Готові списки джерел за темами / Student cooperation

Добірка наукової літератури з теми "Student cooperation"

Автор: Grafiati
Опубліковано: 19 червня 2021
Оновлено: 7 лютого 2022

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Student cooperation":

1

Yuliawati, Dessy. "IMPLEMENTATION OF COOPERATIVE LEARNING MODEL STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD) TYPE TO IMPROVE STUDENT COOPERATION IN SOCIAL SCIENCE LEARNING (Classroom Action Research Class VII-D SMP Negeri 1 Bandung)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 25. http://dx.doi.org/10.17509/ijposs.v2i2.10160.

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Abstract-This study is motivated by the author’s curiosity towards the effectiveness of Cooperative Learning Model Student Teams Achievement Division (STAD) type in improving student cooperation. The purpose of this study is to implementate the Cooperative Learning model Student Teams-Achievement Division (STAD) type to improve student cooperation that includes teamwork in solving problem and doing task, sharing ideas, asking and answering questions, interpersonal communication among students, students and teacher, students and informant, as well as respect for gender, ethnic, race, religion, socioeconomic status, culture and perspective differences. Classroom Action Research (PTK) uses a spiral model by Kemmis and Mc Taggart conducted in three cycles. The subjects of the study are the students of class VII-D. The implementation of learning to improve student cooperation is by implementing the Cooperative Learning model Student Teams-Achievement Division (STAD) Type in Social Science learning. Over three cycles have consistent improvements. In the first cycle, the observation on student cooperation is in the "adequate" category, because the students are lack of interactive communication among students, students and teacher, as well as the students are still lacking in a teamwork. In the second cycle, the result of student cooperation is in the "good" category. In this second cycle, it can be solved by teacher by making improvement and guiding students during teamwork process. In the last cycle, it experienced an increase into the category of "very good", because each student contributes directly or actively in the team. Of this study, it can be concluded that the implementation of Cooperative Learning model Student Teams Achievement Division (STAD) type in Social Science learning can improve student cooperation.Keywords: Cooperative learning STAD type, Cooperation skill, Social science learning
2

Johnson, David W., and Roger T. Johnson. "Mainstreaming and Cooperative Learning Strategies." Exceptional Children 52, no. 6 (April 1986): 530–61. http://dx.doi.org/10.1177/001440298605200608.

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There are three ways in which student-student interaction may be organized for mainstreaming. Of the three, cooperation is the only instructional strategy congruent with the goals of mainstreaming. The essential elements of cooperation learning and the specific actions teachers need to take to implement it are presented in this article. When cooperative learning is implemented effectively, positive relationships between handicapped and nonhandicapped students result. Far more positive interaction between handicapped and nonhandicapped students within instructional situations and during free-time, as well as increased friendships, result from cooperative learning experiences.
3

Yenniati, Yenniati. "Upaya Meningkatkan Aktivitas dan Hasil Belajar Ekonomi Pokok Bahasan Kerjasama Ekonomi Internasional Menggunakan Model Pembelajaran Jigsaw Siswa Kelas XII IPS 3 SMAN 3 Kotabumi Tahun Pelajaran 2018—2019." Eksponen 9, no. 2 (September 26, 2019): 35–43. http://dx.doi.org/10.47637/eksponen.v9i2.58.

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This study aims to improve economic learning activities and outcomes using the Jigsaw learning model on international economic cooperation material for class XII IPS 3 students of SMA Negeri 3 Kotabumi in the 2018-2019 academic year. This research is a classroom action research, which was conducted to students of class XII IPS 3 of SMAN 3 kotabumi in the 2018-2019 academic year. In this study tested the use of Jigsaw learning models on international economic cooperation material to determine its effect on student learning outcomes. The study was divided into 2 cycles, namely for the material of cooperation between countries in the economic field and the multilateral economic cooperation body. Data collection techniques with cognitive tests and student attitude questionnaires obtained from each cycle, the results were analyzed whether there was an increase in each cycle. The results of this study indicate that, the use of Jigsaw learning models on international economic cooperation material can improve student learning outcomes in class XII IPS 3. Student learning outcomes have increased by 58% from cycle I to cycle II, while student activity based on questionnaires has increased in cycle II where students, more disciplined, cooperative, polite and tolerant in learning. Thus the use of Jigsaw learning models in the material of international economic cooperation can improve the economic learning outcomes of students of class XII IPS 3 at SMAN 3 Kotabumi in the academic year 2018-2019.
4

Luvian, Lulu, and Tite Juliantine. "Penerapan Model Cooperative Learning untuk Meningkatkan Keterampilan Bermain Sepakbola dan Kerjasama Siswa di SMPN 2 Lembang." Jurnal Olahraga 3, no. 1 (April 30, 2017): 23–31. http://dx.doi.org/10.37742/jo.v3i1.69.

