Gotowe bibliografie tematyczne / Co-operative learning implementation

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Gotowa bibliografia na temat „Co-operative learning implementation”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Co-operative learning implementation"

Al-Maini, Yousef H. "Computer-assisted Cooperative Learning in EFL in Saudi Arabia." EuroCALL Review 16 (March 15, 2010): 50. http://dx.doi.org/10.4995/eurocall.2010.16336.

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<p>The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present article explores the feasibility of introducing computer-assisted co-operative learning in government secondary schools in Unaizah, Saudi Arabia. In particular, it considers teacher experience with/attitudes towards such learning in teaching English as a foreign language; administrative support for such innovation and students' responses to a co-operative learning environment, based

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Khanthaphum, Udomsin, Kowat Tesaputa, and Visoot Weangsamoot. "An Effect of the Co-Operative Network Model for Students’ Quality in Thai Primary Schools." International Education Studies 9, no. 9 (2016): 242. http://dx.doi.org/10.5539/ies.v9n9p242.

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<p class="apa">This research aimed: 1) to study the current and desirable states of the co-operative network in developing the learners’ quality in Thai primary schools, 2) to develop a model of the co-operative network in developing the learners’ quality, and 3) to examine the results of implementation of the co-operative network model in the primary school. Research and development was employed. The research procedure was divided into three stages. The first stage studied the current and desirable state of the co-operative network in development of the learners’ quality in Thai primary

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Murphy, Ellen, Ian M. Grey, and Rita Honan. "Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation." British Journal of Special Education 32, no. 3 (2005): 157–64. http://dx.doi.org/10.1111/j.0952-3383.2005.00389.x.

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Indah Shofiatin, Indah Shofiatin, Cindy Nur Miristianti, Mohammad Iqbal Faqih, and Qayla Firdhausa Restu Kusnandar. "STAD Co-operative Model: An Effort to Improve Learning Outcomes of Subtraction and Addition of Fractions." Journal of Action Research in Education 1, no. 4 (2024): 232–40. https://doi.org/10.52620/jare.v1i4.38.

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This research is motivated by the previous learning habits of fifth grade students of SDN Gili Barat, namely students are accustomed to learning in classical classes and teacher-centred learning strategies that emphasise teacher-centred learning, causing students' potential and abilities not to be maximally activated. The purpose of this study based on the existing problems is to improve the learning outcomes of Mathematics about adding and subtracting various forms of fractions through the STAD type cooperative learning model for grade V students of SDN Gili Barat Bangkalan. The subjects of t

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Chew, Boon Cheong, Lay Hong Tan, and Syaiful Rizal Hamid. "Ethical banking in practice: a closer look at the Co-operative Bank UK PLC." Qualitative Research in Financial Markets 8, no. 1 (2016): 70–91. http://dx.doi.org/10.1108/qrfm-02-2015-0008.

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Purpose – The main purposes of the study were to investigate the ethical banking operations based on the award-winning the UK Co-operative Bank which has successfully brought significant implications on sustaining the nation’s (the UK) socioenvironmental development. The Co-operative Bank operations are conceptualised into a solid ethical banking operations framework (EBOF) to contribute theoretically into enriching the body of the knowledge. Besides, by understanding the EBOF of an ethical banking system, the other banking players like the Malaysian bank can learn from this best practice and

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Lawrence, Odax. "Competency-Based Teaching for Enhancement of Co-operative Knowledge Transfer." East African Journal of Social and Applied Sciences (EAJ-SAS) 5, no. 2 (2023): 17–30. https://doi.org/10.63444/eaj-sas.v5i2.257.

