written expression on his experience after a semester of activities. Not wishing to generalize the findings, the survey data show that the program has several factors that make it a potential form of assistance and more comprehensive because it works not only academic content but also general training that enables the college student in personal and professional ways.
27
Franc, Niccole Suzette. "Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3831.
Abstract:
Research has shown that preservice teachers participating in traditional student teaching programs tend to focus on classroom management, with very little focus on student mathematical thinking. The student teaching program at BYU has been redesigned in the hopes of shifting the focus of student teachers away from classroom management toward student mathematical thinking. This study compared conversations between student teachers and cooperating teachers before and after the redesign of the program to work towards determining the effectiveness of the refocusing of the new student teaching program. The study found that STs and CTs in the different student teaching structures were talking about different things. Not only were the frequencies of conversations about pedagogy, students, and mathematics different, but the ways those individual topics were discussed was also different.
28
Halloran, John. "The activity space : analyzing intentionality in open cooperative work." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324182.
29
Posegate, Stephen C. 1954. "Changes in interns and cooperating teachers during music student teaching." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10341.
Abstract:
xiv, 143 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching.
Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences
30
Schafer, Bette Jane. "Two-way dialogue journals between student teachers and cooperating teachers as a mentoring tool /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137744.
31
Lau, Kwok-wai. "A study of the assistance the student teachers expected and the help they received from the cooperating teachers in student teaching." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601058.
32
Mulberry, Stella L. "Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28457/.
Abstract:
This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.
33
Kitchel, Tracy Jonathan. "Personality type as a predictor of interaction between student teachers and cooperating teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4146.
Abstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 24, 2006) Vita. Includes bibliographical references.
34
Salzl, Nathan F. "Collaboration in complex social problems cross site evaluation of six safe schools/healthy students grantee sites /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006salzln.pdf.
35
Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
36
Bawn, Susan. "The effects of cooperative learning on learning and engagement." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.
37
Chung, Yiu-bun, and 鍾耀斌. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196008X.
38
Chung, Yiu-bun. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058068.
39
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.
Abstract:
[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.
40
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.
Abstract:
[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.
41
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.
Abstract:
[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.
42
(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.
Abstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.
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(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.
Abstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.
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(IEASA), International Education Association of South Africa, and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.
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[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.
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(IEASA), International Education Association of South Africa, and Orla Quinlan. "Study South Africa." International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.
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[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.
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(IEASA), International Education Association of South Africa, and Essche Alexandra Van. "Study South Africa." International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.
Abstract:
[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.
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(IEASA), International Education Association of South Africa, and Andy Mason. "Study abroad in South Africa." International Education Association of South Africa (IEASA), 2001. http://hdl.handle.net/10962/65375.
Abstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century.
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Strosahl, Heidi. "A comparison of the perceived level of collaboration among University of Wisconsin-Stout graphic students before and after utilizing the Stout adventures challenge course." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005strosahlh.pdf.
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Cleary, Michael James. "A comparison of selected areas of thinking styles between cooperating teachers and university supervisors." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514709.
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The purposes of this study were to ascertain the thinking styles of a selected sample group of cooperating teachers and university supervisors and to denote the differences between the thinking styles. The populations included 122 selected cooperating teachers and 31 selected university supervisors.Cooperating teachers and university supervisors completed the Level 1: Life Styles Inventory which contained 240 short phrases and words producing a twelve-dimension thinking style. Seventy-two cooperating teachers and twenty-five university supervisors were included in data analysis.Thinking style profiles of cooperating teachers and university supervisors were derived from mean and standard deviation scores on twelve thinking style scales.Twelve null hypotheses were tested to identify thinking style differences between cooperating teachers and university supervisors on twelve scales. Multivariate analysis of variance (MANOVA) followed by one-way analysis of variance (ANOVA) were the statistical treatments utilized to analyze data at the .05 level. Analysis of data relevant to total Level 1: Life Style Inventory responses and to each hypothesis resulted in the following findings: 1. Mean responses of participating cooperating teachers and university supervisors indicated strong orientations toward humanistic-helpful, affiliative, achievement, and self-actualized dimensions of thinking style.2. No significant differences existed between cooperating teachers and university supervisors on the twelve thinking style scales considered collectively.3. Individual thinking style scales with no significant differences were:(a) humanistic-helpful, (b) affiliative, (c) approval, (d) dependent, (e) avoidance, (f) oppositional, (g) power, (h) competition, (i) competence, (j) achievement, and (f) self-actualization.4. A significant difference existed between cooperatingteachers and university supervisors on the thinking style scale classified as "conventional."
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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.
Abstract:
Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachersâ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher â cooperating teacher relationships. Structured communication influences student teachersâ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher â cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.