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The purpose of this research is to find out how the influence of the implementation of cooperative learning models to improve football playing skills and student cooperation at SMPN 2 Lembang. This study uses a classroom action research (CAR) method and uses a classroom action research design (CAR). The sample used in this study was 10% of the population representing 36 students. In the initial test of playing skills and cooperation, students get an average score of 24% for playing skills and 22% for collaboration. In cycle I, action I increased to 30% for play skills and 32% for cooperation, in cycle I, action II increased to 50% for play skills and 50% for cooperation, in cycle II, action I increased scores to 65% skills play and 66% for cooperation, in the second cycle of action II there was an increase of 82% for playing skills and 82% for cooperation so that it was seen an increase in each cycle in this study. Then it can be concluded that there is significant progress in the application of cooperative learning models to improve soccer playing skills and student cooperation at SMPN 2 Lembang.
5

Tollison, Andrew C., and Jacob S. Turner. "Cooperating Across Classrooms: Cooperative–Experiential Learning Through Design and Implementation of Health Campaign Messages." Pedagogy in Health Promotion 4, no. 1 (March 14, 2017): 52–57. http://dx.doi.org/10.1177/2373379917697993.

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The objective of this article is twofold: (a) demonstrate the utility of cooperative–experiential learning within the health sciences curriculum and (b) diversify student classroom experiences through a health campaigns project that challenged students to creatively and strategically develop health messages. Cooperative–experiential learning is a hybrid pedagogy that exposes students to many of the complexities they can expect to face within their career, thus bridging the gap between the classroom and workplace. The health campaigns project used to appraise the value of cooperative–experiential learning in this article tasked upper-level undergraduate student groups from two unique college courses (Health Promotion and Visual Communication) to design, launch, and analyze health-relevant campaigns on the authors’ college campus. At two points throughout the semester, students independently completed reviews (cooperation reports) of their group dynamics and progress—these reports became the data set for our analysis of cooperative–experiential learning. Using a grounded theory approach (open, axial, and selective coding), the results that emerged from our analysis point to four significant themes of cooperative–experiential learning: development of communication skills, problem solving and critical thinking through cooperation, workplace preparedness, and student satisfaction. Student quotes are used to help extrapolate these four outcomes. Suggestions are offered for how to effectively incorporate cooperative–experiential learning into curriculum.
6

Nett, Bernhard. "Measuring Virtual Student-Student Cooperation. A Case Study on the Evaluation of Cooperative Learning in a Virtual Distributed Computer and Law Course." Journal of Educational Computing Research 33, no. 3 (October 2005): 269–84. http://dx.doi.org/10.2190/2qne-xw85-uxp1-fute.

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This article demonstrates the evaluation of a German Computer and Law (C&L) seminar, which has been conducted in an experimental, distributed manner with five institutes co-operating. The evaluation was dedicated to the question, in which way the course supported cooperative learning among the students of the different participating institutes. As a result, most students concentrated upon writing their individual papers, which were to be placed on the learning platform afterwards. Additional cooperative functionalities such as forums and annotation were used for an intensification of tutor-student cooperation, but the intensified tutoring was not accompanied by more student-student cooperation. A concentration on most active students took place. The empirical results are based on interviews and on interaction analysis, as well. In the context of the interaction analysis, the article describes the active-reception criterion which has been adopted focusing on inter-student activities. The limits of the criterion are discussed, which is given by educational goals to be evaluated and the educational scenario implemented. The article points out the opportunity for related automatic evaluation.
7

Siti Nurfuadah, Nendah. "The Implementation of Inductive Model in the Learning of Finding Religious Values in Short Stories "Robohnya Surau Kami" by A.A. Navis." Alinea: Jurnal Bahasa, Sastra, dan Pengajaran 1, no. 3 (October 14, 2018): 161. http://dx.doi.org/10.35194/alinea.v1i3.206.