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Competency-based teaching is widely acknowledged as a crucial approach for fostering skill development and competencies among students at various educational levels. Since its adoption by the government of the United Republic of Tanzania in 2005, competency-based teaching has been integrated into both secondary and tertiary education systems, including at Moshi Co-operative University (MoCU). Despite its official implementation, the effectiveness of competency-based teaching methods has been hindered by a lack of comprehensive understanding among lecturers, leading to a persistence of traditio

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Trinova, Zulvia, and Sri Dalena. "COOPERATIVE LEARNING STRATEGY TYPE STAD IN TEACHING ISLAMIC EDUCATION SUBJECT (PAI) AT SMPN 3 LENGAYANG." Ta'dib 20, no. 2 (2017): 62. http://dx.doi.org/10.31958/jt.v20i1.598.

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SMPN 3 Lengayang has applied STAD as a type of cooperative learning to improve students’ passiveness. The learning is initiated by forming study groups and assigning tasks to be discussed together. However, in fact the learning is not effective that the students still can not understand the materials properly. It is noticable that the tasks given have been done by one student only, meanwhile the others are less serious and rely on those who are willing to do the group work. This is a field reasearch which describes the implementation of STAD in teaching PAI qualitatively. Data collection techn

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Nozdrova, Oksana. "VALUABLE MARKS OF THE "NEW UKRAINIAN SCHOOL" AT THE NERUBAISKIY EDUCATIONAL COMPLEX "SCHOOL-GYMNASIUM"." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 153–60. http://dx.doi.org/10.24195/2218-8584-2018-9-153-160.

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The article presents the experience of the functioning of the Nerubaiskiy educational school complex “school-gymnasium” which reflects the modern practical directions of improvement of the school educational and upbringing process in the context of the implementation of the Concept “New Ukrainian School”. The conditions are stimulating students to critical thinking have been created. It has been proved that the latest information technologies have a significant impact on the efficiency of learning knowledge of students. The results of the introduction of interactive teaching methods that devel

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Qizi, Solihova Ra’no Qahramon. "MNEMONICS AND ITS USAGE IN TEACHING AND LEARNING ENGLISH LANGUAGE." International Journal Of Literature And Languages 03, no. 06 (2023): 17–30. http://dx.doi.org/10.37547/ijll/volume03issue06-04.

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This study focuses on the development of memory retention, the most difficult and basic approach for learners. The purpose of this study was to find a way to improve memorizing retention after removing all the factors that prevent learners from dismissing data from the mind. The qualification research paper proposes several techniques and methods developed by renowned methodologists and teachers. These techniques and methods reveal mnemonics as a means of improving vocabulary retention for per-intermediate students in the learning centre which the researcher worked with. The subjects ranged in

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Hayati, Anrems Rafika, Zelvia Liska Afriani, and Ali Akbarjono. "Teacher’s Teaching Strategies in EFL Class." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 3 (2021): 330–41. http://dx.doi.org/10.52690/jadila.v1i3.126.

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Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discus

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Części książek na temat "Co-operative learning implementation"

Taraban-Gordon, Svitlana, and Easton Page. "Integrating Intercultural Competencies Into the Professional Skills Curriculum." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch040.

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Intercultural competence is increasingly seen by employers as a desirable graduate capability needed in today's diverse and intercultural workplace. This chapter reports on a curriculum intervention - a 20-hour online intercultural skills course - aimed at introducing a large number of undergraduate students enrolled in a co-operative education program to fundamental intercultural concepts and ideas. The chapter seeks to contribute to the literature on intercultural skill development by discussing the course model and its implementation, student perceptions of their level of intercultural comp

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Earl, Michael J., and David F. Feeny. "Information Systems in Global Business: Evidence from European Multinationals." In Information Management. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198257608.003.0006.

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Abstract In the literature of international business a recurring theme is the need for co-ordination of operations and their management in global organizations. Such co-ordination is indeed central to the whole concept of globalization. Co-ordination of activity in order to achieve supra-national efficiencies is argued by many writers to distinguish the global business from the ‘multinational’ (Bartlett and Ghoshal 1989) or ‘multidomestic’ (Porter 1986). And co-ordination in the strategic planning domain is at the heart of the ‘strategic intent’ which defines global businesses for Hamel and Pr

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