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This article reveals the effectiveness of using inductive learning models to find religious values in the short story. The method used in the study is PTK. The experiment was conducted in three cycles, each cycle consists of two meetings. The study was conducted in grade XI MAN Cianjur. The results showed that inductive models can enhance the learning process, especially the attention of students in learning and students cooperation in group discussions. In the first cycle, in terms of students attention, from 44 students there are 29 students (65.90%) paid attention, and in terms of cooperation of the students in group discussions, there were 27 students (61.36%) are cooperative. In the second cycle, from 44 students there were 33 students (75%) who paid attention, and regarding the cooperation of the group, there are 30 students (68.18%) who are cooperative. In the third cycle, from 44 students there are 38 students (86.36%) who paid attention, and regarding group cooperation there are 39 students (88.64%)who are cooperative. The student’ results in the first cycle obtained an average value of 68.64, in the second cycle the average value was 77.16, and in the third cycle the average value was 91.82. Therefore, it is concluded that the implementation of inductive learning model on learning of finding religious values on the short story in class XI MAN Cianjur can enhance the learning process and student learning outcomes.Keywords: religious value, inductive models, processes and outcomes
8

Dwihantoro, Arif. "Students Team Achievement Division (STAD): Model Pembelajaran Kooperatif untuk Meningkatkan Kerja Sama Peserta Didik." Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education 1, no. 1 (April 29, 2021): 23–30. http://dx.doi.org/10.14421/quadratic.2021.011-04.

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The research aimed to increase students' cooperation skills and to describe mathematics learning quality through cooperative learning models, types Students Team Achievement Division (STAD). This research is a classroom action research using model of Kemmis Taggart. The subject is 11 grades students of Mathematics and Natural Science 3 in 1 Wates Senior High School. The findings indicated that the learning model, style Students Team Achievement Division (STAD), could improve students' cooperation skill. The excellent implementation is shown by an improvement in the percentage of student cooperation in mathematics instruction, namely from the results of the first cycle, the average performance of cooperation is 67.8% of students in the high and very high category and an increase in the second cycle by 82.2% of students in the high and very high category. The results of observations of the implementation of mathematics learning using cooperative learning model, type Students Team Achievement Division (STAD), in cycle I revealed a percentage of 91%, which increased to 96% in cycle II.
9

Duvall, Betty. "Obtaining student cooperation for assessment." New Directions for Community Colleges 1994, no. 88 (1994): 47–52. http://dx.doi.org/10.1002/cc.36819948808.

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10

Qurtubhi, Wildan Muhammad. "EFFECT OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR AND SHARE (TPS) ON STUDENT COOPERATION (Quasi Experiments on Social Studies Learning Class VII in 1 Cikajang Junior High School)." International Journal Pedagogy of Social Studies 2, no. 2 (February 21, 2018): 53. http://dx.doi.org/10.17509/ijposs.v2i2.10165.

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Abstract-This study aims to test how much influence the model of cooperative learning type think pair and share (tps) on student cooperation (quasi experiment on social studies learning class VII in Cikajang Junior High School). The design used in this research is non-equevalent controlgroup with "before" and "after" pattern and treatment done on class VII-A as experiment class group. While VII-B as a control class group that made a comparison. Sampling used is purposive sample technique. Student cooperation data collection using closed questionnaire. After data collection, quantitative analysis is done through hypothesis or T-test. The results of differences between "before" and "after" in the experimental class given treatment showed significant improvement. In control classes between "before" and "after" that are not given treatment there is also a difference, but not an improvement but rather a decrease. So it can be concluded that there is influence of model cooperative learning type think pair and share (tps) to student's cooperation in social studies learning.Keywords: Student Cooperation, Cooperative Learning Type Think Pair and Share (TPS),Social Studies Learning
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Статті в журналах Дисертації Книги

Дисертації з теми "Student cooperation":

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.

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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.

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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.

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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.

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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.
5

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.

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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.

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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.

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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.

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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.

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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.

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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.

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Книги з теми "Student cooperation":

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Blanco, Luis Enrique Barriga. El cooperativismo escolar como herramienta pedagógica: Manual de cátedra. San Juan, República Argentina: Facultad de Ciencias Económicas de la Universidad Católica de Cuyo, 1998.

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Hastie, Peter A. Student-designed games: Strategies for promoting creativity, cooperation, and skill development. Champaign, IL: Human Kinetics, 2010.

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Haycock, Kati. Improving student achievement through partnerships. Washington, DC: American Association for Higher Education, 1991.

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Cangelosi, James S. Classroom management strategies: Gaining and maintaining students' cooperation. 2nd ed. New York: Longman, 1993.

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Cangelosi, James S. Classroom management strategies: Gaining and maintaining students' cooperation. 5th ed. Hoboken, N.J: Wiley, 2004.

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Cangelosi, James S. Classroom management strategies: Gaining and maintaining students' cooperation. 6th ed. Hoboken, N.J: John Wiley & Sons, 2008.

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Cangelosi, James S. Classroom management strategies: Gaining and maintaining students' cooperation. 4th ed. New York: Wiley, 2000.

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Cangelosi, James S. Cooperation in the classroom: Students and teachers together. Washington, D.C: National Education Association, 1986.

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Cangelosi, James S. Classroom management strategies: Gaining and maintaining students' cooperation. 3rd ed. White Plains, N.Y: Longman, 1997.

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Cangelosi, James S. Cooperation in the classroom: Students and teachers together. 2nd ed. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Частини книг з теми "Student cooperation":

1

Mesterton-Gibbons, Mike. "Cooperation and the prisoner’s dilemma." In The Student Mathematical Library, 173–228. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/stml/011/05.

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Schmidt, Jan-Erik, and Caterina Gawrilow. "Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health." In Student Feedback on Teaching in Schools, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Foss, Lene, Elin M. Oftedal, and Tatiana Iakovleva. "Action-Based Education in Academic Entrepreneurship: A New Role of the Student?" In Cooperation, Clusters, and Knowledge Transfer, 249–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-33194-7_13.

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Polaków, Grzegorz, and Mieczyslaw Metzger. "Web-Based Visualization of Student Cooperation during Distributed Laboratory Experimentation." In Lecture Notes in Computer Science, 317–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04265-2_48.

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Röhl, Sebastian, and Wolfram Rollett. "Student Perceptions of Teaching Quality: Dimensionality and Halo Effects." In Student Feedback on Teaching in Schools, 31–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_3.

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AbstractThis chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.
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Yasunaga, Satoru. "Class Design Based on High Student Engagement Through Cooperation: Toward Classes that Bring About Profound Development." In Deep Active Learning, 111–36. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_7.

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Tire, Gunda. "Estonia: A Positive PISA Experience." In Improving a Country’s Education, 101–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_5.

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AbstractAccording to Programme for International Student Assessment (PISA) run by Organization of Economic Cooperation and Development (OECD), Estonian education system stands out as a high performing system where students from different socio-economic backgrounds achieve high results. In PISA 2018 Estonian students ranked first in reading and science and third in mathematics among the OECD countries. What has Estonia done to be at the top of the PISA league tables? There are many aspects that have contributed to the success of Estonian education. The following chapter will look at the historical background, describe the factors, policies and conditions that have contributed to the current educational landscape that has attracted considerable attention from all over the world.
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Jacobs, George M., and Willy A. Renandya. "Positive Education: A New Way to Look at Learning." In Student Centered Cooperative Learning, 99–110. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_8.

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Jacobs, George M., and Willy A. Renandya. "Student Centered Cooperative Learning: An Introduction." In Student Centered Cooperative Learning, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_1.

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Jacobs, George M., and Willy A. Renandya. "Conclusion." In Student Centered Cooperative Learning, 133–36. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_10.

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Тези доповідей конференцій з теми "Student cooperation":

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An, Donghyeok, Yusung Kim, Hyunsoo Yoon, and Ikjun Yeom. "Multi-rate aware partition and cooperation in WLANs." In The ACM CoNEXT Student Workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2079327.2079349.

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Cavicchio, Federica. "The modulation of cooperation and emotion in dialogue." In the ACL-IJCNLP 2009 Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1667884.1667896.

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Frýdková, Eva. "Pre-gradual preparation of future teachers for cooperation and communication with student´s parents." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2715.

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Partnership of family and school is the subject of interest not only non-proffesional public, but proffesionals of pedagogical, sociological and psychological theory and practise. The reasons are continuous efforts to improve education of child and transformation of schools to modern institutions, which are cooperating with it´s surrounding areas and providing quality services to it´s clients (students and parents). Partnership of school and family of student is organical part of these efforts and it becomes the important part of evaluation of school´s quality. Cooperation of family and school is undividible part of teacher´s proffession. At the same time it belongs to areas which make the biggest troubles after entering absolvents to pedagogical practise. This fact is coming not only from researches realized in this area, but also from interviewes which we are realizing with students after attending pedagogical practise in pre-gradual studies. The text is foccused on pre-gradual preparation of future teacher for work with parents. It shows if they are theoretically and practically ready and it´s foccussed on the possibilities of evolving practical skills and applications of theoretical knowledge from the subject´s area.
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Hjálmarsdóttir, Hafdís Björg, and Vera Kristín Kristjánsdóttir. "UNIVERSTIY STUDENT MOTIVATION AND COOPERATION WITH COMPANIES." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.014.

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Sang Woo, Prof Park. "UZBEKISTAN COOPERATION PROMOTION PLAN (EDUCATION FIELD)." In UZBEKISTAN-KOREA: CURRENT STATE AND PROSPECTS OF COOPERATION. OrientalConferences LTD, 2021. http://dx.doi.org/10.37547/ocl-01-16.

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In reality, Korean universities are very attractive for foreign students (international student share: 1.4% in Korea, 18% in Australia, 15% in Austria, 41% in Luxembourg, 16% in New Zealand, 17% in the UK, 16% in Switzerland, and 4% in the US). In the case of foreign universities in Uzbekistan, more than 10 universities, excluding those in Korea, have entered the market, but there have been no withdrawal cases, so it is necessary to benchmark the cases of foreign universities entering overseas and review countermeasures for improvements.
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Sonntag, Tom, Bart Schroten, Frederique Verburg, and Jacques Bazen. "University Business Cooperation: Results of International Student Projects." In Regional Innovation & Entrepreneurship Conference. Saxion, 2016. http://dx.doi.org/10.14261/postit/5f1ba34b-4057-418e-96a87ad8b9f13a54.

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Wang, Fanggang. "Generalized diversity embedded block codes: code construction and PEP analysis in wireless cooperation networks." In 2008 Annual IEEE Student Paper Conference. IEEE, 2008. http://dx.doi.org/10.1109/aispc.2008.4460553.

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Harahap, Muntaharrahmi Melati Putri, and Eli Rohaeti. "A study of model research oriented cooperative inquiry learning towards student cooperation attitude." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043113.

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Kurniawan, Yohannes, Irenea Jessica Dwitanthea Susanto, Daniel Williiam Wijaya, and Wilson Christian. "Digital Learning Experience for University Student." In CHIuXiD '20: 6th International ACM In-Cooperation HCI and UX Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3431656.3432055.

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Furuya, Okitsugu. "Hydrodynamic Problems in an Industry-Academia Cooperation Program." In ASME/JSME 2007 5th Joint Fluids Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/fedsm2007-37663.

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In Japan it is a common practice that the student at the senior year in engineering education needs to conduct a thesis work as a part of the graduation requirement. In most cases he or she becomes a member of a specific research laboratory where the professor provides a thesis project for the student to complete within a year. Engineering Clinic Program (ECP) at the Kogakuin University (KU) is an industry-academia cooperation program where the company provides a project for the students who work together as a team of four to five. ECP replaces the traditional thesis work for the graduation requirement. All projects in ECP coming from the industry are of open-end and of most advanced technology so that the students work on the real world problems just like the engineer in the company. The technical liaison from the company together with the faculty advisor guides the students, although they never give the solution to them. They should come up with some solutions to the problem within the limited timeframe and thus the creative ability and also management capability are cultivated. The students learn how to apply the knowledge learned at class to solving a real engineering problem. The problems the industry provides to ECP are of wide variety and also multidisciplinary in the engineering field. Among them, presented herein are two fluid dynamic problems handled in ECP in the past,: 1) development of accurate droplet measurements in intravenous injection pump, and 2) study of a journal bearing for Jet Pump. How these fluid dynamic problems provided from the industry were handled by the students with the help of the liaisons and advisors are described in this paper.

Звіти організацій з теми "Student cooperation":

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Jeffery, Russell, and William V. Slaton. Cooperative Student-Built Multi-Payload Balloon-Satellite Eclipse Measurement. Ames (Iowa): Iowa State University. Library. Digital Press, January 2017. http://dx.doi.org/10.31274/ahac.9754.

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Werth, Arman. Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1412.

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Ryazantsev, Sergey, and Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», November 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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Ryazantsev, Sergey, and Tamara Rostovskaya, eds. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, November 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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Weiler, C. S. Recognition of Outstanding Work by Aquatic Science Students: Cooperation Between the American Society of Limnology and Oceanography and the Ocean Sciences Directorate of the Office of Naval Research. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada362142.

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Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

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For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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A cooperative placement 11th grade student was injured while operating a jointer in a millwork shop - Massachusetts. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, December 2009. http://dx.doi.org/10.26616/nioshsface08ma1nf.

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A 17-year-old student severely injures leg on a construction site while working at a steel erection company as part of a cooperative work experience - Massachusetts. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, March 2007. http://dx.doi.org/10.26616/nioshsface04ma2nf.

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